Improvingstudents’ Reading Comprehension Of Narrative Text Through Jigsaw Technique (A Classroomaction Researchin The Second Grade Students Of Smp Ash-Sholihin Kebon Jeruk)

Kebon Jeruk)

A “Skripsi”

By Ayu Arini

107014000474

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

SHOLIHIN KeborcJeruk)

A "Skripsi

Presented to English Education Deparhent

In Partial Fulfitlment of Requirements for the Degree of Strata I ( SI ₎

By: Ayu Arini 107014000474

DEPARTMENT

OF

ENGLISII EDUCATION

FACTJLTY

OF

TARBIYAH AND TEACHERS'

TRAINING

SYARIF HIDAYATULLAH

STATE

ISLAMIC T]NIYERSITY

JAKARTA

2013

ENDORSEMENT

SHEET

Tte ExamiMion commitee

of

tk

Faculty

of Tarbiyatr and

Teachers'

Training certifies that the "skripsi" (Scientific Paper) entitled "IMPROVING STUDENTS'

READING

COMPREHENSION

OF

NARRATIVE TEXT THROUGu JIGSAW

TECENIQIIE'

(A Classroom Action Reseqrch in the Second Grade Stwlents af SMP A,sh-Sholihin Kebon.Ier*), wrifien by Ayu Arini' a student's registration nrrnber 1W014O0047[, was e,(ilnirFd by the Committee on Septemb"Jtg* and 20m, 2013. The "slaipsi" has been accepted and declared to have fulfilled one of the requirements for the Degree of "S- Pd" (Bachelor of Arts)

in Engtish larguage Education at the English Deparffitent

Jakarta, 23'd,2ol3

EXAMINATION COMMITTEE CHAIRMAN

SECRETARY

: Drs- Syaukllvt-Pd

NIP. 19641212 199fi3 1 002

: Zahril Anasy. M.Hum

NIP. 119?6fi07 200710 1 002 EXAMINER

I

: Dr. Atiq Susilo- MA

NIP. 19491 122 197803

I

001 EXAMINER II : Ismatianing Evi)'uliwati- M' Hum

NlP. 19740?23 200003 2

mr

W

'i,ott

;fr"

_^q-,,t:

AcknowledgedBY

Dean of Tarbiyah and Teachers' Training

W

Dra Nurleaa Rifa'i. M.A. Ph- D NIF. 19591$20 198603 ? S$1

i

Text through Jigsaw Technique (A Classroom Action Research on the Second Grade Students of SMP Ash-Sholihin), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Bahrul Hasibuan,

Key Words: Reading Comprehension, Jigsaw Technique, and A Classroom Action Research.

Tujuan dari penelitian ini adalah untuk mengetahui apakah mengajar membaca melalui teknik jigsaw dapat meningkatkan pemahaman membaca teks naratif para siswa kelas VIII SMP Ash-Sholihin, Keboh Jeruk. Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas, dengan menggunakan model Kurt Lewin: Perencanaan, Tindakan, Observasi, dan Refleksi. Instrumen yang digunakan pada penelitian ini adalah lembar soal, lembar observasi, dan wawancara. Untuk mengumpulkan data, penulis memberikan tes dalam bentuk teks naratif, yaitu menjawab soal essay berdasarkan teks yang telah dipelajari para siswa. Berdasarkan hasil penelitian, pengajaran reading dengan teknik jigsaw dapat meningkatkan pemahaman siswa dalam mempelajari teks naratif. Pada hasil pre test, hanya ada 8 siswa yang lulus nilai KKM dengan rata-rata 43.13. Pada hasil post test di siklus ke-2 terdapat peningkatan, yaitu ada 32 siswa yang lulus nilai KKM, dengan rata-rata 84.07. Hasilnya, respon siswa terhadap pembelajaran positif. Berdasarkan hasil data dapat disimpulkan bahwa pengajaran dengan teknik jigsaw dapat meningkatkan pemahaman membaca siswa di kelas VIII SMP Ash-Sholihin, Kebon Jeruk.

ii

Text through Jigsaw Technique (A Classroom Action Research on the Second Grade Students of SMP Ash-Sholihin), Skripsi, English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. Advisor: Bahrul Hasibuan,

Key Words: Reading Comprehension, Jigsaw Technique, A Classroom Action Research.

The objective of this research is to find out whether or not teaching reading through jigsaw technique can improve the reading comprehension of narrative text on the second grade students of SMP Ash-Sholihin, Kebon Jeruk. The writer conducted the learning process in reading through jigsaw technique by Classroom Action Research. It focused on Kurt Lewins’ Design: Planning, Acting, Observing, and Reflecting. The instruments that were used in this research involved the English test sheet, observation sheets, and interview guidelines. For collecting the data, the writer gave the test in the form of narrative text, and the students had to answer the essay questions based on the text that they had learned before. Based on the research result, the comprehension of students in learning the text through jigsaw technique has improved. The result of pre test, there are only 8 students who passed the KKM and derived mean score 4.13. The result of post-test in the second cycle gained 32 students who passed the KKM and derived mean score 84.07. In addition, students’ responses to learning are generally positive. Based on these findings, it can be concluded that the use of jigsaw technique can improve students’ reading comprehension of narrative text on the second grade students of SMP Ash-Sholihin, Kebon Jeruk.

iii

that everything is because of His willing, therefore, she has been able to pass overall emotional process in completely finishing this Skripsi.

Shalawat and Salam wish always go to our last and great apostle Muhammad SAW., and to his relatives as well as his companion.

This Skripsi is presented to the Faculty of Tarbiyah and Teachers’ Training,

as the partial fulfillment of requirement for the Degree of S.Pd. (Bachelor of Arts) in English Education Department.

In this occasion, the writer would like to express her great and deep gratitude to her beloved parents, Mr. Moh. Ali, B.A and Mrs. Sumyati, her beloved brothers, Ahsan Nauli and Moh. Ribhul Azeem, who have given the writer support and advice during her study in English Education Department.

The writer also expresses her great gratitude to Drs. H. Bahrul Hasibuan, M.Ed, the advisor who had patiently guided her in finishing this paper.

The writer also realizes that she would never finish this paper without the helping of some people. Therefore, she would like to give big thanks to:

1. All lectures at English Education Department, for their knowledge, motivation, and patience during her study in UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., the head of English Education Department.

3. Zahril Anasy, M. Hum., the secretary of English Education Department. 4. Dra. Nurlena Rifa’i, M.A. Ph.D., the dean of the Faculty Tarbiyah and

Teachers Training.

5. Drs. Abd. Kholik, the head of SMP ASH_SHOLIHIN Kebon Jeruk for giving the writer permission to conduct the research.

6. The students of VIII of SMP ASH_SHOLIHIN Kebon Jeruk for cooperating during the research.

7. All her friends in English Education Department, especially for the A class.

8. To any other persons who cannot be mentioned one by one for their many contribution to the writer in finishing this paper.

May Allah, the Almighty bless them all.

Finally the writer realizes that this paper is not perfect yet, therefore, the writer would like to welcome constructive suggestion and criticisms to make this paper better.

Jakarta, June 2013

v DECLARATION SHEET

ABSTRAK ... i

ABSTRACT ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLE ... viii

LIST OF FIGURE ... ix

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. The Limitation of the Problem ... 4

C. The Formulation of the Problem ... 4

D. The Objective of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II: THEORETICAL FRAMEWORK ... 5

A. Reading ... 5

1. The Understanding of Reading Comprehension ... 5

2. The Objectives of Reading ... 9

3. The Techniques of Reading ... 11

4. The Kinds of Reading ... 13

B. Narrative Text ... 14

1. The Understanding of Narrative Text ... 14

2. The Objectives of Narrative Text ... 17

3. The Schematic Structure of Narrative Text ... 18

4. The Grammatical Features of Narrative Text ... 20

C. Jigsaw Technique ... 20

1. The Understanding of Jigsaw Technique ... 20

3. The Technique of Jigsaw Technique ... 22

4. The Advantages and the Disadvantages of Jigsaw Technique ... 24

D. The Previous Study ... 25

E. The Hypothesis of the Action ... 26

CHAPTER III: RESEARCH METHODOLOGY ... 27

A. The Place and Time of the Research ... 27

B. The Method of the Research ... 27

C. The Subject and the Object of the Research ... 27

D. The Writer’s Role on the Research ... 28

E. The Research Design ... 28

F. The Classroom Action Research (CAR) Procedures ... 30

1. Planning Phase ... 30

2. Acting Phase ... 31

3. Observing Phase ... 31

4. Reflecting Phase ... 31

G. The Technique of Collecting the Data ... 32

H. The Technique of Data Analysis ... 33

I. The Criteria of the Action Success ... 34

CHAPTER IV: RESULT AND DISCUSSION ... 35

A. Before Implementing the CAR ... 35

1. The Result of Pre Observation ... 35

2. The Result of Pre Interview ... 36

3. The Result of Pre Test ... 37

B. The Implementation of CAR ... 37

1. Cycle 1 ... 37

a. Planning ... 37

b. Acting ... 38

c. Observing ... 39

d. Reflecting ... 42

2. Cycle 2 ... 43

b. Acting ... 43

c. Observing ... 44

d. Reflecting ... 46

C. The Discussion of the Data after CAR ... 47

1. The Result of Post Interview ... 47

2. The Result of Post Test ... 48

D. The Testing of the Action Hypothesis ... 55

E. The Interpretation of The Result ... 55

CHAPTER V: CONCLUSION AND SUGGESTION ... 57

A. Conclusion ... 57

B. Suggestion ... 58

BIBLIOGRAPHY APPENDICES Lesson Plan ... 58

The Instrument of Pre-Test and Post Test ... 74

The Answer Key of the Instrument ... 77

1

A. The Background of the Study

English as a foreign language is now used widely by many people as a means of communication. Moreover some information media such as television, internet, magazine, and newspaper use English. In Indonesia, the use of English as the means of communication on printing media has been familiar for decades. The Jakarta Post and some others provide evidence for such phenomenon. That phenomenon might be one of the reasons that English is adopted in the school curriculum as compulsory subject in Junior and Senior High Schools. That makes the students have to have competence in English.

English is not only used as a means of communication but also as a subject learned at schools in Indonesia. In learning English, students have to learn and practice the four skills; listening, speaking, reading, and writing. Listening and reading skills are regarded as receptive skills because they involve receiving messages while speaking and writing skills are considered to be productive skills because they involve language production.1 All of those skills are essential in learning English language. But in this paper, the writer focuses in reading skill. According to Mikulecky and Jeffries, “Reading in English helps you learn to think in English; build your English vocabulary; helps you more comfortable with writing in English and you can write better in English if you feel comfortable with the language”.2

So, the writer thinks that reading is very essential for people that want to learn English because it has many advantages as already mentioned above. It is in line with Mikulecky and Jeffries, Rubin states that “Reading is

1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p.16.

practical, purposeful accomplishment that is vital to learning in school and all through life.”3

Reading plays an important role because reading has become a part of our daily life. Through reading various printed materials such as newspaper, magazine, fiction, and nonfiction books, we are able to gain a lot of knowledge, information and pleasure. Therefore, the ability to read the texts in any forms will contribute many advantages in our life such as gaining success at school, etc. For students, reading is also one of the important skills because students can get some information of the texts, besides students can improve their vocabulary, pronunciation, grammar, and their knowledge.

The reading text types that the second year students of Junior High School need to learn are: descriptive, narrative, and recount. The students are expected to be able to understand the text and are also capable of creating new text especially in reading. In this paper, the writer focuses the discussion on narrative text.

Narrative text is a kind of text that describes a sequence of fictional or nonfictional events. It consists of orientation, complication, and resolution. According to Santi V. Buscemi, “narration can be divided into two types: fiction and nonfiction. Works of nonfiction recount events that actually occurred. Works of fiction, though sometimes based on real-life experiences, are born of the author’s imagination and do not re-create events exactly as they happened”.4

Based on the writer’s observation during PPKT, it was found that the teaching of narrative text was done in conventional ways, such as translating the passage word by word using dictionary. Moreover, the teacher gives the students chances to ask her the difficult word that they cannot find it in their small dictionary. It was also found that teacher did not motivate her students to explore the texts. All the activities were still teacher-centered; it means that the teacher played as the main source of information when the students got trouble with the reading text.

3_{Dorothy Rubin. A practical approach to teaching reading. (New York: the Dryden press,}

1982), p.8.

4 Santi V. Buscemi, A Reader for Developing Writers, (New York: Mc Graw-Hill Inc, 2002), p. 341.

In addition, the writer saw that the students have their own problems such as the lack of vocabulary as well as lack of motivation, and not familiar with the schematic structures of the text’s genres. They depend too much on the dictionary and the teacher. It makes them difficult to be independent for making inference or conclusionto guess the meaning of unknown words by themselves. They are also not ready with the longer text and unable to find the topic sentences, main ideas, and references. Those matters affect the students’ achievement.

It is important for the writer to look for an approach to make the reading learning process runs well and accomplish one of the instructional objectives i.e.

to comprehend the text along with genre. The writer thinks that the use of Cooperative Learning may be effective to solve the problems mentioned above. The Cooperative Learning seems suitable to be used in teaching reading to make the Junior High School students more active and motivated.

One of cooperative learning methods is jigsaw technique. Jigsaw is a strategy of learning method which demands the students to learn on group with 4-6 members’ students who have heterogeneous ability. Each home group members meet in expert groups to study the material assigned to each group member. After discussion, they go back into their group members and explain their discussion to his/her group members. This means that jigsaw technique is not only to make the students interact and cooperate with another students in which cleverer student teaches weaker student in their group, but also to make every student takes responsible to teach one another because every students must learn a different piece of material concerning a whole of picture of the task.

For doing this research the writer choose SMP Ash-Sholihin Kebon Jeruk to fulfill the writer’s curiosity about jigsaw technique implementation because that school is easy to reach, and based on the writer’s observation, the school has a standard school grade, and the teacher also interested in implementing jigsaw as one of the technique to improve students’ reading comprehension. Moreover, the writer would like to implement and see the impact of the process of teaching reading skill by using Jigsaw Technique to the second year students of SMP Ash-Sholihin Kebon Jeruk. In order to achieve this objective, the writer will conduct a

study entitled “Improving Students’ Reading Comprehension of Narrative Text

through Jigsaw Technique. (A Classroom Action Research on 2nd Grade Students of SMP Ash-Sholihin Kebon Jeruk”).

B. The Limitation of the Problem

To present an effective paper, the writer limits the problem. There are three materials will be discussed: reading comprehension, narrative text, and jigsaw technique. This study emphasizes the method of teaching reading narrative text using jigsaw technique. The subjects of the study are the second year students of SMP Ash-Sholihin Kebon Jeruk. And the objects of the study are jigsaw technique and the students’ achievement.

C. The Formulation of the Problem

To make the study easy to understand, the writer formulates the problem as follow: “How far jigsaw technique in improving students’ reading comprehension of narrative text?”

D. The Objective of the Study

The objective of the study is to know how far jigsaw technique improves students’ reading comprehension of narrative text for the second year of SMP Ash-Sholihin Kebon Jeruk. In addition, the objective of the research is to describe the analyses of the implementation of students’ reading comprehension of narrative text.

E. The Significance of the Study

The contributions of this study are conveyed to: First, for the writer. The study gives many lessons about reading and jigsaw technique that will be very useful when the writer be a teacher in the future. Second, is for the next English Education Department Students. They can make this study as a comparison of their study with the same discussion.

5

A. READING

1. The Understanding of Reading Comprehension

Reading is a skill essential for formal education and for an individual’s

success in society. It is supported by the theory states that “reading is the construction of meaning from a printed or written message.”1 Getting meaning depends on the reader prior knowledge about the written message. While in a dictionary, reading is also defined as “the skill or activity of getting information from books.”2 So the more we read the more we get information that contributes a great advantage in our life, such as gaining success in school for student.

According to Elizabeth B. Bernhardt, “reading is viewed as not merely taking written information on the printed matter but also attributing a meaning-extracting process as the essence of the act of reading.”3 In addition, Roe et al states that:

reading comprehension is an abstract process that occurs in the brain; it is difficult to observe, to measure, and to teach directly. Students can discuss reading content, answer questions, and verbalize how they arrived at answer, but the actual mental process cannot be observed. A good way to explore the process of reading comprehension is to discuss reading with a reader who shares his or her thoughts as he or she reads.4

1

Richard R. Day, Extensive Reading in Second Language Classroom, (Cambridge: Cambridge University Press, 1998), p.12.

2

Elizabeth Walter, Cambridge Advanced Learner’s Dictionary: Third Edition, (Cambridge: Cambridge University Press, 2008), p. 1181.

3

Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspective, (New Jersey: Ablex Publishing, 1991), p. 5.

4

Betty D. Roe, Barbara D. Stoodt, and Paul C. Burns, Reading Instruction in the Secondary School, Revised edition, (London: Houghton Mifflin Company, 1978), p. 144.

It means that reading not only getting information simply but also processing that information on mind to understand the meaning. And the process itself cannot be observed directly.

Goodman in Richard Allington points out that if reading is the extraction

of meaning, “reading comprehension is a redundant phrase, because without comprehension, reading has not truly happened.”5 It means that the understanding of reading and comprehension cannot be separated. It is in line with Francoise Grellet who states that “Understanding a written text means

extracting the required information from it as efficiently as possible.”6

In this sense, when the readers can find the information from the text that they have read, it means that they get the comprehension. In addition, Zemelman et al. in

Farris states that “The essence of reading is a transaction between the words

of an author and the mind of the reader, during which meaning is constructed.

It means that the main goal of reading instruction must be comprehension.”7 It is as close as what Crowley defines that “The main purpose of reading is to understand or comprehend the communication between the author and the author’s audience.”8

Another explanation that reading comprehension is the main function in which people can communicate through a text, as Parris and Hamilton explain that:

Understanding the meaning of printed words and texts is the core function of literacy that enables people to communicate messages across time and distance, express themselves beyond gestures, and create and share ideas. Without comprehension, reading words is reduced to mimicking the sounds of language, repeating text is nothing more that memorization and

5

Richard Allington and Michael Strange, Learning through Reading in the content areas, (Lexington: D.C Heath and Company, 1980), p. 16

6

Francoise Grellet, Developing Reading Skills: A Practical guide to reading comprehension exercises, (Cambridge: Cambridge University Press, 1986), p. 3.

7

Pamela J. Farris, Teaching Reading: A Balance Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p.324

8

Sharon J. Crawley, Remediating Reading Difficulties: Third Edition, (New York: McGraw-Hill, 2000), p. 40

oral drill, and writing letters and characters is simply copying or scribbling.9

The explanation above describes the role of comprehension when reading a text that could express and create many ideas. In other words, it explains how essential the comprehension to decode the text.

Comprehension needs the reader’s ability to follow the author’s organization of main ideas, details, paragraph structures, and whole selection.10 In order the readers can do that, many of them use some strategies to get comprehension of the text they read. They are:

a. Skip words they don’t know b. Predict meaning

c. Guess the meaning of unfamiliar words from the context d. Do not constantly translate

e. Look for cognates

f. Ask someone what a word means g. Have knowledge about the topic h. Draw inferences from the title

i. Make use of all information in the paragraph to comprehend unfamiliar words

j. Try to figure out the meaning of a word by the syntax of the sentence k. Read things of interest

l. Study pictures and illustrations

m. Purposefully reread to check comprehension.11

In addition, The National Reading Panel concludes the other

comprehension strategies for improving students’ understanding of what they

read in the discipline areas:

a. Comprehension monitoring, where readers learn how to be aware of their understanding of the material;

b. Cooperative learning, where students learn reading strategies together;

9_{Scott G. Parris and Ellen E. Hamilton, “The Development of Children’s Reading}

Comprehension”, in Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading

Comprehension, (New York: Taylor and Francis Group, 2009), p. 32

10

Roe, 1978, Op. Cit, p. 147.

11

Jerry G. Gebhart, Teaching English as a Foreign or Second Language, (Michigan: The University of Michigan Press, 1996), p.199

c. Use of graphic and semantic organizers (including story maps), where readers make graphic representations of the material to assist comprehension;

d. Question answering, where readers answer questions posed by the teacher and receive immediate feedback;

e. Question generation, where reader ask themselves questions about various aspects of the story;

f. Story structure, where students are taught to use the structure of the story as a means of helping them recall story content in order to answer questions about what they have read; and

g. Summarization, where readers are taught to integrate ideas and generalize from the text information.12

From those statements above, it can be known that there are many strategies in order to get reading comprehension. And the writer thinks we also should do those strategies if we want to get a good comprehension in reading.

Moreover, Goodman et al states that:

Reading is a problem-solving process. As readers, we try to discover what the author means while at the same time, we build meaning for ourselves. We use our own language, our own thoughts, and our own view of the world to interpret what the author has written. These interpretations are limited by what we known.13

Based on the explanation above, the writer thinks the reader may not get the whole idea of the writer, or may be the readers get some different

understanding of what they read because it depends on the readers’

knowledge. So, it seems important for the readers to have some prior knowledge in order to get the complete understanding of the author means.

12

Michael L. Kamil, et.al, Successful Reading Instruction, (Greenwich: Information Age Publishing, 2002), p. 122

13

Yetta M. Goodman, Carolyn Burke, and Barry Sherman, Reading Strategies Focus on Comprehension, (New York: Holt, Rinehart and Winston, 1980), p.3.

Moreover, Farris states that:

One of the first strategies for a teacher to master is that of activating prior knowledge or background knowledge in their students. You will find it is an integral part of several teaching strategies in the upcoming pages, including the Directed Reading Activity (DRA), the Directed Reading Thinking Activity (DRTA), and K-W-L-Plus.14

In this sense, Farris illustrated that prior knowledge is the component in

reader’s mind to anticipate about the upcoming text will tell about.

Based on those explanations, reading is a complicated process in understanding the meaning. However, comprehending and developing prior

knowledge initially are the significant strategy to get the writer’s purpose.

To sum up, reading comprehension is the process of getting meaning from the text. It is influenced by the reader’s prior knowledge and also the

reader’s comprehension strategy.

2. The Objectives of Reading

In real life, people generally read something because of some objectives that they want to get. Francoise Grellet states that there are two main reasons of reading; reading for pleasure and reading for information.15 It means that many people read just for enjoying their life and many other read because they need to find out what they want to know about something.

William Grabe and Frederica L. Stoller state that the objectives of reading are:

a. Reading to research for simple information b. Reading to learn from text

c. Reading to integrate information, write and critique text d. Reading for general comprehension.16

14

Farris, 2004, Op. Cit, p.326

15

Ibid,. p. 324.

16

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Great Britain: Person Education, 2002), p.13.

The different objectives of reading are also states by Jeremy Harmer. He divides it into some areas:

a. Predictive skills

b. Extracting specific information c. Getting the general picture d. Extracting detailed information

e. Recognizing function and discourse patterns f. Deducing meaning from context17

And according to Rivers and Temperly suggest that second language learners will want to read for the following objectives:

a. To obtain information for some purpose or because we are curious about some topics

b. To obtain instructions on how to perform some task for our work or daily activities (e.g. knowing how an appliance works)

c. To act in a play, play a game, do a puzzle

d. To keep in touch with friends by correspondence or to comprehend business letters

e. To know when or where something will take place or what is available

f. To know what is occurring or has occurred (as reported in newspapers, magazines, reports)

g. For enjoyment or excitement.18

From those statements above, the writer concludes that the objective of reading is various. The reader has some objectives to be achieved. Based on those objectives, it is also necessary to look techniques of reading in which there is a connection with the objectives of reading.

17

Jeremy Harmer, The Practice of English language TeachingI, (New York: Longman, 1983), p. 183-184.

18

David Nunan, Designing Tasks for The Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 34.

3. The Techniques of Reading a. Previewing

Previewing is when the reader read some coverage reading materials such as chapter in a book, a report, a newspaper article, or other sources rapidly and after that decide how or whether to read the entire selection. The reader can preview the title, headings and subheading, summary or introductory statements, illustrative and graphic materials, and opening and closing sentences of each paragraph. The reader should write down some questions while previewing in order they get the answer by later reading.19 Previewing will give the students a framework into which the ideas gained through reading can fit.20 So the writer thinks previewing is one of students need when they are selecting one of reading material that they want to read its contain completely.

b. Skimming

Skimming is actually the broadened previewing in which the reader not only read the main ideas on the opening and the closing of the material but they also read various supporting details. There are some signal words to point out supporting details such as: first, second, because, in addition to, also, but, and the like. By reading these details, the reader is strengthens his understanding of the main ideas but save the time that would be needed for complete reading. 21

Skimming enables student to choose content that they want to read and discard that which is unimportant for their purposes. Skimming permits the students to get a general idea about the material which becomes their purposes, rather than to read all material in detail. And based to the explanation in the previous paragraph, one of useful skimming technique is to read only the first sentence of each paragraph

19

Richard Allington and Michael Strange, Learning through Reading in the content areas, (Lexington: D.C Heath and Company, 1980), p. 202-202

20

Roe, 1978, Op.Cit, p. 62

21

and read the introduction or summary more carefully. So when skimming, the students goes through the material quickly in order to get the gist of it, to know how it is recognized, or to get an idea.

c. Scanning

Scanning is the reading type that used to find out specific information that the reader need without read the whole page of reading materials. The reader usually use scanning when they read the telephone directory, a dictionary, and in finding a word, a date, a number, or a certain phrase. There are three steps involved in scanning:

1) Knowing clearly what it is being sought

2) Looking swiftly over the page, list, or column, expecting the fact to stand out from the rest of the page

3) Verifying the answer when it is found by reading it carefully. 22

In scanning, the readers should have purpose in order to find the specific information needed because when scanning the readers only try to locate specific information and they simply let their eyes over the text until they find what they looking for.

So, skimming refers to reading to get the general idea of the text and scanning refers to reading to get the amount of specific information of the text. Scanning is faster than skimming because the reader just has to concentrate on the particular information they need to find out.

22

4. The Kinds of Reading a. Intensive Reading

Beatrice states that “intensive reading is an activity in which students (usually in a class group, led by teacher) carefully read and examine an essay, short story, or other reading material assigned by the

teacher.”23

And Grellet states that “intensive reading is reading shorter texts, to extract specific information. This is more an accuracy activity involving reading for detail.24 It means that intensive reading done by students to get some information from the short material that they are asked to be answered.

In other words, intensive reading is used to gain deep understanding of a text which is important for readers. To reach the comprehension in reading, it is necessary to pay attention of reading accuracy concerning reading text, vocabulary, and organization. So that comprehension of the content may be facilitated.

b. Extensive Reading

According to Jerry G. Gebhard, “the purpose of extensive reading is

to increase reading skills by processing a quantity of materials that can be

comprehend and pleasurable”.25

Extensive reading is important for practicing reading skills and for developing all areas of language skills.26

The writer thinks that this kind of reading can improve students reading comprehension ability because the material for extensive reading is the same with readings for pleasure materials. The students choose their own reading materials that they really interested in. For example they choose to read a novel which the title they like the best, etc. In doing extensive reading, the reader does not need to understand every word

23

Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York: Addison-Weasly Publishing Company, 1996), p. 292.

24

Grellet, 1986, Loc. Cit.

25

Gebhart, 1996, Op. Cit, p.208.

26

because the purpose is merely needs to get an overall understanding of the text. And the most important thing is that when they are accustomed to read, they will get easy to comprehend the next reading text.

In other word, intensive reading is different from extensive reading. Intensive reading needs times to comprehend because the reader has to know every single word and structure of sentence or paragraph to get comprehension. But in extensive reading, the reader just needs to get the whole comprehension of the text without knowing its words one by one.

B. Narrative Text

1. The Understanding of Narrative Text

One of genres that Junior High School students learn is narrative text. Narrative text is a kind of text that describes a sequence of fictional or nonfictional events. It consists of orientation, complication, and resolution.

English text can be divided into two major text types; they are literary text (used to express human experiences in an imaginative way) and factual text (presents information, and ideas to inform, instruct, educate, or persuade the reader)27. Reading text types that the second year students of Junior High School need to learn are: descriptive, narrative, and recount. Some writers say that narrative text seems rather the same as recount text. But actually both of them are different. Narrative is one of literary text, the aim of narrative is to tell a story or relate an event or anecdote. And recount is one of factual text, the aim of recount is to tell a story or relate an event or past experience. Recount also has significant language features: use of past tense, temporal sequence of events, and individual participants. In this study, the writer focuses the discussion on narrative text.

Herewith the writer gives some understanding of narrative text from some experts.

27

Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: Macmillan, 1997), p. 116

According to Santi V. Buscemi, “narration can be divided into two

types: fiction and nonfiction. Works of nonfiction recount events that actually occurred. Works of fiction, though sometimes based on real-life experiences,

are born of the author’s imagination and do not re-create events exactly as

they happened”.28

Narrative is the writing used to relate the story of acts or events. Narrative places occurrences in time and tells what happened according to time sequence. Types of narration are short stories, novels, and new stories, as well as a large part of our everyday social interchange in the form of letters and conversation.29 Mark and Cathy Anderson stated that “narrative is a text

that tells a story and, in doing so, entertains the audience”.30

Narrative text basically is similar with a story. It is only a different term. For instance, when a reader was a child, he or she read Snow White Story. It is kind of narrative text. It consists of fiction story.

There are many types of narrative. They can imaginary, factual or a combination of both. Here are the examples of narrative text:

a. Myths b. Fairytales

c. Aboriginal dreaming stories d. Science fiction

e. Historical fiction f. Romance novels31 g. Mysteries

h. Horror stories i. Adventure stories j. Fables

k. Legends l. Ballads32

28

Santi V. Buscemi, A Reader for Developing Writers, (New York: Mc Graw-Hill Inc, 2002), p. 341.

29

Georgie E. Wishon and Julia M. Burks, Ley’s Write English Revised Edition, (New York: Litton Educational Publishing, Inc., 1980), p. 378.

30

Anderson, 2003, Loc.Cit.

31

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 3

32

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p. 18

Chatman classified narrative text into four basic elements as follows:33 a. Characters

All stories have characters that presents in the story. These are the easiest elements for students to locate. Many writers insist that the character is the single most important element in the narrative text. In the delineation of character has certain method as their disposal. They can describe us character physically: age, height, weight, and so forth. They can develop the character through action: what he does in different situation, how to react the problems. The author can also depict character through dialogue: how the character talks, what he says. Sometimes the author tells what the character thinking.

b. Setting

Writers, to add interest always let readers know where and when the story takes place. Sometimes the writer gives so many details; it seems to paint a picture you can see in your imagination. These details

are called “setting” of the story.

c. Plot

Every story has ongoing events, plus actions by characters. A writer usually starts a story by introducing characters, as they respond to and solves problems, is called “plot”.

d. Conclusion

At the end of the story, the author brings action to a climax the most exiting point in the whole story. Then events are brought to a

“conclusion” here the writer brings together all the important things

that happened in the story, and tells how events work out for the characters.

33

Chatman, S., and B, Aubery, Reading Narrative Fiction, (New York: McMillan, 1993), p. 23

From those statements, we know that narrative is one of the literary text that tell about an imaginative story complete with the time, the place, the plot, and also the characters in that story.

2. The Objectives of Narrative Text

People read narrative text might be basically for enjoyment and

pleasure; to gain a reader’s interest. It means they like enjoying themselves to

read any kinds of stories because they may possess similar feelings or find themselves in like situation. This is in line with the statement “some purposes of narrative text are to explain and account for the relationship between people and their world, and also to entertain the reader.”34

The objective of narrative is to tell a story or relate an event or anecdote. Narrative often builds suspense and reserve a surprise until the end. They may reveal rather than explain, letting the reader interpret the meaning, or they may direct attention to a social or political concern that has universal relevance.35

Mark and Cathy Anderson state another objective of narrative, besides entertain the reader, narrative can be to make the audience think about an issue, teach them a lesson, or excite their emotions.36

In sum up, the objectives of narrative text are the reader as if involved within the story to get pleasure, and also to get the feeling of some issue.

34

Judy Hardy and Damien Klarwein, Written Genres in the Secondary School, (Cairns: Cairns Education Centre, 1990), p. 16.

35

Anderson, 1997, Loc.Cit.

36

3. The Schematic Structure of Narrative Text

An effective narrative text has several significant characteristics which a reader may use as standard to guide his reading. In a traditional narrative, the focus of the text is on series of actions. Those are as following:

a. Orientation: Setting in time and place, characters

In the first paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening, and what is going on.

b. Complication: Problem to be solved by character

This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. Then, telling the problem to be solved by characters.

c. Resolution: The solution to the complication – a suitable ending to the story

In this part of the narrative where the complication is sorted out or the problem is solved. It means that how is the problem that is created in the complication finally solved.37

Mark and Cathy Anderson state that the schematic structures of narrative text are:

a. an orientation in which the narrator tells the audience about who is in the story, when the story is taking place, and where the action is happening

b. a complication that sets off a chain of events that influences what will happen in the story

c. a sequenceofevents where the characters react to the complication d. aresolution in which the characters solved the problem created in

the complication.38

The writer concludes that there is a little bit difference among the experts in dividing the schematic structure of narrative text. But actually their intention is still the same. From the experts’ statements above for example, in the first statement there are just three schematic structures of narrative text:

orientation, complication, and resolution. And in the second one it is added a

37

Hardy and Klarwein, 1990, Loc.Cit.

38

sequence of event. According to the writer, asequence of events can be a part of complication.

The following is the example of schematic structure of narrative text:39

39

http://www.isdaryanto.com/definition-of-narrative-text, retrieved on Nopember 27 2012 Long time ago a remote village, in central China

was inhabited mainly with farmers and hunters.

One day, a poor farmer lost his entire livestock to flood. He prayed hard to God for help or his family would die of starvation.

Few days later, an old man with long grey beard, passed by his house took pity on him. He gave

him a goose and said “ I don’t have any expensive thing to give you and hope this goose

will help you to ease your hardship.”

A week later to almost surprise the farmer found and egg in his yard. This was no ordinary egg. It was a golden egg. He was suddenly overcome with joy.

Thereafter, his livelihood had rapidly improved but the farmer had forgotten his earlier hardship. He became lazy, arrogant and spendthrift.

Strangely, the goose only laid one golden egg every six months. The greedy farmer lost his patient and slaughtered his goose thinking there were plenty of golden eggs inside its stomach. Though he very much regretted for his

foolishness, it’s already too late.

orientation

resolution complication

4. The Grammatical Features of Narrative Text

Narrative text usually includes the following grammatical features. Here the writer explains the grammatical features of narrative text with the example taken from the text on the previous page. They are:

a. nouns that identify the specific characters and places in the story (e.g. farmer, hunter, village, man, goose, egg)

b. adjectives that provide accurate descriptions of the characters and settings (e.g. poor farmer, old man, longgrey beard, expensive

thing, ordinary egg, golden egg, lazy, arrogant, greedy farmer) c. verbs that show the actions that occur in the story (e.g. lost, prayed,

passed, took pity, gave, help, found, forgotten, laid, too late) d. time words that connect events, telling when they occurred(e.g.

long time ago, one day, few days later, a week later, thereafter).40

C. Jigsaw Technique

1. The Understanding of Jigsaw Technique

Jigsaw is one of technique in cooperative learning method. The idea of cooperative learning is that if student want to succeed in a team, he must help his team-mates in doing the task that they have to solve.41 It means that the students have to cooperate in order they can get a whole picture of the lesson material. Because if one of them do not help the other, he will miss one pieces of the material. In a classroom using cooperative learning, students work on activities in small, heterogeneous group, and they often get some rewards for the overall of their performance.42 Jigsaw is one of interesting technique of cooperative learning method that is very simple to apply in a classroom.

In Jigsaw technique, students are assigned to five or six member heterogeneous study teams. Academic materials are presented to the students

40

Anderson, 2003, Loc.Cit.

41

Robert E Slavin, Cooperative Learning: second edition, (Needham Heights: A simon and Schuster Company, 1995), p. 4.

42

Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society: Seventh edition, (New York: Mc Graw Hill, 2005), p. 98.

in text form, and each has the responsibility to learn a portion of the material.43

To sum up, jigsaw is a cooperative learning technique that has each participant responsible for completing and understanding one part of the whole. Each participant must share his or her knowledge effectively with the

group to complete the „puzzle’. No one individual can do it all alone, so each student is responsible for his own success through the success of the team.

2. The Role in Jigsaw Technique

Before the teachers teach the students using jigsaw, they must know what roles are for them and for their children and the roles which the materials have. As the result, the teachers know what they and their children must do to apply this technique. Also, they know how materials they must design in applying it.

a. The Teachers’ Roles

The role of the teachers in jigsaw is very different from the

teachers’ role in traditional teacher-fronted lesson. According to Johnson in Richards and Rodgers, the teacher has to create a highly structured and well organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, selecting materials and time. Also the teacher provides broad questions to challenge thinking, prepares the tasks for the students, and assists them in learning the task.44

In addition, an important role for the teacher is facilitator of learning. In this role, the teacher must move around the class helping students and groups. According to Harel in Richards and Rodgers, during this time, when the teacher being a facilitator of learning, the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates and

43

Richard I. Arends, Learning to Teach 7th edition, (New York: McGraw-Hill, 2007), p. 325.

44

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, (Cambridge: Cambridge University Press, 2001), p. 199.

empathizes. Facilitators are giving feedback, redirecting the group with the questions, encouraging the group to solve its own problems, extending activity, encouraging thinking, managing conflict, observing students, and supplying resources.45

b. The Learners’ Roles

The primary role of learner is as a member of a group who must work cooperatively on tasks with other group members. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning. Thus, learning is something that

requires students’ direct and active involvement and participation. When

students learn in pair, they alternate roles involve partners in the role of tutors, checkers, recorders, and information sharers.46

c. The instructional Materials’ Roles

Materials play an important part in creating opportunities for students to work cooperatively. The same materials can be used as are used in other types of lessons, but variations are required in how the materials are used. If the students are working in groups, each might have one set of materials, or each group members might need a copy of a text to read. Thus, materials designed in CLL learning may support jigsaw and information gap activities.47

3. The Technique of Jigsaw Technique

Jigsaw technique has four generic stages in the process, they are: a. Stage 1: Preparation

The teacher considers the lesson content and determines whether jigsaw technique fits his instructional objectives. He considers whether the lesson content can be examined, learned, and then taught by expert group independently. He considers also the time that will be used and the group size.

45

Ibid, p. 199.

46

Ibid, p. 199.

47

Then the teacher organizes the class into heterogeneous

“home” groups. The teacher introduces a topic, text, information, or material to the class.48

b. Stage 2: Working through jigsaw

Students first work in expert groups to learn the material they will be responsible for sharing with their home groups later in the lesson.49

c. Stage 3: Adaptation of the original jigsaw structure

Teacher modify jigsaw’s original format to suit special needs or constraints in the classroom.50

d. Stage 4: Using jigsaw as an assessment tool.

An authentic assessment of social skills and group process skills can be accomplished by observing students in a jigsaw lesson.51

The following steps are used when implementing the jigsaw strategy:

a. Divide the material needed to cover a topic into five roughly equal parts.

b. Develop and assign homework questions or study guide over the material if necessary.

c. Divide the students into groups of five students.

d. Assign a different subtopic or section to each student within this base group.

e. Put students in “expert” groups (all students with the same part of material).

f. Give the expert group time to discuss and agree on the major point of their part, and decide how they will teach their base group members.

g. When expert group time is up, have the expert return to their base group and present or teach his or her part. Each student should teach his or her sub-topic in the same order.

48_{Jeannie M. Dell’Olio,}

The Models of Teaching, (Thousand Oaks: Sage Publications, Inc., 2007), pp.255-258.

49

Ibid, pp.258-260.

50

Ibid, pp.260-261.

51

h. Group leaders in the base groups can be appointed to encourage other group members to ask questions to the expert if they do not understand. The expert is the main source of information about his or her part of the group.

i. Asses student learning and provide closure. It is important to debrief when the jigsaw is complete. One way of doing it is by calling randomly on students to present what their groups learned, if further explanation is needed, the teacher should help the discussion.52

4. The Advantages and The Disadvantages of Jigsaw Technique

It is likely to any strategies, jigsaw also has advantages and

disadvantages. Kessler stated that “The jigsaw technique allows the

teacher to use several texts or information sources at different levels of

linguistic or conceptual difficulty, in one class.”53

It means that the teacher can modify texts and the sources can be variety. Meanwhile, Kessler also explain the benefits derived also for students:

The jigsaw strategy supports the communicative approach in language teaching. In the jigsaw classroom, students in small group are dependent on the others in the group for the information they need in order to learn a topic or complete task.54

According to Nassanius, the advantages of jigsaw are:

First, it is remarkably efficient way to learn the material. Jigsaw strategy helps to solve the problem of classes that are too large to offer many opportunities for students to speak.

Second, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity.

Third, students are held accountable among peers. Learning from each other will lead them to value each other as contributors to their common task. A further affective benefit of this would be the increase of student’s motivation and self esteem.

Fourth, jigsaw processes build interpersonal and interactive skills.

Fifth, jigsaw promotes learner responsibility and autonomy. Group

52

Yassir Nassanius, KOLITA 7: Konferensi Lingustik Tahunan Atma Jaya 7 Tingkat internasional, (Jakarta: Pusat kajian Bahasa dan Budaya Unika Atma jaya, 2009), pp. 224-225.

53

Carolyn Kessler (editor), Cooperative Language Learning, (Englewood Cliffs: Prentice Hall, inc., 1992), p. 137

54

work places responsibility for action and progress on each member of the group somewhat equally. As group members, they must work together as a team to accomplish a common goal. As active participants in the learning process, students would be less dependent on the teacher and be more autonomous.55

And the disadvantages of jigsaw are:

First: some students may be very resistant to this strategy.

Second: some shy students will be very uncomfortable at first while others prefer to work alone. It is true that many students, especially adult-age students, prefer to work alone because that is the way they have learned ever since they started going to school. It is important to help the students see that language is for communicating with people and working in a group would be beneficial for them.

Third, non-motivated students may not take their responsibility seriously.56

To sum up, the writer thinks that jigsaw is actually an interesting method that appropriate to be used in learning English especially in learning reading, because it can build a good cooperation among students when they are learning, it also can make the students explore their knowledge by sharing it to their friends. But in the other hand, this method is not good enough for unmotivated students because they will not seriously join the learning process.

D. The Previous Study

The first previous study is conducted by Firman entitled “Improving Students’

Reading Ability in Learning Narrative Text through Jigsaw Technique” (A Classroom Action Research in the Second Grade of SMP Al-Hidayah Lebak Bulus). The result of his study shows that the students are motivated and interested in participating actively in the group activity, because the students can teach others and learn from others. And he concluded that jigsaw technique can improve students reading comprehension achievement which also means that jigsaw can improve their reading ability. It can be seen from pretest and posttest. The average of pretest is 5.01 and the average of posttest is 7.62.

55

Nassanius, 2009, Loc. Cit.

56

The second previous study is conducted by Lailatul entitled “Improving

Students’ Reading Comprehension through Jigsaw Technique” (A Classroom

Action Research at the Eight Grade Students of SMPI Al-Syukro Universal Ciputat). She concluded that jigsaw technique is effective to improve the students reading comprehension of descriptive text. It can be proven from the students’

score. Also, it can improve students’ participation in group or class. There was

some progressiveness of students’ score from pretest (18.18% students passed the

KKM) to posttest (81.81% of students passed the KKM).

The third previous study is conducted by Galuh entitled “Improving Students’

Mastering Simple Past Tense through Cooperative Learning of Students Team Achievement Division (STAD) Type” (A Classroom Action Research at Second Grade Students of SMPN 3 Tangerang Selatan). He concluded that teaching simple past tense through cooperative learning of STAD type gave positive effect

to students’ achievement. It can be seen from the data analysis which showed that students’ test score increased from cycle one to cycle two. Using STAD type in the classroom also gave positive effect in learning environment because it can

improve students’ activities in the classroom and motivation in learning English

increased.

E. The Hypothesis of the Action

Hypothesis of the action is provisional answer to the problem faced. It is an alternative action viewed by the writer as the appropriate one used in action research to solve the problem faced by the teacher and students. The hypothesis is that jigsaw technique can improve students reading comprehension of narrative text on the second grade student of SMP Ash-Sholihin Kebon Jeruk.

27

A. The Place and Time of the Research

This research spent nine months started from Mei up to June 2012. The place was at grade VIII of SMP Ash-Sholihin Kebon Jeruk 2011/2012 Academic Year.

B. The Method of the Research

The method used in this study is Classroom Action Research (CAR). The central idea of the action part of CAR is to intervene in a deliberate way in the problematic situation in order to bring about changes and, even better, improvements in practice. Action research is portrayed as a cyclical or spiral process involving steps of planning, acting, observing, and reflecting. These four phases must be done by the writer to get the result of the research.

C. The Subject and the Object of the Research 1. The Subject of the Research

The subjects of the study were students at grade VIII of SMP Ash-Sholihin Kebon Jeruk 2011/2012 Academic Year. The number of students consists of 32 students.

2. The Object of the Research

The objects of this study were first, the jigsaw technique to

improve students’ reading comprehension in terms of narrative text. The

second was the result of students’ achievement in learning reading of narrative text at the class VIII of SMP Ash-Sholihin Kebon Jeruk.

D. The Writer’s Role on the Research

In the study the writer was not only as an observer, she arranged the schedule together with the teacher. In the action, the writer also made lesson planning and the assessment or the test before Classroom Action Research (CAR) pre-test and after Classroom Action Research (CAR) post-test in each final cycle. On the other side as the teacher, she carried out the action based upon the lesson planning has been arranged. Furthermore, the writer also analyzed data then reports the result of the study.

E. The Research Design

The writer used a classroom action research designed by Kurt Lewin. It consist of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.

Figure 3.1 Kurt Lewin’s Action Research Design

Planning Acting

Observing Reflecting

Acting

Observing Reflecting

Planning

CYCLE 1

Based on the Kurt Lewin’s action research design above, the writer described the implementation of classroom action research (CAR) in the first cycle and the second cycle as following:

CYCLE 1

Planning -Making lesson plan -Choosing suitable text -Preparing teaching adis

-Developing evaluation form for the students

Acting

- Implementing the lesson plan that has been made

- Explaining the instruction for practicing

Observing

- Asking students’ response - Observing the class while

students are working in jigsaw group

Reflecting - Asking students’ difficulties

- Evaluating teaching and learning process

- Analyzing students’ achievement - Revising lesson plan

CYCLE 2

Figure 3.2 The Phases of CAR Modified by the Writer

F. The Classroom Action Research (CAR) Procedures 1. Planning Phase

In planning phase, after the writer observed the class and the writer interviewed the teacher, then the writer identified and diagnosed students’ reading problem occurred in the class. At the time, the writer analyzed the data that have been identified through observation, interview and made conclusion. Afterward, the writer arranged the plan to conduct the classroom. Next, the writer made lesson plan based on the research used syllabus at that school and designed the project or activity that she has been planned for students by preparing lesson plan and applying lesson in

Planning - Making new lesson plan - Preparing teaching aids - Preparing evaluation and post

test 2

Acting

- Implementing new lesson plan

- Emphasizing on reading actively and discussing within the expert group

Observing

- Observing students’ participation - Observing students’ achievement

(students are given post test 2 in the end of cycle 2)

Reflecting - Analyzing students’ progress

based on their test score

- Discussing the result of the implementation of themodified action and deciding whether the action should be continued or not

VIII grade class at SMP Ash-Sholihin, Kebon Jeruk. The lesson planning also described teaching procedures, media, and resources in every cycle.

2. Acting Phase

The second phase, the writer carried out the planned action. It starts the process of learning the issue being researched. In this phase, the writer conducted learning teaching process. Related with the allocation time, the writer took the action phase for a month within two cycles. Every cycle contains two meetings, which is listed in schedule of research in appendices.

3. Observing Phase

In observing phase, the writer observed the process of classroom action research of learning reading narrative text by using jigsaw technique. When observing, the writer noticed and noted all of the activities in the classroom. It was regarded on class situation, students’

response, and also the teacher’s performance. In this phase, the writer also collected the data from post-test and the result of students’ activity.

4. Reflecting Phase

This phase is aimed to reflect the completely done action based upon the data that have been collected, and then it is necessary to hold evaluation for completing the next cycle. This phase is carried out after the writer has finished the action, then they realize and find about the problem appeared when the plan has been implemented. In this case, if there still might have found problems and the criteria that decided have not reached yet, the writer has to prepare and arrange for the next cycle.

G. The Technique of Collecting the Data

There are two types of collecting data: qualitative and quantitative

data. Qualitative, field note the description of students’ activity, teacher’s

performance in the classroom and interview to be given for the teacher. In collecting the quantitative data, the writer uses pre-test and post-test. The explanation is follows:

a. Observation

In this case, the writer used the unstructured or opened observation directly in the classroom and got the description about students’ activity in learning process and the teacher’s performance. The result of observation can be seen in appendixes.

b. Interview

The writer did the interview twice: pre interview, and post interview. The writer interviewed the teacher before applying classroom action research. It is to know the general description

about process of learning reading, to know the students’ difficulties

in reading, and to know the method or any strategies usually implemented by the teacher in teaching reading (pre interview). The writer also interviewed the teacher to know his reaction toward the suggestion of jigsaw technique after classroom action research post interview). The result of interview can be seen in appendixes. c. Test

The writer used test to get the data result about process of learning reading comprehension. The tests were pre-test, test 1, post-test 2. The form of the post-test was an essay post-test. The pre-post-test was given before implementing jigsaw technique. It was to evaluate their skill on reading comprehension at first. On the other hand, the post-test was implemented after using jigsaw technique. The test was held on the end meeting in each cycle.

H. The Technique of Data Analysis

The analysis qualitative data that used in this study was the

observation of the students’ activities during teaching learning process,

and the interview before and after Classroom Action Research (CAR). In this case, the writer collected all data that have gained. To analyze the statistical data, the writer put on the average of students’ reading score per action in one cycle; it used the formula as follows:

M : Mean

∑ X : the amount of students’ score N : number of students

The next, the writer got the class percentages that pass the KKM considering English subject score 55 (fifty five) in each cycle. In addition, the writer identified whether or not there might have students’ improvement on reading comprehension from pre-test, post-test 1, and post-test 2. The formula used to know the class percentage, as follows:

P: the class percentage f: frequency are being found N: number of students

M =

∑

X

N

P = �

I. The Criteria of the Action Success

Classroom Action Research (CAR) is able to be called successful if it can exceed the criterion which has been determined, and fail if it cannot exceed the criterion which has been determined. In this study, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two and/or they could pass the target score of minimal mastery level criterion (KKM). The KKM that must fulfill considering reading subject is 55 (fifty-five) which is adapted from the school agreement (SMP Ash-Sholihin, Kebon Jeruk). If the criterion of the action success reached, it means that the next action of the Classroom Action Research would be stopped, but if the criterion has not been achieved yet, the alternative action would be done in the next cycle.

35

A. Before Implementing the CAR 1. The Result of Pre Observation

Before implementing the classroom action research, the writer observed the classroom while teaching learning process. It was held on Thursday, Mei 10th 2012 at VIII class of SMP Ash-Sholihin, Kebon Jeruk academic year 2011/2012. That class consisted of 32 students. The English lesson began at 13.00 P.M - 14.10 P.M. Apparently, while the writer was observing the teaching learning process, the teacher was explaining about the reading text and the schematic structure of the text. After that, the teacher read aloud in front of the class. Only several students obeyed the instruction and followed him. Then, the teacher gave an instruction to translate the text into Bahasa Indonesia. When doing the task, it could be seen some students lack understanding about the text, they came forward

to the teacher’s table and asked difficult section. Other students did many

things, for instance, the diligent students looked up the dictionary and did the task. Nevertheless, other students ignored the instructions, chatting and kidding with their friends.

In general, during the teaching learning process in the classroom, the teacher requested them to read the text that they had to translate it into Bahasa and answered some questions based on the text. Most of the students did not bring their own dictionary, so the teacher is being forced

to tell them every vocabulary that they don’t know the meaning. It makes

the students become lazy and become loss their focus and considered that reading is not interesting activity.

1. The Result of Pre Interview

Pre interview was held on Saturday, Mei 10th 2012 started at 14.10 P.M, and finished at 14.35 P.M. Type of interview in this study was the unstructured interview. Here, the writer asked to the teacher some questions

related to the general condition in English class, on students’ performance and

achievement, the problem that was faced in the second grade class on reading comprehension and the kinds of technique which is applied by the teacher to

solve the students’ reading difficulties in reading comprehension before

Classroom Action Research.

The teacher explained the real condition in English class. There is just one class for second grade in SMP Ash-Sholihin, Kebon Jeruk. That class has many problems in learning English. In that class, most of the students thought that English is a complicated subject and then they regarded reading text are the most difficult activities in studying English.

The next question of the interview was about the students’ difficulties in

reading comprehension that is related to their difficulties in getting the

author’s message within a text. Most of them got difficulties to comprehend the content of the text, because during translating into Bahasa Indonesia, they are lazy to look up the dictionary. In addition, they got difficult to grasp the main point of the text; whereas they have known the meaning of vocabulary. As the result, they did not understand the text and answered incorrectly. Moreover, the teacher indicated that based on the school policy, if they still considered English as a difficult subject, they will be hard to reach the criterion of minimum completeness (KKM).

The last part of the writer’s question was about the kind of technique in

teaching reading to solve the students’ difficulties in reading comprehension. The teacher said that to make students focus on reading comprehension at the classroom, the teacher taught them by applying reading aloud and repeated reading. Then he described the technique when the teacher chooses one student and let him/her read aloud, other students just listen and look at the text. The next session, after listening and following the text read by one

student, the teacher appointed a word and pronounced it together. The teacher added that he also ever asked the students to memorize a new one word a day hoping that they will memorize about three hundreds words a year. So that it can make them easy to comprehend reading texts. However, in reality only several students did the task. At the last, the writer suggested to the teacher to implement different technique in assisting students’ reading comprehension. And the teacher allowed the writer to teach narrative text through a technique, namely jigsaw technique at the VIII class.

3. The Result of Pre Test

The pre test was held before Classroom Action Research (CAR). It was conducted on Mei 12nd, 2012. There were 20 questions in essay form in which the students carried out the test during 80 minutes. The question were based on the indicators in learning reading in term narrative text such as: deciding main idea based on the text, finding the supporting details of the text, the characters, the message of the story, and etc.

After the students had answered the test, the writer collected students’ pre-test answer sheets, then the teacher calculated the score they got. Based on the result test, the data showed that the mean score of pre test was 43,13. There were only 8 students who reached the score of KKM, meanwhile the other 24 students were below that criterion. The lowest achievement gained score 35. From that analyzing, it could be seen that almost of the second grade

students’ reading comprehension of narrative text was still very low.

Completely, the result of pre test can be seen in the table 4.5 on page 45.

B. The Implementation of CAR 1. Cycle 1

a. Planning

In this cycle, the writer and the teacher arranged a plan for the action based upon the problems that faced by students toward reading comprehension. One kind of reading material that will be delivered was

79

r

G

P

G.

P

pengajaran Bahasa Inggris, khususnya kemampuan reading siswa? Terjemah, kerja kelompok siswa

Apa saja rencana Bapak untuk mengatasi kesulitan-kpsulitan yang dialami siswa dalam realing?

Menugaska,n siswa untuk menguasai vocab satu kata perhari. Baikpak. Terimakasih atas informasi yang Bapakberikan'

Keterangan :P:Penulis

G : G u r u

r J

H F1

E

P

N F] o *1.

z

+ cft oo \ o a o o

^ Fi cil

rn

^ F-- CI\

\o

trl

ol

c- '< a.l

F1

a o

- v )

Z r t r-] E

F r !

r - F P AA ->r V) a f r'l Fi

v

z

E C F - v

N (.)

h0 .F_\

H b o v

€ i5 i ,--:

E I

SF

tr e

_{s-q a}

#

c)

E

\sE

!

E *

N,SE

.H :

$t€

E

U

V ) S E E

H

S 0 H t

e 0 s r

E $ sgslE

€

_{F "BE F-E F}

g E N S- F E ;E

e $

s ss€

s eg

r C.l

f-l

o

z

- - {

F <

FT] U)

n r {

>n

v

v

€.H.8

_{€ f; $E-u}

# H H V 4

o c s . t a

E R 9 q - f r S

Es8-Eo*i"EF

H'E

_{-.r F"- € $}

EE E X E

\

8

0H I * e $.8

E F

SS,m

gE€EE F

#

I I co

E

_c) F q,) H

l - e

z 6

b o E

F

! s E O X

M c . T N

4 H

j4

= ( s . ( E

(n .i

:\ -.C v) x d c s

FE !

= v ) A X H

r w (n 4 c d_{: c o ( \}

A E

= < *

z c s F

a C A

- c E b

_{q i : 6}

' : d c )

Y 4 V F

( ) = o a ^ - a

( € :

r w d 2

C g J : q

z

U

s

a

z

f-l F Q 1 <r a (t) (n - \ e r

i . l t . i \ J C . N

i|, Fi

; i F

F l c

F a t

'a

oz

z \ J

-a2

F F T

F / 1_I

r,'t

p a

. t a

z

a Fl -r

z

o \l I a H

X

r

t',r

No : Istimewa

L a m p : 1 ( s a t u J b e r k a s

Hal : Pengaiuan Judul Skripsi

Ciputa! 5 Mei 2011

saya di tingkat strata satu [S 1J, maka

Kepada

Yth,

Ketua Jurusan Pendidikan Bahasa Inggris

Fakultas

Ilmu Tarbiyah dan Keguruan

UIN Syarif HidaYatullah

Jakarta

Di

Tempat

Assalamu'alaikum Wr'Wb

lrlengingat

akan berakhirnya masa studi

saya yang bertanda tangan di bawah ini:

Nama

: AYu Arini

N I M

: 1 0 7 0 1 4 0 0 0 4 7 4

Fakultas

: Ilmu Tarbiyah dan Keguruan

Jurusan/Smtr : Pendidikan

Bahasan

Inggris/ VIII A

Bermaksud mengajukan judul skripsi sebagai salah satu syarat menyelesaikan

program strara satu (S i1,UtN Syarif Hidayatullah Jakarta, adapun

judul yang

saya ajukan adalah:

.,IMPROVING

_STUDENTS'

_READING

_{COI}TPREHENSION}

OF NARRATIVE

TEXT

THROUGH

JIGSAW

TECHNIQUE"

fu)'6' ft'e'cead '

(An $rpertfrent On The Second Grade Of SMPI YAPKUM)

Bersama

ini saya lampirkan satu berkas proposal skripsi yang terdiri dari:

1, Outline

skripsi

2. Abstract skriPsi

3. Daftar pustaka sementara

Demikianlah

surat pengajuan

ini saya sampaikan.

Atas segala

pertimbangan dan

perhatianrrya

saya ucapkan

terima kasih'

Wassalamu'alaikum Wr.Wb

Menyetujui,

w-"

Pemohon

$o* ?,d",;La

,

0'<.H 0n1,,,-l

l?^,'t Vry t |Ad J

Drs. Nasrun

Mahmud.

M. Pd

_{Afl . f,}

Ayu Arini

Nrp

1s0

041070

t

lW+

, lr/ r,,.

NIM

10701400047

KEMENTERIAN AGATilA

Wi^'

UIN

JAKARTA

ry:,ry1 rtrt/

!i!ry f l,l,l*,0"r", sciputat 1b412 lnconesB

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

'iii.'rerbir : r "Mirit"fiib::

No. Revisi: : 01

1 t 1

H a l

SURAT PERMOIIONAN

IZIN PENELITIAN

{

il' r I'

Nonror : Un.01 /F. 1 /KM,01 .31..7:i!1.12012 Lamp. : Outline dan Abstract

Hal : Permohonan lzin Penelitian

N a m a N I M Jurusan Semester Tahun Akademik Judul Skripsi

Tembusan: 1. Dekan FITK

2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan

Jakarta, 04 Mei 2012

Kepada Yth.

Kepala Sekolah SMF Ash-Sholihin Kebon Jeruk di

Tempat

Ass al am u' al ai ku nt wr.wb.

Dengan hormat kami sampaikan bahwa,

Ayu Arini

107014000474

Pendidikan Bahasa Inggris X (Sepuluh)

2011t2012

:" Inrproving Students' Reading Comprehension of Narrative Text through Jigsaw Technique (An Action Research on the Second Grade Students of SMP Ash-Sholihin Kebon Jeruk)"

adalah benar mahrasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassal am u' al ai ku m wr.wb.

idikan Bahasa Inggris

)

| 002

f

"iiki, M. 2 t99t03

i-KEMENTERIAN AGAMA UtN JAKARTA

FITI(

Jl. lr. H. Juanda No 95 CiDutJl 15412 lndonesia

Nomor : Un.0 1 /Ft,/KMr.ol 3 I J.i?../2012 Lamp. :

-Hal : Observasi

Ternbusan:

Dekan Fakultas llnru Tarbiyalt dan Keguruan

SURAT PERMOHONAN

IZIN OBSERVASI

.{':\ I

t

t Jakarta. 04Mei20l2

Kepada Yth.

Kepala SMP Ash,Sholihin Kebon Jeruk D i

Tempat

Ass al anru' alaikum wr.wb.

Dengan hormat karni sampaikan bahwa: Nama : Ayu Arini NIM :107014040474

Jurrrsan /Prodi : Pendidikan Bahasa Inggris Scrncstcr : X (Scpuhrlt)

adalah benar nrahasiswa pada Fakultas Ilnru Tarbiyah darr Kegttruan UIN Syarif lliclnyltrrllah Jaliarta clan schutrungan dcrrgarr pcrryclcsaian skripsi, ntaltasiswn tcrsebut rrrenrcrlukan observasi clengan pihak terkait. Olch karena itu, kanti nlohon kesediaan Saudara untuk menerirna rnahasiswa tersebut darr meu:berikan bantuannya.

Demikianlah, atas perhatian dan bantuan Saudara kami ucapkan terima kasih. 'll

as s a I. ant u' al ai kum w r,w b.

4 h

Tata Usaha

1 0 8 0 5 1 9 8 9 0 3 2 0 0 1

f

YAVASAI\$

BAH RU L ULUIVI

SEKOLAFI

MENENGAH

PERTAMA

"ASH-SHOLIHIN"

TERAKREDITASI "B'

JL.KH.TOH|R KP.BARU RT.01/07 NO.6 SUKASUMT SELATAN KEBON JERUK JAKARTA BARAT 11560

Nomor : 0 I 4/YABUAGP-Sii.{P/VIV20 1 3

Yang bertanda tangan di bawah ini, Kepala SMP Ash-sholihin Kebon Jeruk menerangkan bahwa:

SURAT KETERANGAN

AyuArini

r07014000474

Pendidikan

Bahasa

Inggis

X (Sepuluh)

Ilmu Tarbiyah

dan Keguruan

NIM

Jurusan Semester Fakultas

Bahwa nama tersebut diatas telah melalsanakan penelitian / riset pada tanggal 10 Mei 2012 sampai dengan 21 Juni 2012, sehubungan dengan penyelesaian skripsi denganjudul "Improving Students' Reading Comprehension of Narrative Text Through Ji4sqw Technique" (A Classroom Action Research on the Second Grade Students of SMP Ash-Sholihin Kebon Jeruk).

Demikian surat keterangan ini kami buat untuk dipergunakan sebagaimana mestinya.

Jakaxt4 2l Jwri2012

I

Kepala Sekolah

ffi