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Dzulfiqar Akbar Juhaendi, 2013 The Use Of Jigsaw Technique In Improving Students Reading Comprehension
Universitas Pendidikan Indonesia
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post-test X2 Hatch and Farhady 1982:21,. Here is the representation of the design:
Table 3.1 The Quasi-Experimental Design
Group Pre-test
Treatment Post-test
Experimental Xe 1
T Xe 2
Control Xc 1
O Xc 2
Xe 1 : Students’ reading scores of experimental group on pre-test
Xc 1 : Students’ reading scores of control group on pre-test
T : Jigsaw treatment
O : Non- Jigsaw treatment
Xe 2 : Students’ reading scores of experimental group on post-test
Xc 2 : Students’ reading scores of control group on post-test
Hatch and Farhady, 1982:21 The table shows that both classes are given a pre-test and a post-test, but
the difference is in giving the treatments. In the experimental group, Jigsaw technique was given as a treatment to the students in the learning process. In
contrast, for the control group, conventional teaching was implemented as the treatment in learning to read. After both treatments were applied to both groups, a
post-test was administered in order to investigate the result of the treatment.
3.1.1 Research Variables
According to Khan 1990:18, variable is a concept which serves a particular purpose and can be expressed in quantitative or qualitative value. There
were three variables in this research. Those variables were independent variable, dependent variable and extraneous variable.
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Dzulfiqar Akbar Juhaendi, 2013 The Use Of Jigsaw Technique In Improving Students Reading Comprehension
Universitas Pendidikan Indonesia
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The independent variable is the prominent method which is manipulated and measured by a researcher. The dependent variable is students scores that are
observed and measured to determine the effect of independent variable Sukardi, 2008:179. There is also another type of variable called extraneous variable.
Extraneous variable is other conditions outside independent variable that is responsible for the effect on dependent variable.
In this study , the students’ reading skill was measured with the test to
determine the effect of using Jigsaw technique to the students’ scores, and also to
figure out if there is any other condition that effect s students’ achievement.
Therefore, in accordance with Khan ’s and Sukardi’s statements, the three
variables are categorized as follow: 1. Dependent variable: students’ reading scores or achievement in the test
2. Independent variable: the effect of using Jigsaw technique in improving students’ reading comprehension
3. Extraneous variable: students’ responses toward the use of Jigsaw technique The situation is further explained in the diagram below.
Figure 3.1 Variables
The use of Jigsaw technique Academic Achievement
Independent Variable Dependent Variable
Motivation, Students’ responses
Extraneous Variable Khan, 1990:19
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Dzulfiqar Akbar Juhaendi, 2013 The Use Of Jigsaw Technique In Improving Students Reading Comprehension
Universitas Pendidikan Indonesia
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3.2 Research Hypothesis
