1. Reading was seen as a boring learning activity by most SMAN 34 Jakarta
students because they do not have the same curiosity in reading English texts.
2. To comprehend English written text was not an easy thing for most SMAN 34 Jakarta students because to do so, students should build mastery on English
vocabulary, structure, collocation, idiom, and so forth.
3. Expository technique used by most SMAN 34 Jakarta English teachers in the teaching reading was ineffective and causes gap in each students’
understanding because it failed to engage all the students in the class in the
learning activity.
4. The whole class explanation technique in SMAN 34 Jakarta did not allow students to promote students’ social skill because students did not get
sufficient opportunity to interact with others in this technique.
5. Jigsaw technique has not applied appropriately in teaching and learning by English teacher in the classroom because of teacher’s failure to consider the
teacher’s and students’ role in this technique, the lack of meetings in giving
the material to the students, and so on.
C. Limitation of the Problem
Based on the problems identified above, the problem of this research was limited on discussing the effectiveness of jigsaw technique in learning reading of
exposition text.
D. Formulation of the Problem
Based on the limitation of problem above, the research question was formulated as: “Is jigsaw technique effective to be used in learning reading of
exposition text?
E. Objective of the Study
The objective of this study was to get empirical evidence about the effectiveness of Jigsaw technique learning reading of exposition text.
F. Significance of the Study
The results of the research were expected to provide useful information and empirical significances about the use of Jigsaw technique in English language
teaching and learning for teachers and students and also as another study about Jigsaw technique for future researchers that intend to conduct research with same
theme not only theoretical, but also practical. The theoretical significances firstly go to students, in which the result of
this research is expected to help students to improve their comprehension of English especially on the understanding of exposition text. Later on, the result of
this research is expected to give English language teachers theoretical knowledge and empirical evidence about the use of Jigsaw technique in the teaching English,
especially in of exposition text. The result of this research is also expected to give other researchers theoretical knowledge and empirical evidence on how this
research was done so that they can make improvement in the future research. Moreover, the practical significances of this research is expected to give
students a different learning atmosphere so they can be involved actively in the learning process. Consequently, the result of this research is expected to provide
clues for English language teacher in implementing the teaching exposition text, especially in choosing the technique to deliver the materials to the students in the
classroom. The result of this research is also expected to give other researchers illustration in establishing another research that related with the topic that was
raised in this research so that the future research can complete and improve the result of this research.
6
CHAPTER II THEORETICAL FRAMEWORK
A. Reading
1. Concept of Reading
Reading is an activity done by one to draw meaning from the printed materials. This activity requires the process of getting and interpreting the
message sent by the authors appropriately through the printed materials, such as books, magazines, newspaper, and so on. Andrew P. Johnson points out that
“reading is the practice of using text to create meaning”.
1
In “The Practice of English Language Teaching”, Harmer states that “reading is an exercise dominated by the eyes and the brain”.
2
It means that reading is an activity requires the role of two parts of body, eyes and brain. In this
activity, eyes are used to physical form of the text while brain is used to absorb the messages contained in the text. Seravallo states that “reading is thinking and
understanding and getting at the meaning behind a text”.
3
It is in line with Harmer’s statement, “the eyes receive messages and the brain then has to work
out the significance of these messages”.
4
It can be seen that reading process engages two important parts of body, which are eyes and brain where they should
work together to run the reading process well. Reading is more than a simple process that someone does. In this sense,
Judi Moreillon mentions that “reading is an active process that requires a great deal of practice and skill”.
5
This great deal of practice and skill is a necessity for readers to get the meaning of the text that they read. Zimmerman and Hutchins
identify seven keys to get meaning in reading:
1
Andrew P. Johnson, Teaching Reading and Writing, Maryland: Rowman Littlefield Education, 2008, p. 3.
2
Jeremy Harmer, The Practice of English Language Teaching: New Edition, New York: Longman, 1991, p. 190.
3
Jennifer Seravallo, Teaching Reading in Small Groups, Portsmouth: Heinemann, 2010, p. 43.
4
Harmer, loc.cit.
5
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact, Chicago: American Library Association, 2007, p.10.
