INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT USING JIGSAW TECHNIQUE AT THE FIRST GRADE OF SMAN 1 PESISIR TENGAH KRUI PESISIR BARAT

INCREASING STUDENTS’ READING COMPREHENSION

ACHIEVEMENT USING JIGSAW TECHNIQUE AT THE FIRST GRADE OF SMAN 1 PESISIR TENGAH KRUI PESISIR BARAT

By

Ecca Novita Turi

A Script

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

In

The Language and Arts Department of Teacher Training and Education Faculty

ENGLISH STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION THE FACULTY OF TEACHER TRAINING AND EDUCATION

LAMPUNG UNIVERSITY 2013

ABSTRACT

INCREASING STUDENTS’ READING COMPREHENSION

ACHIEVEMENT USING JIGSAW TECHNIQUE AT THE FIRST GRADE OF SMAN 1 PESISIR TENGAH KRUI PESISIR BARAT

By

ECCA NOVITA TURI

Reading Comprehension is making meaning from the text. This indicates that reading comprehension is complex skill to be mastered. Naturally, reading skill involves some aspects, such as, 1) finding main idea, 2) identifying specific information, 3) making inference, 4) understanding vocabulary, and 5) determining reference. The aim of this research is to find out whether there is an

increase of the students’ reading comprehension achievement after being taught

using Jigsaw technique. Jigsaw technique is a cooperative learning technique in which students work in small groups. This study was done based on the consideration that students still got low scores in reading comprehension test. Jigsaw technique is one of strategies which are considered applicable and useful in increasing reading comprehension achievement.

This research applied one group pretest posttest design. The population of this study was the first grade students of SMAN 1 Pesisir Tengah Krui, Pesisir Barat. Two classes were selected in this research, one class was as a try out and the other was as an experimental. Pretest-posttest items were employed to obtain the data. Besides that, the questionnaire was distributed in order to see the problems that the students face during the teaching learning process. The collected data were analyzed using Repeated Measure T-Test with Statistical Package for Social Science (SPSS) version 17.0.

Based on the calculation of T-Test, the result shows that the students’ mean score of posttest in experimental class (68.47) is higher than mean score of pretest (57. 41) with the 11.06 gained score. The T-test also reveals that the result is significant (p < 0.05, p=0.000). Thus, it is concluded that there is an increase in

students’ reading comprehension achievement after being taught using Jigsaw technique.

CONTENTS

Page

ABSTRACT….. ... i

APPROVAL ... ii

CURRICULUM VITAE ... iii

DEDICATION ... iv

MOTTO ... v

ACKNOWLEDGEMENTS ... vi

CONTENTS ... viii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

I. CHAPTER I - INTRODUCTION 1.1. Background of the Problem ... 1

1.2. Identification of the Problems ... 4

1.3. Limitation of the Problem ... 5

1.4. Formulation of the Problems ... 6

1.5. Objectives of the Research ... 6

1.6. Uses of the Research ... 6

1.7. Definition of Terms ... 7

II. CHAPTER II - FRAME OF THEORIES 2.1. Review of Previous Research ... 8

2.2. Review of Related Literature ... 10

2.2.1. Concept of Reading Comprehension ... 10

2.2.2. Concept of Teaching Reading Comprehension ... 17

2.2.3. Aspects of Reading Comprehension ... 22

2.2.4. Narrative Text ... 26

2.2.5. Jigsaw Technique ... 28

2.2.6. Relationship between Reading Comprehension and Jigsaw Technique ... 30

2.2.7. Procedures of Teaching Reading Comprehension through Jigsaw Technique... ... 32

2.2.8. The Applicability of Learning Procedures... ... 34

2.2.9. Advantages and Disadvantages of Jigsaw Technique... ... 37

2.2.10. Theoretical Assumption ... 38

III. CHAPTER III - RESEARCH METHODS

3.1. Research Design ... 39

3.2. Setting of The Research ... 40

3.3. Population and Sample ... 40

3.4. Data Collecting Techniques ... 41

3.5. Research Procedures ... 41

3.6. Scoring System of reading Test ... 43

3.7. Try Out of Research Instrument ... 43

3.8. Data Analysis ... 49

3.9. Hypothesis Testing ... 50

3.10. Research Schedule.. ... 50

IV. CHAPTER IV - RESULT OF DATA ANALYSIS AND DISCUSSION 4.1. Result of the Research.. ... 52

4.1.1. Result of the Pretest.. ... 53

4.1.2. Result of Posttest... ... 55

4.1.3. Increase of Students’ Achievement in Reading Comprehension.. ... 56

4.1.4. Random Test.. ... 59

4.1.5. Normality Test.. ... 59

4.1.6. Hypothesis Testing.. ... 59

4.2.8. Result of Questionnaire Based Data.. ... 61

4.2. Discussion.. ... 63

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions.. ... 70

5.2. Suggestions... ... 72

REFERENCES.. ... 74

I. INTRODUCTION

This chapter deals with the reason for conducting this research. It also includes Background of the Problems; Identification of the Problems; Limitation of the Problems; Formulation of the Problems; Objectives of the Research; Uses of the Research; and Definition of the Terms.

1.1. Background of the Problem

There are four skills of language to be mastered in learning English namely, listening, speaking, reading, and writing. One of the skills needed to be developed in Senior High School is reading skill. Reading should be mastered well by the students because reading is an essential factor that influences one‟s activity in communication. Reading is likely something crucial for the students because the success of their study depends on their ability to read. If their reading skill is poor they will definitely have difficulty in making progress. Afflerbach (2007:12) states that reading is a dynamic and complex process that involves skills, strategies and prior knowledge. In reading, the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text.

Based on the pre-research at the first grade of SMAN 1 Pesisir Tengah Krui Pesisir Barat on 25th February 2013, it was found that almost 70% students of SMAN 1 Pesisir Tengah had low ability in reading. It was proved by the statement of Mr. Ahmad Muttaqin, S.Pd, one of English teacher of SMAN 1 Pesisir Tengah Krui Pesisir Barat. He said that generally, the students had difficulty in comprehending an English reading text. The students had difficulty in finding the main idea of passage with long sentences. In addition to find the main idea, they had difficult to understand specific information, to make inference, to identify reference and to identify the meaning of difficulty of vocabulary in the reading text. It could be seen from their reading comprehension test scores which were mostly lower than the minimal mastery criterion (KKM) of that school which was 70.

The cause of the problems came from students‟ reading style. The students prefer to read alone with consideration that they feel convenient and can concentrate better. They do not try to discuss the text. Then the problem also came from the students‟ reading skill, there were some causes such as the limited vocabularies, sentence construction within paragraph, difficulties in finding the main idea, supporting details, reference and inference of the text.

It was also found out that, the cause of the problem might be from the teacher. After asking some students, it was found that the teacher still used conventional technique in almost every teaching and learning process. The teacher just asked the students to

read certain text in students‟ exercise book, and then he asked them to do the task following the text. The monotonous process of learning made the students discouraged to learn.

In this case, the writer focused on how to create situation where the students can involve and enjoy their learning process. The writer assumed that there should be some suitable techniques in teaching reading which could motivate the students to read all text so they could understand the information.

The study applied cooperative learning in teaching reading comprehension. Cooperative learning is one of learning strategies which is considered applicable and useful in increasing students‟ reading comprehension and make the students active during the learning process (Majid, 2007). Students must work in groups to complete tasks collectively. Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Cooperative learning has some technique, they are; STAD (Student Team Achievement Divisions), discussion, mind mapping, think pair and share, jigsaw, role playing etc.

In this research, the writer applied jigsaw technique in teaching reading. Jigsaw technique is a special form of information gap in which each member of a group is given some specific information and the goal is to pool all information to achieve some objectives (Brown, 2001:179). The reason why the writer used jigsaw technique

was to give students more chance to discus and find some information in text. The writer assumed that jigsaw technique was a suitable way to motivate students in reading. By using jigsaw technique, they acquired basic knowledge. Then, they applied that knowledge in their expert groups to discuss the guiding questions. It also gave every student a chance to be an expert. They were forced to synthesize their previous discussion into something meaningful activities.

They were as problem and since the technique had never been used there, the writer was really interested to find out about “Increasing Students‟ Reading Comprehension Achievement Using Jigsaw Technique at the First Grade of SMAN 1 Pesisir Tengah Krui Pesisir Barat”.

1.2. Identification of the Problems

In line with the background of the problems, the following problems can be identified:

1. The students tend to be passive (teacher- centered). The teachers are not aware of the appropriate strategy of teaching reading especially which deals with active learning which is needed to be applied in various types of text. During learning process, the teachers only apply same technique for all types of reading texts. The result is that the students do not have any ideas in their mind of their reading.

2. The teacher still applies the conventional technique in teaching and has not tried other various techniques. So, it makes the students feel bored and not interested.

3. The teacher uses the monotonous technique. The teacher just asks the students to read certain text in the book or students‟ exercise book, and then the teacher asks them to do the task following the text.

4. The students get difficulties in comprehending the reading text, finding the main ideas, finding the details, answer the question from the text and making inference from the text. As the results, the students got difficulties in retelling and transferring the information from the text.

5. Students‟ motivations in learning English are still low.

6. Students have negative attitude in learning English. The students are lazy to read a book because their interest of reading a book is very low.

7. The students are lack of vocabulary.

1.3 Limitation of the Problem

In line with the identification of the problems above, the focus of the research was teaching reading comprehension using Jigsaw technique. The decision was taken by considering the importance of Jigsaw technique as one of Cooperative Learning‟s strategies that was useful to increase students‟ reading comprehension achievement. The population was the first grade students at SMAN 1 Pesisir Tengah Pesisir Barat.

The population was chosen because they have studied vocabulary, grammar, and kind of texts in previous lesson.

1.4. Formulation of Problems

Based on the limitation of the problem above, the writer would like to focus on the following research questions:

1. Is there any increase of students‟ reading comprehension achievement after being taught through jigsaw technique?

2. Spesifically, can jigsaw technique improve reading comprehension achievement of the students in terms of marco skill?

1.5. Objectives of the Research

In relation to the research questions, the objectives were:

1. To find out whether there is an increase of students‟ reading comprehension achievement after being taught through jigsaw technique.

2. To find out whether jigsaw technique ca improve reading comprehension achievement of students in terms of marco skill.

1.6. Uses

The findings of the research are expected to be beneficial not only theoretically but also practically.

1. Theoretically, the result of the research is expected to confirm and to support the theory about teaching reading using jigsaw technique.

2. Practically, the result of the research can be used to inform the English teachers, and students, especially in SMA, about the process of teaching reading comprehension by using jigsaw technique and may apply it as one of reading comprehension technique that can increase the students‟ reading comprehension achievement. Hopefully, the results of the research can be used as the consideration policy related to the development of teaching reading.

1.7. Definition of the Terms

 Reading Comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message.

 Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic.

II. FRAME OF THEORIES

This chapter deals with the followings points: Review of Previous Research and Review of Related Literature.

2.1. Review of Previous Research

Some researches have been conducted by using the Cooperative Learning. First, Kusuma (2007) has compared between Jigsaw technique and SQ3R technique in increasing students‟ reading comprehension achievement at SMAN 5 Bandar Lampung. He found that the students‟ scores of experimental class who used Jigsaw increased significantly from 50.35 to 85.50 point while the increase of students‟ scores within control class were only from 47.76 to 65.68 point. He fully convinces that jigsaw technique carries benefits toward students‟ reading comprehension achievement.

Second, Septiyana (2012) has found out whether jigsaw technique can increase students‟ reading achievement of new item. Her result indicates that the increase of students‟ reading comprehension scores in the experimental class after treatments was significant. It increases from 60.26 up to 79.03. So, she conclude that Jigsaw

technique can be used to increase students‟ reading comprehension achievement because the students could discuss and work together to carry out their learning task, and enables students to comprehend the reading task better and easier through group work, the lower achievers could learn from the faster ones.

Based on the findings of the previous research above, they can be synthesized as follows:

1. Cooperative Learning is the effective teaching technique in increasing students reading comprehension.

2. There is different of students‟ reading comprehension achievement before and after being taught using Cooperative Learning, especially Jigsaw technique. 3. Jigsaw technique can increase students reading comprehension significantly. 4. Students‟ reading comprehension achievement can increase because the

students could discuss and work together to carry out their learning task. 5. Students enable to comprehend the reading task better and easier through

group work.

6. The lower achievers can learn the task from faster ones.

7. The students can fulfill the indicator of a good level in learning process after being taught in three times.

8. Cooperative learning can motivate students to study since they work within their group.

However, there has not had research about jigsaw technique that investigates the students‟ opinions and the teacher‟s opinion on learning process. Therefore, the researcher is interested in conducting the research about it.

2.2. Review of Related Literature

2.2.1. Concept of Reading Comprehension

Before going to the concept of reading comprehension, it is better to know what reading is. Brown (2001: 264) states reading is a process interrelated with thinking and with other communication abilities listening, speaking, and writing. Reading is process of reconstructing from the printed pattern on the ideas an information intended by the author. Based on the opinion, it is important because reading is the reader‟s activity in order gets information from printed text using eyes and brain to understand what the writer thinks in their written. It means that the readers always activate their minds to get meaning and information while interacting with the written text.

Meanwhile, according to Doyle (2004:15), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to entire reading selection. All comprehension revolves around the reader‟s ability in finding and determining main idea and topic sentence from the text. This statement means that in reading it is not enough for readers to understand a set of words in a sentence only. The main purpose for reading is to comprehend the ideas in the

material. Without comprehension, reading would be meaningless. In order to comprehend the text, the reader must consider the key ideas while they are reading the text.

Reading comprehension is what allows the reader to interact with the text in a meaningful way. Caldwell (2008:4) who states that reading comprehension is the process of extracting and constructing meaning through interaction and involvement with written language. So, it is needed a variety of intellectual skills to comprehend the text. The intelectual skills are divided into two terms and they will be explained as follows:

1. Micro Skills

According to Troschitz (2005:4-6), micro skills are in contrast to low level skills intelectual operations. They can be subdivision into two groups as follows: a. Word recognition; it is an essential part of reading comprehension since it

includes all processes which are necessary to give a word of meaning in its context. Word recognition means the ability to understand the meaning of the language items context. For example, when reading a story about cats, good readers develop the expectation that it will contain words associated with cats, such as tail, purr, and whiskers. Sentence context clues are more specific. In the sentence "My cat likes to _____," given the sentence context and what most of us know about cats, words like play, jump, and scratch seem reasonable.

b. The understanding of syntax; includes the identification of syntactical key element such as subject, predicate, etc, the determination of antecedent, which means to find referents of pronouns or to identify the subject of participle constructions, e.g., in Declarative Sentences, “It is darkest before the dawn.” and in Imperative Sentences “Please be quiet while I am on the phone”. "To your house we are going" would be an example of awkward syntax.

Meanwhile, Hughes in Dewi (2013:19) explained micro skills are: (1) identifying referents of pronouns, etc., e.g. “Take the radio out of the car and fix it”. The pronoun itrefers to radio, (2) using context to guess meaning of unfamiliar words, e.g., “the jesters start their performance..”, the word jester means that a person employed to amuse and (3) understanding relations between parts of text by recognising indicators in discourse, especially for the introduction, development, transition and conclusion of ideas, e.g., construct the phenomenon as a certain kind of social object.

Brown (2004:187) explain the micro skill as follows:

a. Discriminate among distinctive graphemes and orthographic patterns of English. Grapheme is a letter or letter pattern that spells a a phoneme (speech sound). English has a complex code in which 1-4 letter graphemes can represent 1 sound. For example, 2 letter grapheme: l ea f. The sound /ee/ is represented by the letters „ea‟. Then, orthographic is the set of symbols used

and the rules about how to write these symbols. The example the word cat /ˈ kæt/ consists of three letters c , a , and t , in which c represents the sound /k/, a the sound /æ/, and t the sound /t/.

b. Retain chunks of language of different lengths in short term memory. In studies of language acquisition, chunks of language is several words that are customarily used together in a fixed expression, such as "in my opinion," "to make a long story short," "How are you?" or "Know what I mean?"

c. Process writing at an efficient rate of speed to suit the purpose.

d. Recognize a core of words, and interpret word order patterns and their significance. A core word is a set of words that a student is expected to be able to read and spell. Example of cord word: big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you

e. Recognize grammatical word classes (nouns, verb etc.), systems (e.g. tense, agreement, pluralization), patterns, rules, and elliptical forms.

f. Recognize that a particular meaning may be expressed in different grammatical forms. For example, word forms child, children, child's, children's have the same lexical meaning and have different grammatical meanings. They constitute a lexeme (About this sound pronunciation). Word-forms children, boys, men, books have the same grammatical meaning and have different lexical meanings. They constitute a grammeme (a categorial form, a form class)

g. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses. Example cohesive device in synonym, Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of beliefs that are a very real force in the lives of the people who tell them. In pronouns, this, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously mentioned. Example: When scientific experiments do not work out as expected, they are often considered failures until some other scientist tries them again. Those that work out better the second time around are the ones that promise the most rewards.

2. Macro Skills

According to Troschitz (2005:6), macro skills are not only skills, but much more do they define strategies a reader is supposed to develope for reading in the foreign language as well as in the mother tongue. They are include as follows: a. Scanning; it is the ability to extract specific information out of a text. In this

case, the readers roughly know what they are looking for. They search for details in a text and pay no attention to any kind of other information given. For example: finding the detail information of the text.

b. Skimming; it is the ability to read quickly through a text and get a general picture of it. This includes being able to determine the main idea of the text, its target group (general public, professional, etc.), type (letter, report, etc.)

and purpose (to inform, instruct, persuade, etc.). For example: identifiying main idea and function of the text.

c. Deep understanding of the text; it is the ability to detect the construction of the discourse or argumentation. The reader consentrates on details concerning structure and content which form the basis for a critical evaluation or interpretation of the text. For example: finding the meaning and understanding the vocabulary.

d. Recognising the tone of the text and the author‟s attitude. This incorporates the readers ability to detect stylistic devices such as irony or sarcasm as well as to understand their function in the text. For example: making inference and finding the implicit information of the text.

According to Hughes in Dewi (2013:19), macro skills directly relate either to needs or to course objectives: (1) scanning text to locate specific information, e,g., mention the character in the story! (2) skimming text to obtain the gist, e.g., what is the main idea of text?, (3) identifying stages of an argument, e.g., making inference of the text, and (4) identifying examples presented in support of an argument, e.g., finding the implicit information.

According to Brown (2004:188), macro skills are as follows:

a. Recognize the rhetorical forms of written discourse and their significance for interpretation. For example: exposition, argumentation, description, and narration.

b. Recognize the communicative functions of written texts, according to form and purpose. For example: generic structure of the texts.

c. Infer context that is not explicit by using background knowledge. For example: Making inference.

d. From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. For example: finding the specific information.

e. Distinguish between literal and implied meanings. For example: understanding vocabulary.

f. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. For example: meaning in different aspects of everyday life such as education, politics, history, art, institutions, or legal systems.

g. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts. For example: finding the implicit information.

Reviewing explanation above, the research was focused on macro skills which cover finding main idea, finding supporting detail, finding inference meaning, guessing meaning of the words (understanding vocabulary) and finding reference for five aspects of reading and for levels of comprehension.

2.2.2. Concept of Teaching Reading Comprehension

The aim of teaching reading is to develop students‟ skills that they can read English texts effectively. According to Alyousef (2005: 143) in reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and last-reading stages. The pre-reading stage helps in activating the relevant schema. For example, the teachers can ask students questions that arouse theirs interest while previewing the text. The aim of while-reading stage (or interactive process) is to develop students‟ ability in tackling texts by developing their linguistic and schematic knowledge. The last-reading includes activities, which enhance learning comprehension using exercises, cloze exercises, cut-up sentences, and comprehension questions.

In teaching reading, the teacher should provide strategy to the students with purpose for reading to anticipate different type of reading texts. Therefore, reading technique should be matched to reading purpose to read efficiently and effectively. According to Mikulecky in Hararit (2007: 11) there are two processing strategies to comprehend the text. First, a concept-driven or top-down mode, in which readers focus primarily on what is already known in trying to comprehend a text. Second, Data-driven or bottom-up mode in which the readers will combine these two strategies to understand a text. They will use their background knowledge to understand writers‟ idea.

According to Suparman (2005:1) states that there are two major reasons for reading (1) reading for pleasure; (2) reading for information (in order to find out something or in order to do something with the information readers get). The researcher assumed that in teaching reading, appropriate and possible strategy should be applied based on the purpose of reading in order to get the comprehension. They use reading strategy to make their reading efficient and effective.

Harmer (2004:70) states the principles behind the teaching reading:

a. Reading is not Passive Skill

Reading is an incredibly active skill, to do reading successfully. The students have to understand the argument what the words means. As an active skill, reading should be taught in creative ways to make the students comprehend entire the text and be able to respond the text by giving the argument based on the text after they read the text.

Solahudin (2008: 19) states “Reading is not only ability in read, but ability in comprehend the text.” it means that reading is not only read the text word by word but reading is activity where the reader has the purpose in reading to comprehend about the text that they read.

b. Students need to be engaged in what they are reading as with everything in lesson.

Students who are not engaged in reading text assume that reading texts are not beneficial for them. They are really fired up by the topic or the task. Here, the teacher needs to give motivation to the student to reading the text, by telling them about the topic, and the purpose of reading so the student will be interested in the text, and eager to read the text. Robertson and Acklam (2000: 19) state that it is necessary to give students a reason to read. There is little point in asking the students just to read a text.

From the explanation above it can be concluded that before teaching reading the student must be given some motivation to make them interested in the text. So they will not disturbed by what they are doing but they all focus in reading.

c. Student should be encouraged to respond to the content of the reading text not the language

It is important for students to study reading text not just they use language. The members of paragraph, they contain and how many times they use relative clause but just as important if the student must give a chance to respond the massage. The student should allow expressing their felling about the topic.

One of the purposes of reading is to comprehend the text and respond to the text after the readers have read by giving opinion, telling the text material to the other or

answer some of question based the topic of the text. Dallman in Septiyana (2012:12) states that reading is more than knowing what each alphabet stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading takes place.

d. Predicting is a major factor in reading

A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text (Gaither, 2011). When the students read the text they frequently have a good idea of content, book covers give them a hunt of what article are about, and the brain start up to predict what are going to read and the article process of reading is ready to begin. The teacher should give student “hunt” so that they can predict what is coming too.

Harmer (2004:72) states in real life, whenever readers read anything, they know what the context is, they are aware of the situation, the location, the kind of conversation, and example. These factors affect our ability to understand and make sense of what they read. In class, it is necessary to introduce the students to the context before they read. The context can be elicited or prompted from earlier work, the course book, pictures, and discussions and so on. Without “setting the scene‟ like this, the tasks can become unnecessarily difficult.

e. The teacher should match the task to the topic

The teacher could give students what reading text the student are going to read and need to choose good reading task. The right kinds of question, engaging and useful puzzle etc. the most interesting text can be under mind by asking boring and appropriate questions. The most common place can be made really exciting with imaginative and challenging task.

As Martinez in Septiyana (2012:21) notes that they can encourage reading for pleasure, because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of materials to be used in the class.

f. Good teachers exploit reading text to the full

Any reading of text is full of sentences, word, ideas, description etc. good teachers integrate the reading text into interesting class sequences, using the topic or discussion and further task using the language for study and later activities. Authentic material should be prepared by good teacher to exploit reading text to the full. In addition, according to Lee in Septiyana (2012:20), authentic texts are often regarded as more interesting than textbook materials because they can be more up-to-date, and relate to everyday issues and activities. Martinez (2002: 1) views that authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. It means that authentic texts have value for students. Besides containing a lot of information needed by students to increase their language

knowledge, these reading texts also help students in increasing their background knowledge.

In line of explanation above, it can be assumed that teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension.

2.2.3. Aspects of Reading Comprehension

There are five aspects of reading which help the students to comprehend the English text: main idea, specific information, references, inference and vocabulary.

1. Identifying Main Idea

Main idea refers to important information that tells more about the overall idea of a paragraph or section of a text. In line with Mc Whorter (2012: 36) the sentence that states this main idea is called the topic sentence. She adds that the topic sentence tells what the rest paragraph is about in some paragraph, the main idea is not explicitly stated in any one of 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 author develops throughout the paragraph.

According to Hood and Soloman in Dararat (2012:10), reading for main idea is a skill that requires carefully reading a text to identify the main point without worrying about unnecessary detail. The main idea is the statement made about the topic which is supported by detail. Therefore, the main idea is directly related to both the topic

and the details in the paragraph. The main idea of paragraph is the central thought of paragraph and what the paragraph is about. Without a main idea, the paragraph would just be confusion of sentences. All the sentences in paragraph should develop the main idea. According to Dararat (2012:11) to find the main idea of paragraph, a reader must find what common element the sentences shared. Some textbook writers place the main idea at the beginning of the paragraph and may actually put the topic of paragraph in bold print in order to emphasize it, but in literature this is not a common practice. In some paragraphs the main idea is not directly stated but implied.

Segretto in Dewi (2013:22) states that main idea of a reading selection is what the passage is mostly about. The author often states the main idea in the first or last few sentences of the first paragraph. However, the author may state the main idea anywhere in the passage. Sometimes the author only suggests the main idea by leaving clues within the passage. Longer reading passage can have more than one main idea. Sometimes the main idea of a literary passage is called theme. The questions of main idea can be for examples: (1) What is the main idea of first paragraph? (2) What is the main in last paragraph?.

2. Identifying Specific Information

Supporting sentence or specific information develops the topic sentence by giving definitions, examples, facts, an incidents, comparison, analogy, cause and effect and quotation. According to Hood and Soloman in Dararat (2012:11), reading for detail is skill that a reader to get all information of the text thoroughly. Readers need to be

more careful and slower assuring that they have correctly understood the message. According to Dararat (2012:11) in order to find details that support the main idea, the readers should be able to identify which are more important that the others.

Segretto in Dewi (2013:23) states that supporting details provide the reader with more information about the main idea or subject of a passage. For example, after reading story about Bawang Putih and Bawang Merah, general questions related to specific information can be for instances: 1) Where was Bawang Putih washing some clothes? 2) How did Bawang Merah and her mother treated Bawang Putih?.

3. Determining References

Reference is a relation between objects in which one object designates, or acts as a means by which to connect to or link to, another object. According to Reimer (2009) reference is a relation that obtains between expressions and what speakers use expressions to talk about. References are words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that, such words are used, they are signals to the reader find the meaning elsewhere in the text.

According to Young in Dewi (2013:24) one of sub process in sentence comprehension is referential representation; this process identifies the references that words in a sentence make to external word. Referential representation is aided by making referents easy to identify. Readers take less tone to identify the referents of a pronoun when the referent has been mentioned recently in the text than when it was

mentioned earlier. In addition, Martin (2003:123) states that pronouns are unique in that they have no inherent meaning; they can be understood only in relation to their referents. In general questions related to this type of reading can be for examples: 1) The word “she” in line 5 refers to… 2) what was word “her” position?.

4. Making Inference

In relation to make inferences, Kathleen (2011: 31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. It is the logical connection that the reader draw between his observes or unknown and what he does not know. According to Moreillon in Dewi (2013:23) inference requires that each reader construct a meaning that makes the text a reflection of her experience.

Dararat (2012:23) said that inference is defined as understanding that is derived from an indirect suggestion of what is stated. To understanding the reading text, the reader must be able to detect the clues that the author give. In general questions related to this type of reading can be for examples: 1) What was first paragraph talking about? 2) All of the following statement is true related to the passage, except… 3) What is the best title for the passage? 4) Who was the main character of the story?

5. Understanding Difficult Vocabulary

Vocabulary is the stock of word used by the people or even person. Harmer (2004:153) states “If language structures make up the skeleton of language, then it is vocabulary

that provides the vital organs and the flesh”. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading. Linan et al. (2007:87) states that the role of vocabulary in reading is clearly understood: vocabulary knowledge, the understanding of word meanings and their use, contributes to reading comprehension and knowledge building. The question of understanding difficult vocabulary can be for instances: 1) What is the closest meaning of underlined word? 2) In line 13, the word “fit” is closest in meaning to…

In summary, reading comprehension is basically about getting main ideas, specific information, references, inference and vocabulary.

2.2.4. Narrative Text

This current research will use narrative text, so the concept of narrative is presented in this chapter. Meyers (2005:52) states that narrative is one of the most powerful ways of communicating with others. Narrative refers to a story or account of events, experiences, or the like, whether true or fictitious. The purpose of narrative text is to entertain, to amuse, to tell story, or to provide an esthetic experience.

There are many genres of narrative. A genre is some kind of a category (Neo, 2005: 8). They can be imaginary, factual or a combination of both. Here are the examples of genre that fit the narrative text structure: (1) Folktale, i.e., very old traditional story from a particular place that was originally passed on to people in a spoken form, e.g.,

The Shepherd's Mistake. (2) Fairy tale, i.e., an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g., Beauty and The Beast. (3) Fables, i.e., traditional short stories that teach moral lesson, especially one with animals as characters; these stories are considered as one group of animals stories, e.g., The Fox and The Crow. (4) Legend, i.e., a story from ancient times, especially one that was told to explain about natural events or to describe the early history of a place or people, e.g., The Legend of Toba Lake. (5) Fantasy, i.e., a story about a pleasant situation that people imagine but it is unlikely to happen, e.g., Alice in Wonderland.

There are significant language features of narrative text, (1) focus on specific or individual participants, (2) use the material process, behavioral and verbal process, (3) use the past tense, (4) use the temporal conjunction and temporal circumstances.

Narrative text also has generic structure, (1) Orientation: introducing the characters, setting, time of the story, (2) Complication: the characters face the problems, (3) Resolution: the complication needs resolution. It may be resolved for better or worse/happily or unhappily.

The Legend of Toba Lake

2.2.5. Jigsaw Technique

This technique is developed by Elliot Aronson (1978) involves the formation of Home Groups to resolve the task. The Home Groups allocate one member to each Expert or Research Group to gather data to bring back to the Home Group. He also develops jigsaw technique as Cooperative Learning Strategies.

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. They did some gardening and fishing for his daily life.

One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster". The man made the deal and they got married, lived happily and had a daughter.

Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father‟s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise.

Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.

Orientation

Resolution Complication

For example, students are divided into small groups of five or six students each. Each member of the group is assigned a portion of an assignment or research project. Each member must research the material pertaining to their section of the project and be prepared to discuss it with their classmates.

Maria Brisk and Margaret M. Harrington (2000: 83) define the jigsaw approach as a way for students to work cooperatively and help each other to learn new material. Students take an active role their learning as they teach other students what they have learned.

Aronson (2011: 43) says that Jigsaw Technique is a technique which has a strong effect on students‟ attitude to learning, social relationship among students in the group. This also means that Jigsaw Technique can help the students to rely on each other for information in a way which puts on students above others. Finally, each student will be valuable in the group.

According to Aronson in http://www.jigsaw.org/index.html (accessed February 19, 2013) there are ten steps considered important in the implementation of the jigsaw classroom:

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. Each group should select their group leader. Those person should initially be the most courageous student in the group

3. The material is divided into 5-6 part (on for each member)

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

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

6. Experts group should been formed in which one student from each jigsaw group join other student assigned to the same part. Student in this expert group should be given time to discuss the main points of their part and prepare the discussion they are going to share to their jigsaw group.

7. Student comes back to their jigsaw group.

8. Student presents his or her discussion part to the jigsaw group. Other members can make a question to ask.

9. The teacher should control the process of discussion and intervene if any group is having trouble such.

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.

1.2.6. Relationship Between Reading Comprehension and Jigsaw Technique Reading is considered as an active process where the readers utilize their cognitive and mental capacities to figure out the internal meaning of the text. It is an interaction between the reader and the writer who has tried to convey a message to its readers. Therefore, in this process, the readers should be provided with instructional

opportunities that allow them to successfully derive the meaning intended by the writer.

Based on the statement above, the writer applied cooperative learning in teaching reading comprehension. Caposey (2003) selected the cooperative teaching method as a remedial method for compensating the problems that elementary and middle school learners had with vocabulary and reading skill. Students were unable to transfer the reading skill to content areas which were considered to stem from their lack of vocabulary knowledge. Treatment of ten weeks turned out to be successful in making the classroom atmosphere cooperative and in improving the students reading skill.

Cooperative learning has some technique, one of them is Jigsaw Technique. Ali (2001) looked at the effect of using the jigsaw reading technique on the EFL pre- service teachers‟ reading anxiety and comprehension. The experimental group was instructed to read reading passages using the Jigsaw Reading technique while the control group read the same passages individually. Participants‟ comprehension was checked via a TOEFL test and their anxiety was evaluated using a questionnaire designed by the author. Results showed that the lower anxiety among the experimental group participants led to their better performance in the comprehension of the reading passages.

Badawi (2008) attempted to investigate the improvements in learners‟ reading achievement and motivation as a result of the employment of jigsaw technique in

contrast to the holistic approach. To this end, 44 participants took part in the study and the treatment lasted for 8 weeks. The results of treatment showed that although there were no differences between the experimental and control groups with regard to the vocabulary acquisition and reading achievement, there were significant effects for the students‟ affective aspects such as self-concept, their value, and motivation.

Based on statements above, it can conclude that jigsaw technique has some effect in students reading comprehension, such as the students can improve their understanding in vocabulary and also effect in their motivation in reading.

2.2.7. Procedures of Teaching Reading Comprehension through Jigsaw Technique

Based on the implementation of the jigsaw classroom (Aronson, 2000), the researcher modify the activities of teaching reading comprehension process. The procedures are as follow:

Pre Activities - Greeting

- The students are brainstormed the material based on their background knowledge. It is used to build the students‟ thought before they learn further about narrative text. “Have you ever read a tale? What the titles of tale did you read?”

- The students are informed about the material they are going to learn, the goals of learning will be achieved and reading technique the students use.

While Activities

- The students are divided into seven jigsaw groups, each group consists of 5 students.

- One of the students is pointed as the group leader.

- The students are given the reading text in form narrative text. The students are divided into 5 groups. One group is given a narrative text which each student in group is given piece of paragraph of the text.

- The students are asked to form a temporary expert group in which one student from each jigsaw group joins with other students assigned in the same segment (same piece of paragraph). Students in this expert group will be given time to discuss the main idea, specific information and difficult vocabulary of their paragraph.

- The students are asked to come back to their jigsaw group and share his or her result discussion to the group and make generic structure of the text.

- The students listen to the explanation about the lesson such as the generic structure, language features, purpose of the text and discuss about the difficulty in understanding the lesson.

- The students are given a quiz on the materials - Discussion of the quiz at the end of the session.

Post Activities

- The students review about what they have learnt. - The students are given homework.

2.2.8. The Applicability of Learning Procedures

To be clearer, here is the practical of the learning procedures with lesson material of narrative text entitle Cinderella.

CINDERELLA

Once upon a time, there was a young girl named Cinderella. She lived with her step other and two step sisters.

The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the king‟s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left.

“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy

godmother standing beside her, “because I want so much to go to the ball” said

Cinderella. “Well” said the god mother, ”you‟ve been such a cheerful, hardworking,

uncomplaining girl that I am going to see that you do go to the ball”.

Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella‟s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach.

Cinderella was having a wonderfully good time. She danced again and again

with the king‟s son. Suddenly the clock began to strike twelve, she ran toward the

door as quickly as she could. In her hurry, one of her glass slipper was left behind. A few days later, the king‟ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king‟s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The king‟s son was overjoyed to see her again. They were married and live happily ever after.

Pre activities

Teacher : Good morning, class. How are you today? Students : We are fine, thank you. How are you, Miss?

Teacher : I am fine, Thanks. Well, I will check your attendance list. Who is absent today?

Students : There is no one, Miss.

Teacher : Good… Well, we will start our lesson but before that can I ask you something? Do you like reading? such as reading magazine, novel, or comic?

Students : Yes, we do, Miss.

Teacher : Then, have you ever read some tale? Students : Yes, we have, Miss

Teacher : Well, What about you!! What title of tale did you read? Student 1 : I had read Romeo and Juliet

Student 2 : I read Beauty and The Beast Student 3 : It is about Sleeping Beauty Teacher : That‟s very good.

While activities

Teacher : That is fine, let‟s continue our lesson.

I have a story here on my hand that will be discussed. The title is Cinderella. Have you read this before?

Students : Yes, we have, Miss..

Teacher : Well, then what‟s the story about?

Student 4 : It‟s about a girl who lived with her step mother. Student 5 : and then, she married a prince.

Student 6 : She has glass slipper

Teacher : That‟s Good. Well, then what you will do now is make a group consist of 5. Do you understand?

Students : Yes, we do, Miss

Teacher : Well, these groups called jigsaw groups. Now, I give piece of

Cinderella‟s story to every member in a group (teacher give material). Ok, now you read the part that you get.

Students : We will, Miss

Teacher : Then the member who gets same part of the story should make a new group. Do you understand?

Students : Yes, we do, Miss.

Teacher : It is good. Now, can you read again your part and discuss the main idea, difficult vocabulary and tell what the story talking about?

Students : Yes, we can, Miss. 25 minutes later…..

Teacher : Class, Have you done your discussion? Students : Yes, We have, Miss.

Teacher : Well now, can you go back to your jigsaw group. Students : Yes we can, Miss.

Teacher : Now, every member shares the discussion of your part. Then I give you 20 minutes to make the generic structure, setting, character, and main idea in each paragraph of the whole story. Do you know how to do it? Students : Yes, we know, Miss.

Teacher : If you have done, will you please collect here? Students : Yes, we will, Miss.

Teacher : Now, Back to your own seat. I have some questions for you to answer related to story that we have discussed. I‟ll give 20 minutes answer them. Do you understand what I mean?

Students : Yes we do, Miss.

Post activities

Teacher : All right, this is the end of our lesson today. Please, ask your difficulties in this lesson. Just raise your hand.

Teacher : If there is no any question, I think it has been clear for you. As you homework, every group should find out other story and bring it at the next meeting. I‟ll choose one of that stories to be discuss in the next meeting. Thank you for your attention today and don‟t forget to study at home. Good morning, class.

Students : Good morning, Miss. Thank you.

2.2.9. Advantages and Disadvantages of Jigsaw Technique 1. Advantages of Jigsaw Technique

According to Aronson in Septiyana (2012:29), the advantages of Jigsaw technique are: 1) teacher is not the sole provider of knowledge, 2) efficient way to learn, 3) students take ownership in the work and achievement, 4) students are held accountable among their group, 5) learning revolves around interaction with group, 6) students are active participants in the learning process, and 7) build interpersonal and interactive skills.

2. Disadvantages of Jigsaw Technique

There are some disadvantages of using Jigsaw technique according to Johnson & Johnson in Septiyana (2012:29). They are as: 1) require some time to prepare students to learn how to work in groups, 2) require some time to make groups that each group has heterogeneity in their member ability, and 3) it forces teacher to make a special preparation before teaching in the class because teacher needs to prepare kinds of media.

2.2.10. Theoretical Assumption

Based on the literature review, it could be assumed that reading is extremely complex skill of learning language. The researcher came to the assumption that Jigsaw technique is very likely to have an impact to increase students‟ reading comprehension achievement. If the technique used can be understood easily, then it will motivate them to pay more attention and be more active in teaching learning process. It seems that jigsaw technique can be used to increase students‟ reading comprehension achievement.

2.2.11. Hypothesis

Based on the theories and the assumptions above, the researcher proposes the hypothesis as follows:

H0 : There is no increase of students‟ reading comprehension achievement

after being taught through jigsaw technique.

H1 : There is an increase of students‟ reading comprehension achievement

III. RESEARCH METHODS

This chapter describes the Design of the Research; Population and Sample; and Data Collecting Technique. It also describes Research Procedure; Scoring System of Reading Test; Analysis Research Instrument; Data Analysis; and Hypothesis Testing.

3.1. Research Design

This research was carried out to investigate the students’ reading ability after being taught using Jigsaw technique. In conducting this research, the writer used one group pretest posttest design (Hatch and Farhady, 1982:20). Pretest and posttest were administered to determine whether Jigsaw technique can be used to

increase students’ reading comprehension achievement. The questionnaire was administered in order to investigate what problems were faced by the students in learning reading comprehension using Jigsaw technique.

This research used one class. The class had both pretest and posttest, and 9 times treatments that consisted of 3 sessions of meetings, 3 sessions of structured instructions, and 3 sessions of unstructured instructions. Structured instruction refers to the activity that has been arranged before by the teacher, for example: the

teacher prepares the material (about narrative text) and explains it. Then, the students answer the questions based on the material. Unstructured instructions refers to the activity that not having prepare yet. For example: After the class, the teacher asks the students to find out other narrative text from the internet or newspapers and also tells them to answer the question that has been given, then it will be discussed in the next meeting. The design can be illustrated as follows:

T1 X T2

Where:

T1 : Pretest

X : Treatment (using Jigsaw technique) T2 : Posttest

(Hatch and Farhady, 1982:20)

3.2. Setting of the Research

This research took place at SMAN 1 Pesisir Tengah Krui Pesisir Barat.

3.3. Population and Sample

The population of this research was the first grade students of SMAN 1 Pesisir Tengah Krui Pesisir Barat in the 2012/2013 academic year. There were ten classes of the first grade which consists of 340 students. One class (X-2) consists of 34 students was taken as sample that was given treatment (teaching reading using Jigsaw technique). The class was selected randomly using lottery since there was no stratified and priority class.

3.4. Data Collecting Techniques

In collecting the data the writer used the following technique: 1. Reading Test

In collecting the data, the writer used Reading Test that consists of Pretest and Posttest. The pretest was administered in order to find out the students’ reading comprehension achievement before treatment. The posttest was administered at the end of treatments in order to find out the results of students’ reading comprehension achievement after the nine-time treatments.

2. Questionnaire

The questionnaire distributed on the last meeting of teaching learning reading comprehension by using jigsaw technique to the students. The purpose of the questionnaire was administered in order to investigate what problems were faced by the students in learning reading comprehension using Jigsaw technique. The contents of the questionnaire were about students' learning problem and opinions about learning reading comprehension through jigsaw technique.

3.5. Research Procedures

In collecting the data, the writer carried out the following procedures which can be described as follows:

1. Determining the research problems

The problem of the research intended to find out whether Jigsaw technique can increase students’ reading comprehension achievement.

2. Determining the population and sample

The population of this research was the first grade of SMA Negeri 1 Pesisir Tengah Krui Pesisir Barat. The sample of this research was one class which is X-2.

3. Selecting and determining the materials

The materials were based on the School Based Curriculum (KTSP) 2006 for the first year students. As had been discussed in Chapter 2, this research focused on narrative text.

4. Administering Try-Out Test

The try-out test was administered in X-10. Students were given reading test with 40 items of multiple choices in 90 minutes.

5. Administering Pre-Test

Pre-test was administered to reveal the students’ basic reading comprehension before treatments. The test was administered in 60 minutes with 25 items of multiple choices reading test.

6. Conducting the Treatments

The treatments were classroom activities which applied Jigsaw technique. The students were taught three times by the researcher and the students also were given structured and unstructured instructions.

7. Administering Post-Test

Post-test was given at the end of treatments in order to find out the increase in

students’ reading comprehension achievement. The test was administered in 60 minutes with 25 items of multiple choices reading test.

8. Administering the questionnaire

The questionnaire was administered in order to investigate what problems were faced by the students in learning reading comprehension using Jigsaw technique. The questionnaire consists of 20 items.

9. Analyzing the result of the Test

All the data were gathered by the average score (mean) of reading test and questionnaire were analyzed to draw the conclusion.

3.6. Scoring System of Reading Test

In scoring students’ result of the test, the writer used Percentage Score. The ideal highest score was 100. The score of pretest and posttest were calculated by using formula as follow:

PS = R x 100

N

Where:

PS : Percentage Score R : the total of right answer

N : total item (Henning, 1987)

3.7. Try Out of Research Instrument

A good test should meet four criteria: a good validity, reliability, level of difficulty and discrimination power. Therefore, the try out of the test was carried to achieve the objectives. The results of which was elaborated in the following sections:

1. Validity

Validity refers to the extent to which the test measures what is intended to measure. This means that it relates directly to the purpose of the test (Shohamy, 1985:74). There are four types of validity, namely face validity, content validity, construct validity, and empirical validity or criterion-related validity. To measure whether the test has a good validity, the writer used content validity and construct validity. Face validity concerns with the lay out of the test while the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982:251). So these two validities were considered to be less needed. Therefore, the two types of validity was used in this research as follows:

A. 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 adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). It was intended to know whether the test was a good reflection of what had been taught and of the knowledge which the teacher wanted the students to know, the writer compared the test with table of specification.

The procedure for determining content validity was to compare the test content with the universe of content supposedly being measured. The content being measured was students’ reading comprehension i.e. determining main idea, finding the detail information, reference, inference, and understanding vocabulary.

Furthermore, the writer compared the test items with a table of specification. The test was based on 2006 English curriculum, and the syllabus of first years SMA students and represent of the materials that had been taught by the teacher. The content of the test was presented in the table of specification:

Table 1. Table of Specification

No Skills of Reading Item Number Percentage

of item

1 Identify the main idea 2,9,16,23,26,28,37. 17.5%

2 Specific information 1,3,4,5,11,12,17,19,22,24,29,30,36,38. 35%

3 Inference 10,13,34,40. 10%

4 Reference 6,7,14,15,18,25,27. 17.5%

5 Vocabulary 8,20,21,31,32,33,35,39. 20%

Total 40 items 100%

B. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982). Construct validity refers to the validity of inferences that observations or measurement tools actually represent or measure the construct being investigated. The measurement tool seeks operation of the concept, typically measuring several observable phenomena that are expected to reflect the underlying psychological concept. There are several approaches to evaluating construct validity, one method is the known-groups technique, which involves administering the measurement instrument to groups expected to differ due to known characteristics.

To make sure the test reflects the theory in reading comprehension, the writer examined whether the test questions actually reflect the means of reading comprehension or not.

2. Reliability

Reliability is how consistent the results are when the experiment is repeated a number of times under same methodological conditions, then the instrument is said to be reliable. Shohamy (1985:70) states that reliability refers to the extent to which the test is consistent in its score, and it gives an indication of how accurate the test score. The test was determined by using Pearson Product Moment which measured the correlation coefficient of the reliability between odd and even number (reliability of half test) in the following formula:

� =

2 2

Where:

rl : coefficient of reliability between the first half and the second half items

X : total numbers of odd numbers items Y : total numbers of even numbers items X2 : square of X

Y2 : square of Y

(Lado in Hughes, 1991: 3) To know the coefficient correlation of whole items, the writer used Spearman

Brown‟s Prophecy Formula (Hatch and Farhady, 1982: 247). The formula was as

follow:

� =

2� 1 +�

Where:

rk : the reliability of the test

rl : coefficient of reliability between the first half and the second half items (Hatch and Farhady, 1982: 247)

The criterion of reliability is: 0.90 – 1.00 : high

0.50 – 0.89 : moderate 0.0 – 0.49 : low

3. Level of Difficulty

Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the writer used the formula as follow:

��= �

+� � Where:

LD : level of difficulty

U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students

The criteria were:

< 0.30 = difficult 0.30-0.70 = average >0.70 = easy

(Shohamy, 1985:79)

4. Discrimination Power

This Discrimination Power refers to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the writer used the following formula:

��= � − �

� 2 1

Where:

DP : discrimination power

U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students

(Shohamy, 1985:81) The criteria were:

0.00 – 0.20 = poor 0.21 – 0.40 = satisfactory 0.41 – 0.70 = good 0.71 – 1.00 = excellent

Negative = bad items (should be omitted)

(Heaton, 1975:182)

5. Result of Try Out

Try-out test was administered in X-10 on Monday, May 13th 2013. The number of the try-out test was 40 items that the time allocation was 90 minutes. Those items were in the form of multiple choices, which contained four options of answer for each question (A, B, C, and D). After analyzing the data, the researcher got that 25 items were good while 15 items were bad and should be dropped.

To know the result of reliability of the try-out test, the researcher used Pearson Product Moment. The result showed that the reliability of the test was 0.94 (see appendix 4). It could be inferred that the test had high level of reliability, in the range 0.60-0.79 by referring to the criteria of the reliability proposed by Hatch and Farhady (1982).

From the computation of level of difficulty in the try-out test, the researcher got an easy items in the try-out test which is higher than 0.70 (item number 1), 8 difficult items which is less than 0.30 (22, 23, 25, 31, 34, 35, 36, and 37), and 31 average items which is in the range of 0.30-0.70 (2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,

13, 14, 15, 16, 17, 18, 19, 20, 21, 24, 26, 27, 28, 29, 30, 32, 33, 38, 39, and 40) (see appendix 5).

In the data of discrimination of power in the try out test, the researcher got 4 items (21, 23, 31, and 35) which had negative value in discrimination, 9 items (3, 7, 14, 22, 28, 34, 36, 37, and 40) were poor which had less than 0.20 index, and 24 items (1, 2, 4, 5, 6, 8, 9, 10, 11, 13, 15, 16, 17, 18, 19, 24, 25, 26, 27, 30, 32, 33, 38, and 39) were satisfactory and 3 items were good (12, 20, and 29).

Based on the text analysis, it was finally decided that 25 items were good and the rest, 15 items were bad and should be dropped because they did not fulfill the criteria of the level difficulty and discrimination power. The researcher only administered 25 items that were satisfactory to be used in pretest and posttest.

3.8. Data Analysis

The data was analyzed in order to determine whether the students’ reading comprehension achievement was increased or not. The writer examined the

students’ score by doing the following steps:

1. Scoring the pretest and posttest.

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

a. The best increase of jigsaw techique is in identifying specific information (the increase score is about 31 points, see Table 9. Students ability in identifying specific information improved because jigsaw technique helps the students to get information while expert group shared information in home group.

b. The second is in making inference meaning. The students’ increase score is about 25 points (see Table 9). It increase significantly because the students able to activate the background knowledge to predict inference meaning from the text.

c. The third is in determining reference (the increase score is about 14 points, see Table 9). It increase because students able to develop the information.

d. The fourth is in identifying main idea, there is increase is 12 points; that is from 93 to 105 (see Table 9). The identifying main idea is understood by students through relating information of the questions to take main point of the text;

e. The low increase is in understanding difficult vocabulary (the increase score is only 11 point, see table 9), since the students is still lack of vocabulary so this aspect ranks as the lowest among other aspects. 3. The questionnaire indicated that most of students said the problems they faced

during learning reading comprehension through Jigsaw technique could be classified as follows:

a. The subject still experienced difficult in vocabulary because they only understand the literal meaning of the word. This problem might influence the next process of learning because they have to understand the text first before they discuss with their groups.

b. Making Inference was also a problem faced by students during learning process since the students get difficulty to figure out the implicit information because they do not understand the underlying idea of the text.

5.2 Suggestions

Referring the conclusions above, the researcher would like to propose some suggestions as follows:

a. In this research, it was found that vocabulary aspects need to be paid more attentions since this aspect became the lowly achieved during the application of Jigsaw Technique. This can be done by execising intensively highly varied vocabulary in order to enrich the students’ words list. The teacher may ask the students to make a sentence from those varied words to strengthen their comprehension on the meanings of the words in various contexts.

b. The result questionnaire showed that besides understanding vocabulary, students also have problem in making inference. The teacher has to be explicitly taught to students, modeled to students, and practiced by students.

The teacher may start the lesson by asking several questions which are related to the text first in order to activate their background knowledge which may facilitate them in understanding the text.

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