In addition, Novianto 2012 writes thesis about effort to improve the students’ reading comprehension using jigsaw technique. This study tries to find
out whether
the jigsaw
technique can
improve the
students’ reading
comprehension or not. This study is classified into action research. The subject of the research is the second year students of SMAN 1 Kalasan Yogyakarta. In
conclusion of the study, Novianto 2012:173-174 says that all students were enthusiastic in joining the reading class, they all were active in sharing and
discussing their texts in their expert group and they all presented their texts to their jigsaw group mates and the students dared to share and ask their friends
when they got the problems or when they did not know about the texts they read after the jigsaw technique was implemented in the class.
Thus, those studies find that the implementation of the jigsaw technique is believed to be effective to improve the students’ reading comprehension. The
differences between those studies and this study are the use of the methods, the materials, the time of the research and the subject of the research.
C. Conceptual Framework
The concepts of the jigsaw technique to improve the students’ reading comprehension have been explored in the previous section. In this section the
conceptual framework will be explained in detail. The English teaching can not be separated from teaching reading. Considering the importance of teaching reading
in terms of reading comprehension, it is important to find the suitable technique since the students were less motivated and felt bored in facing the English text.
There should be a technique that can promote the language learning. The jigsaw technique can be used to improve the students’ reading comprehension since it
can bring the meaningful activity to the students. The jigsaw technique can be used as one of the methods to teach reading in order to make the learning activity
not too monotonous. In the jigsaw technique, the students are divided into several groups where each group is given different parts of the text. To get all the
information, the students will actively find the information from all groups. All students will have the contribution in the teaching learning process so they will be
more motivated. In addition, the students will be challenged to know the information that they do not know. That is why in this research, the jigsaw
technique has been chosen by the researcher to improve the class VII C students’ reading comprehension at SMP N 2 Depok.
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CHAPTER III RESEARCH METHOD
In this chapter, the researcher discusses how the research will be conducted in detail. This chapter is divided into eight subchapters. They are research type,
research setting, subjects of the research, time of the research, data collection technique, data analysis technique, validity and reliability of data, and procedure
of the research. Each of them is discussed below.
A. Research Type
This research uses the principles of action research. It is used to carry out actions to improve the students’ reading comprehension of class VII C of SMP N
2 Depok. Kemmis and McTaggart in Koshy 2005: 4 state that action research involves a spiral of self-reflective spirals of planning a change, acting and
observing the process, reflecting, acting and observing, reflecting, and so on. In addition, Burns 2010: 2 claims that the central idea of the action part of AR is to
intervene in a deliberate way in the problematic situation in order to bring about changes and, even better, improvements in practice. The researcher collaborated
with the teacher and the research team members in identifying the problems, planning and carrying out the actions, and evaluating the actions implemented.
B. Research Setting
This research was conducted at SMP N 2 Depok focusing on class VII C. The school is located at Street Dahlia Depok, Sleman, Yogyakarta. The available
rooms in this school are the headmaster’s room, teacher’s room, a room for guidance and counseling, an administration room, a school health unit, a kitchen,
