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2. As a contribution to the teachers in solving problems of teaching learning
for Junior High School.
1.7 The Scope of The Research
This research focused on investigating the use of KWL Know, Want to know, Learned and Jigsaw in teaching reading skills.The participants of this research
were the students of the ninth grade of MTs.N 2 Pesawaran. In this research, besides using pre-test and post test of reading test item, the researcher also
distributed questionnaire to the students after conducting reading learning through KWL Know, Want to know, Learned and Jigsaw techniques. From the result of
questionnaire, the researcher intended to describe students’ perception on reading
learning through KWL Know, Want to know, Learned and Jigsaw techniques at Islamic secondary School. And pre-test and post-test of reading test item were
used to investigate whether there is a significant difference on students’ reading
skills between students who were taught by using KWL Know, Want to know, Learned technique and those who were taught by using Jigsaw technique. By
comparing the result of these tests, the researcher found out whether the students’
reading skills is improved or not.
1.8 Definition of Terms
1. Reading Comprehension
Reading comprehension is a set reading activities done by people which need high level process that involve eyes and brain to get the gist or
messages from certain printed materials.
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2. KWL Know, Want to know, Learned Technique
KWL Know, Want to know, Learned technique is an instruction reading strategy that is used to guide students through a text. Students begin
brainstorming everything they know about a topic. 3.
Jigsaw Technique Jigsaw technique is a cooperative learning model that consists of several
member in one group that responsible for the lesson materials and be able to teach the topic to other member of group, by discussion activities
which help the students to be active in the class. 4.
Students’ Perception Perception is the asumption about certain objects which is obtained through
senses then it is organized, interpreted and evaluated Atkinson, Atkinson and Hilgard, 2001:201-203.
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