INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1 PUNGGUR

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ABSTRACT

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW TECHNIQUE AT THE FIRST

YEAR STUDENTS OF SMAN 1 PUNGGUR By

LINDA SEPTIYANA

This research was conducted from the considerations that the students still got low scores in reading comprehension test. There were many factors that influenced students’ problems in comprehending the reading text. One of the strategies which is considered applicable and useful in increasing students’ reading comprehension is jigsaw technique. Therefore, this research was intended to find out whether there was a significant increase of students’ reading comprehension achievement of news item text after being taught through jigsaw technique.

This quantitatif research was conducted at SMAN 1 Punggur. The population of this research was the first year students that consist of six classes and two classes were chosen randomly by using lottery as experimantal class and tryout class. The the study employed one group pretest posttest design. The students were given three treatments. As the instruments, the researcher used objective reading test, that is, multiple choice test that was administered both in pretest and posttest. Repeated measure T-Test was used to analyze the data and the hypothesis testing was computed using SPSS version 16.00 at the level significant of .05. Based on the calculation t-test, the result showed that the students’ mean scores of posttest (79.03) was higher than the pretest (60.26) with the difference of 18.77 point. The results of t-test indicated that the significant (2-tailed) value was 0.000 (p=0.000, P<0.05). It showed that the hypothesis was accepted, since there was an increase of students’ reading comprehension achievement of news item text after being taught through jigsaw technique. It was proved by their enthusiasm and participation, the students seemed so active in teaching learning process. Therefore, jigsaw technique is recommended to be used by the teachers to increase their students’ reading comprehension achievement. However, since students have opportunity to interact in discussion, teachers should pay careful attention to overcome noisy class.

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INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW

TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1 PUNGGUR

LINDA SEPTIYANA

A Script

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

The Language and Arts Department of The Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2012

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INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW

TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1 PUNGGUR

(A Script)

LINDA SEPTIYANA

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2012

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CURRICULUM VITAE

The writer’s name is Linda Septiyana. She was born in Nunggal Rejo, September 16th_{, 1990. She is the oldest child of the happy couple, Agus Rahman and} Yusminar. She has two younger brothers.

She joined pre-elementary school at TK Pertiwi Punggur in 1995 before continuing her study to SD Negeri 1 Totokaton, Punggur in 1996. Having graduated from elementary school in 2002, she went to SMP Negeri 6 Metro and graduated in 2005. Three years later, she completed her study at SMA Negeri 1 Metro. Through SMPTN in 2008, she was accepted at the Teacher Training and Education Faculty majoring in English Department in Lampung University.

In 2011, precisely in July to September she conducted her Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMP N 2 Lambu Kibang Tulang Bawang Barat.

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MOTTO

“ No matter how good you are, you can not do everything alone. You need God to guide you, and people to help you ”

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ADMITTED BY

1. Examination Committee

Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………

Examiner : Drs. Ujang Suparman, M.A., Ph.D. ………

Secretary : Dra. Edhita Gloria Simanjuntak ………

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

Graduated on: April 23th_{, 2012}

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DEDICATION

This piece of paper is proudly dedicated to:

 The greatest inspiration of my life “My beloved parents” Drs. Agus Rahman and Yusminar, S.Pd.

 My beloved younger brothers Tommy Suganda and Riyan Suganda

 My lovely friends and all English Department 2008  My almamater, University of Lampung

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Research Title : INCREASING STUDENTS’ READING

COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1

PUNGGUR Student’s Name : Linda Septiyana Student’s Number : 0813042035

Department : Language and Arts Department Study Program : English Education

Faculty : Teacher Training and Education Faculty APPROVED BY

Advisory Committee

Advisor Co- Advisor

Prof. Dr. Cucu Sutarsyah, M.A. Dra. Edhita Gloria Simanjuntak NIP 19570406 198603 1 002 NIP 19480123 197703 2 003

The Head of Language and Arts Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to The Mightiest Allah SWT for the gracious mercy and tremendous blessing that enable me to accomplish this script entitled: Increasing Students’ Reading Comprehension Achievement of News ItemText through Jigsaw Technique at the First year Students of SMAN1 Punggur. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education faculty Lampung University.

It is important to be known that the script would never have come into existence without any supports, encouragements, and assistances by several generous people.

The writer would like to take this opportunity to acknowledge her sincere gratitude and deep respect to Prof. Dr. Cucu Sutarsyah, M.A. as the first advisor who is also the writer’s academic advisor for his invaluable guidance, ideas, suggestion, and encouragement for the writer during the script writing process. Special words of thanks are also addressed to Dra. Edhita Gloria Simanjuntak as the second advisor who has given her assistence, unlimited patience and and advices of which are very beneficial for the writer to accomplish the script. Then, I ought to thank to Drs. Ujang Suparman, M.A, Ph.D. as the examiner for his constructive ideas in improving the form and concept of this research project. and her grateful appreciation is also given to all of the lecturers in English Department for the knowledge and explanation.

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The writer also wants to give her appreciation to Drs. Sutarman as the headmaster of SMAN 1 Punggur, for providing the opportunity to conduct the research, and Umi Latifah, S.Pd, as the English teacher in SMAN1 Punggur, for being helpful during the research process and for giving chance to conduct this research in her class and the students of class X.4 and X.6 for their willingness to cooperate and particapate in this research.

The greatest honor and appreciation would finally be dedicated to her beloved parents, Drs. Agus Rahman and Yusminar, S.Pd. It is truly undoubted that loves, cares, and timeless prayers during days and nights, are everything for her. Thanks for their spirit, motivation, patience and willingness to wait for the writer’s graduation. Her sincere thanks are also dedicated to her beloved younger brothers, Tomy Suganda and Riyan Suganda and her lovely cousins, Yuni Rahmawati, Fenny Hasitasari, Rica Desta Amalia and Irma Lizza. Thank you for praying and supports given to keep her spirit alive.

Last but not least, the writer would also address her appreciation to her dear comrades EDIGHT (English Department 2008), thanks for the friendship and keep on struggle, and especially my splendid fellows, Ledy Mailiza, Virnes Karina, Tacca Prita Yudistira, Ratih Septiana Putri, Elvira Rosyida MR, Yusi Indah Putri and Desy Restiana who always give me support and laugh.

Finally, the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who want to carry out further research.

Bandar Lampung, Maret 2012 The Writer

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I. INTRODUCTION

1.1 Background of the Problem

Generally, the purpose of teaching language at school is to develop the students’ language skill. There are four skills of language to be mastered in learning English. They are listening, speaking, reading and writing. One of the skills that very important to be developed is reading skill. Reading should be mastered well by the students because reading is essential factor that influence one’s activity in communication. People consider reading as an important activity, so people usually say that reading is the window of the world. By reading, people can get the information widely without going anywhere.

Based on the researcher’s pre-observation at the first year students in SMAN 1 Punggur, it was found that almost 70% students of SMAN 1 Punggur had low ability in reading. It was proved by the statement of Umi Latifah, English teacher of SMAN 1 Punggur. She said that generally, the students had difficulty in comprehending an English reading text. The students have difficulty in finding the main idea of passage with long sentences, specific information, inference, reference and vocabulary of the reading text. It can be seen from their reading

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comprehension test scores which were mostly stated lower than the minimal mastery criterion (KKM) of that school which requires the students getting 72.

The cause of the problem comes from students’ reading style and also students’ reading skill. First, the students have the same style in reading activity. They prefer to read alone with consideration that they feel convenient and can concentrate better. They do not try to discuss the text and it makes them face their own difficulties.Second, the students’ reading skill, there are 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 find out that, the cause of the problem might be from the teacher. The teacher’s way of teaching reading affects the student’s reading comprehension. Speaking too fast, unclear explanation and monotonous technique used by the teacher discourage students to learn reading. After asking to the some students, it was found that the teacher still uses conventional technique in almost everyday teaching and learning process. She 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. The monotonous process of learning make the students discourage to learn.

In this case, the researcher focuses on how to create situation where the students can engage in reading process. As far as it is known that the students feel bored and failed to understand the text fully because their teacher asks them to read the

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text loudly, then they should answer or discuss a number of comprehension questions following the text.

To overcome the problems above, the researcher assumes that there should be some suitable techniques in teaching reading in order to motivate the students to read all text so they can get the information fully. For this, the teacher should be able to apply a certain technique to increase students’ reading comprehension and to make them enjoy in teaching learning process.

Based on the statement above, the researcher 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. Students must work in groups to complete tasks collectively. Unlike individual learning, cooperative learning capitalizes on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).Furthermore, the teacher’s role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds.

One of the cooperative learning’s technique supposed to be useful in teaching reading is jigsaw technique (Aronson, 1978). Jigsaw gives all students the opportunity to increase their reading comprehension because this technique is not only encourages students on learning the group's tasks and activities but also helps them in building a social personality among them.

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By using jigsaw technique, the researcher hopes that it can motivate the students in reading because it may be an interesting activity in which the students have to read the text. The text is divided into sections, and one section is for each student to take care of. The students who are responsible from the same section get together and form a new group in which the goal is for the students to master the section of the material and to enable them to teach the other members in their original learning group. By having the responsibility, the students may be motivated to read the text.

It is assumed that if the students have been already motivated in reading activity, they may like reading and may enjoy the reading activity. Therefore, if the students enjoy reading activity, it may be easy for them to comprehend the text.

In addition, Dedi Indra Kusuma (2007) has done a research to compare between Jigsaw technique and SQ3R technique in increasing students’ reading comprehension achievement at SMAN 5 Bandar Lampung. He found that the students’ scores within experimental class which used Jigsaw increased significantly from 50.35 to 85.50 point while the increasing 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. Seeing the results Dedi Indra Kusuma’s study, the researcher intended to investigate the implementation of jigsaw technique in increasing students’ reading comprehension achievement of news item text at SMAN 1 Punggur.

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Senior High School students read various types of texts in their daily lives. The types of text that Senior High School students find as reading include monologue/ essay and functional texts. The monologue/ essay (e.g. recount, report, discussion, explanation, exposition (analitycal), exposition (hortatory), news item, anecdote, narrative, procedure, description, and review texts) and functional texts (e.g. advertisement, brochure, schedule, message, notice, personal letters, invitation (Depdiknas,2006). The researcher used news item text, because it is taught in the first grade of senior high school and most of students feel hard to comprehend this type of text compared to the other texts while this text is very useful to inform the reader, listener or the day which are considered news worthy or important.

Considering the problem above, the researcher proposed cooperative learning and its certain technique by conducting a research entitled “Increasing students’ reading comprehension achievement of news item text through jigsaw technique at the first year students of SMAN 1 Punggur”.

1.2 Identification of the Problems

Based on the background above, 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.

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2. 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.

3. The students get bored while learning. It may be because the teachers do not use the authentic materials and only adopt the course book. It cause the students do not realize and understand the emphasis of reading in a real knowledge.

4. 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.

1.3 Limitation of the Problem

The focus of the research is students’ reading comprehension achievement as a result of implementing jigsaw technique. The decision was taken by considering the importance of jigsaw technique as one of cooperative learning’sstrategies that is useful to increase students’ reading comprehension achievement, and knowing the fact that most of first grade students at SMAN 1 Punggur still got low scores for reading test.

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1.4 Formulation of the Problem

According to the background of the research above, the researcher formulates the research problem as follows:

“Is there any increase of students’ reading comprehension achievement of news item text after being taught throughjigsaw technique?”

1.5 Objective of the Research

Based on the research problem, the objective of the research is stated as follows: “To find out whether there is an increase of students’ reading comprehension achievement of news item text after being taught throughjigsaw technique.”

1.6 Uses of the Research

The uses of the research are as follows: 1. Theoretically

The results of this research are expected to confirm and clarify the previous theories about teaching reading through jigsaw technique.

2. Practically

This research can be useful for the students, English teacher, and also school.

a. The students

The implementation of jigsaw technique hopefully can motivate students in reading news item text so that it can help poor students or readers increase their reading comprehension achievement.

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b. The teacher

The results of this research are expected to give useful information to English teachers whether or not jigsaw technique is an effective techniqueto increase students’ reading comprehension achievement. c. The school

The results of this research are expected to give consideration whether the school will implement jigsaw technique for students to increase their reading comprehension achievement and make the students interested in reading.

1.7 Scope of the Research

This research was quantitative research. The research was conducted to the first grade of SMAN 1 Punggur. The research was focused on activities of reading comprehension of news item text taught by jigsaw technique. The students were expected to be able to comprehend the following reading aspects: main idea, vocabulary, specific information, reference, inference and features of the text. The text used was news item text because it is stated in the first grade of senior high school syllabus and it tells the students about the events of the day which is considered newsworthy or important. While, in order to add students’ knowledge; the texts were being taken from newspaper (Jakarta post) and internet. The researcher chose two classes as a sample, one class as a try out class and another one as an experimental class which are selected by using simple random sampling. The class was selected randomly by using lottery, since the first year students in

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SMAN 1 Punggur is not stratified class. The treatments were three times treatments.

1.8 Definition of Terms

There are some terms that are used in this research and to make it more clearly, some definitions of term are presented as follow:

1. Reading comprehension

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

(Dallman, 1982: 23)

2. News item text

News item text is a text which informs readers about events of the day, the events are considered newsworthy or important.

(Sudarwati and Grace, 2007:98)

3. Technique

Technique is a particular trick, stratagem or contrivance used to accomplish an immediate objective.

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4. Jigsaw technique

jigsaw technique is meant to provide students with the chance to learn a material from their peers. A material is divided into section is for each student to take care of. The students who are responsible for the same section get together and form a new group of which the goal is for the students to master the section of the material and to enable them to teach the other members in their original learning group later.

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II. FRAME OF THEORIES

This chapter will discuss about the concept of reading comprehension, aspects of reading, the concept of teaching reading, the concept of news item text, the concept of jigsaw technique, procedures of teaching reading comprehension of news item text through jigsaw technique, advantages and disadvantages of jigsaw technique, theoretical assumption and hypothesis.

2.1 Concept of Reading Comprehension

Before going to the concept of reading comprehension, it is better for us to understand about the definition of reading. Reading can be said as the window of knowledge in which people are able to get much information. Through reading, the reader will find the reason, example, explanation, comment, note and summary about the information.

Nuttal (1982: 14) defines reading as the meaningful interpretation of printed or written verbal symbol. It means that reading is as a result of the interaction between the perception of graphic symbol that represent language and the readers’ language skills and the knowledge of the world.

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Clark and Silberstain (1987: 21) define that reading as an active cognitive process of interacting with printed material and monitoring comprehension to establish meaning. Reading is the instant recognition of various written symbols, simultaneous association of these symbols with existing knowledge and comprehension of the information and ideas communicated.

Grabe (1986) also states that reading is the ability to recognize vocabulary and syntax automatically. Reading is the ability to read at reasonable rapid rate, the ability to grasp the main idea and scan for piece of information and the ability to adjust rate and adapt strategies for careful analytical reading and critical evaluation. The researcher agrees that someone has purpose when he is reading. The purpose of reading passage commonly is to find idea/ information from reading passage and to enhance knowledge of the language being read.

Meanwhile, comprehension can be said as a crucial aspect of reading, in fact, it has been emphasized that true reading is reading with understanding, that is, comprehension. As Simanjuntak (1988:4) states that the first point to be made about reading process is comprehension and the meaning is the basic element for comprehension. She also adds that comprehending a text is as interactive process between the readers’ background knowledge and the text itself. Similarly, Dallman, (1982:23) 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.

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In addition, Howart (2006: 1) cites that reading is of course, just as communicative as any other form of language. It means that in reading there is an interaction between the writer and the readers through the texts. The writer tries to encode the messages to the readers. Then the readers try to decode the messages that sent by the writer.

Based on the statement above, it can be stated that comprehension is important in reading process. Reading with comprehension signifies not only understand the surfaces meaning of the text but also understand the purposes of the main idea of the reading text.

Grellet (1985) divides comprehension into three levels of comprehension. They are:

1. Literal Comprehension

Literal comprehension is the process of understanding the ideas and information explicitly stated in the passages. In this level the abilities needed by the readers at the knowledge of word meaning, recall of the details directly stated or paraphrase in own words. Understanding of grammatical clues subject, pronouns, verbs, conjunctions, and others. In this level the readers are also required to recall the main idea explicitly stated at the knowledge of the sequence of information presented in the passage.

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2. Interpretative Comprehension

Interpretative comprehension understands the ideas and information not explicitly stated in the passage. The abilities needed by the readers are reason with information presented to understand the authors’ tone, purpose, attitude, inter factual information, main ideas, comparison cause effect relationship that not explicitly stated in the passage, and summarization of story content.

3. Critical Comprehension

Critical comprehension is analyzing and personally reacting to information presented in a passage. The abilities needed by the readers are personally reaction to information in a passage indicating meaning to the reader, analyzing the quality of written not information in the term of some students.

In this research, the researcher used literal comprehension, interpretative comprehension and critical comprehension, but the use of literal comprehension was the most than the others because the students have to be required to recall the main ideas explicitly stated at the knowledge of the sequence of information presented in the passage.

Reading with comprehension one will recognize the purpose and the important point of the text besides understanding the surface meaning of the text. According to Patricia in Simajuntak (1988: 6), understanding a text is an interactive process between the readers’ background knowledge and the text.

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Referring to the statement above, it is inferred that reading comprehension means the students must read the text and interact the printed on written symbols with their cognitive skill and their knowledge of the world. In the process of comprehension, the students need skills related to the purpose of reading and consider the questions to concentrate on the important points.

2.2 Aspects of reading

Referring to the concept above, in order to know the students’ reading comprehension ability, the teacher must involve some aspects that really essential in reading comprehension. The reading aspects should not only understand the surfaces meaning of the text but also understand the purposes of the main idea of the reading text.

There are six aspects in reading, they are: 1. Main idea

Main idea is called the topic sentence. Topic sentence tells what the rest of the paragraph is about. In some paragraphs, the main idea is not explicitly stated in any one sentence. Instead, it is left to reader to infer or reason out. The main idea is the most important idea that the author develops throughout the paragraph. (Mc. Whother, 1986:36)

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2. Specific information

Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, an incidents, comparison, analogy, cause and effect statistics and quotation. (Mc. Whother, 1986:36)

3. Reference

References are words or phrases 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. (Latulippe, 1986: 20)

4. Inference

Inference is an educational guess or prediction about something unknown based on available facts and information. It is the logical connection that the reader draws between they observe or know and what they do not know. ( Kathleen, 1986:31)

5. Vocabulary

Vocabulary is the stock of word used by the people or even person. Concerning with that statement indeed vocabulary is fundamental for everyone to master the words in order to be able to speak.

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6. Features of the Text

Features of the text are parts of your text that have been created to help you locate and learn information_.Features of text will help you know what is most important in a lesson and help you locate information quickly. Features of the text consist of three items, they are Social Function, Generic Structure and Language Feature of the text.

In this research, the researcher will use those six reading aspects because all reading aspects above are very essential for the students to improve their reading comprehension ability.

2.3 Concept of Teaching Reading

Hedge (2003) states that any reading component of an English language teaching may include a set of learning goals for:

 The ability to read a wide range of texts in English. This is the long- range goal most teachers seek to develop through independent readers outside EFL/ ESL classroom.

 Building knowledge of language that will facilitate reading ability.  Building schematic knowledge.

 The ability to adapt the reading technique according to reading purpose (i.e. jigsaw, STAD, etc.).

 Developing an awareness of the structure of written texts in English.  Taking a critical stance to the contents of the texts.

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It is important to build up students’ ability to adapt the reading technique according to reading purpose as goal in teaching reading.

Alyousef (2005:143) says that in teaching 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 teacher can ask the students questions that arouse their interest while previewing the text. The aim of while- reading stage (or interactive process) is to develop students’ ability in tackling text by developing their linguistic and schematic knowledge. The last-reading includes activities, which enhance learning comprehension using exercises, close exercises, cut-up sentences, and comprehension questions.

The aim of teaching reading is to develop students’ skill that they can read English text effectively and efficiently. To be able to do so the readers should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the purpose of the activity. Then the purpose of reading is implemented into the development of different reading techniques: scanning, skimming, mapping, jigsaw etc. These can be real when the students read and interact with various types of texts, i.e. functional and monologue texts.

In short, in teaching reading the teacher should provide technique 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

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effectively. A 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 assumes that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension. They use reading technique to make their reading efficient and effective. Jigsaw as reading technique is possible to be applied by the Senior High School students in their reading, e.g. students are able to identify and look for the specific information (date, time, etc.) in monologue and functional texts, especially news item text.

2.4 Concept of Authentic Material

Before we are going to the concept of news item text, it is necessary to define what authentic text or material is because news item text belongs to the authentic texts. Authentic materials are sometimes called “authentic” or “contextualized”, real-life materials are those that a student encounters in everyday life. They include newspapers, magazines, and web sites, as well as driver’s manuals, utility bills, pill bottles, and clothing labels.

Authentic text or material is a text that is attractive for readers and well-organized. As Nuttal (1996: 177) states that authentic text not only motivate students but also exhibit the characteristics of true discourse: having something to say, being coherent and clearly organized.

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Gilmore (2007) cites that authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort. This assumption is always supported by Day and Bamford (1998:54) who state that an authentic text is one written to say something, to convey a message. Then, they note that authentic language is considered, unabridged text that is written for native speaker.

It can be said that authentic text or material is important to learn, because it is full of language insights and related to the culture. Most of them contain a large variety of structures and vocabularies that has never been found in the school textbook. And, although authentic text uses the original language (language in which its sentence’s structure and the use of vocabulary is not simplified) that is hard for the students to comprehend, it can improve students’ reading comprehension better than other reading materials that use simplified language, such as school English text book.

There are several ways in which authentic materials are motivating and useful to second language learners. For example, one way authentic texts increase student motivation is by giving the learner the feeling that he or she is learning the ‘real’ language; that they are in touch with the living entity, the target language as it is used by the community, which speaks it (Guariento & Morely, 2001). Some of these authentic materials include newspapers, magazines, books, films, advertisements, and the like. In addition, 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 (Lee, 1995).

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There are some advantages that can be obtained from using authentic texts or materials in teaching reading comprehension.

1. Authentic text can provide many chances for teacher and students to understand about how to use the target language (in this case English) in the real life. As Homolova (2004: 1) explains that authentic materials can provide resources for ESL/ EFL teacher and offer them the opportunity to expose learners to materials produced for real life and for- out classroom context by authentic material, we understand materials with “real” language, produced by real speaker for a real audience.

2. Authentic texts or materials contain a lot of information from all aspects of life. This advantage is very important for students to increase their knowledge. As 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.

3. Authentic materials provide a lot of happiness for students. These reading texts offer many infotainments for them; news about artists and movies. As Martinez (2002:2) 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. It means that authentic materials have a large variety of topics that can make student to be interested in. And, it is

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important for teacher to give a chance to the students in determining the topic of authentic reading materials that will be read by them.

The disadvantages of authentic texts mentioned by several writers are:

1. Often too culturally biased, difficult to understand outside the language community.

2. The vocabulary might not be relevant to the student's immediate needs. 3. Too many structures are mixed so lower levels have a hard time decoding

the texts.

2.5 Concept of News Item Text

Thisresearch deals with improving students’ reading comprehensionachievement of news item text through jigsaw technique. Thus, it is necessary to define what news item text is. According to Sudarwati and Grace (2007:197), new item text means the text which is used to inform readers, listeners, viewers about events of the day which are considered newsworthy or important. The author has his/ her way in conveying his/ her messages into the text. It can be read in the books, magazines or newspapers as a headline or heard in the radio or television in a news program. In this case, the text that is printed in the newspapers or books will be used in improving student’sreading comprehension through jigsaw technique.

The news item text usually begins with the main or news worthy event (s), where the author attempts to recount the event in summary from. The reader is introduced to the main event that happened in the society. The next part of news

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item text is elaboration or background event (s). It can be a background, participant, time, and place relating to the accident. It is the detail information for the accident which informs on how the accident happen and who are the victims. The last part of news item text is sources. In the sources the reader can read the comments by participants, witnesses, authorities, and experts involved in the event. Language Feature of News item:

• Information on the use of headlines • Use action verb

• Use saying verb • Use passive sentences • Use adverbs

Here is the example of news item text:

15 writers chosen for Ubud Writers festival The Jakarta Post, Jakarta | Fri, 06/03/2011 11:21 AM | Archipelago

The committee of the Ubud Writers and Readers Festival (UWRF) has chosen 15 writers to appear the annual literary event, held in Ubud, Bali from Oct. 5-9 this year.

The festival, which was first held in 2004, is one of the most prominent literary festivals in the world. Fatimah Bhutto, a poet who is the granddaughter of former Pakistani prime minister Zulfikar Ali Bhutto, praised the festival as one of the best literary festivals of its kind.

They [writers] come from various areas across the archipelago. Sumatra, Java, Kalimantan, Sulawesi, Bali and West Nusa Tenggara are all represented in the chosen lineup of writers,” the festival’s community development manager, Kadek Purnami, said Friday.

The writers are Alan Malingi from West Nusa Tenggara, Arafat Nur from Aceh, Aulia Nurul Adzkia from Ciamis, Budy Utamy from Riau, Fitri Yani from Bandar Lampung, Ida Ahdiah from Tangerang, Irianto Ibrahim from Kendari, Pinto Anugrah and Ragdi F Daye from Padang, Rida Fitria from Lumajang, Sandy Firly from Banjarmasin, Sanie B Kuncoro from Solo, Saut Poltak Tambunan from Jakarta, Satmoko Budi Santoso from Yogyakarta, and Wahyudin from Banten. Newsworthy

event

Background event

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The writers were chosen during the 2011 UWRF Board of Curators meeting in Sanur in May. The curators involved in the selections were senior writers Kurnia Effendi from Jakarta, Dorothea Rosa Herliany from Magelang, Iyut Fitra from Payakumbuh and Made Adnyana Ole from Bali.

“The [15] chosen writers are a reflection [of Indonesia] being an archipelago because they come from various areas and cultural backgrounds. Their works of art are also in various forms: some write poems while others write novels, essays, short stories and drama scripts,” Kurnia Effendi said as quoted from tempointeraktif.com.

The Jakarta Post, June 4, 2011 http://www.thejakartapost.com/news/2011/06/03/15-writers-chosen-ubud-writers-festival.html

Beside the part of news item text above, the text has some characteristics. Firstly, the text uses a short language that is telegraphic information about story captured in headline. Secondly, this kind of text uses the material processes to report the event. Thirdly, it uses verbal processes in source stage such as said, told, etc. In the last, the news item text focuses on circumstances.

Since news item text is very interesting and useful that is text which informs readers about events of the day; the events are considered newsworthy or important and it is stated in School Based Curriculum (KTSP), so the text is needed to be understanding. So, the researcher focuses in implementing jigsaw technique that hopefully, the technique will help the students to comprehend the text clearly.

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2.6 Concept of Jigsaw Technique

Initially introduced by Aronson et al (1978) states that this jigsaw structure is meant to provide students with the chance to learn a material from their groups. A material is divided into sections, and one section is for each student to take care of. The students who are responsible from the same section get together and form a new group in which the goal is for the students to master the section of the material and to enable them to teach the other members in their original learning group later.

He also develops jigsaw technique as Cooperative Learning Strategies. Jigsaw is excellent for task that has several distinct aspects or components. Home teams are formed, with each team member is taking responsibility for one aspect of the problem question. Then, expert team is formed of all students who responsible for and plan how to teach it to their home groups. After adequate time has been given, the students return to the home teams and bring their expertise to bear on the assigned task. Positive interdependence is fostered because each student has different information needed to complete the task.

Long and Porter (1985: 207) point out that jigsaw is more feedback activity includes checking, understanding, seeking clarification and making sure the message get across. According to them jigsaw gives more chance for the teacher knows his or her students response as a feedback in teaching learning process. In this way, the students get language input containing news items that they understand through feedback with the speaker.

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Aronson (1978: 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.

Nation (1991: 29) argues that jigsaw technique ensures the participants in need of getting other information. By applying the technique, each learner has essential information. No one has the same information. In this case, the students share the information to bridge the gap. So, if each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

Based on the statement above, it is understood that jigsaw is a technique of the learning method which demands the students to learn on groups of students who have heterogeneous ability. Each home group members meet in expert group to study the material assigned to each group member. After discussion, they go back into their group members and explain their discussion to his or her group members. In fact the students like to interact with the others, so jigsaw is the right technique to increase their language ability. Through jigsaw technique the students can increase their reading comprehension ability.

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2.7 Procedures of Teaching Reading Comprehension of News Item Text through Jigsaw Technique

Based on the procedures of teaching reading comprehension through jigsaw technique (Aronson, 1978), the researcher modify the activities of teaching learning process by using news item text.

The procedures are as follow: Pre Activities

- Greeting

- The students are given brainstorming the material based on their background knowledge. It is used to build the students’ thought before they learn further about news item text. “Do you know the meaning of news? From what media, do you usually get news? What kind of news do you like?”

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

While Activities

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

- One of the students is pointed as the group leader. Initially, this person should be the most mature student in the group.

- The students are given the reading text in form news item text. The students are divided into 5 information (one for each member)

- 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

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same information. Students in this expert group will be given time to discuss the main points of their information and specific information, reference, inference, and difficult vocabulary of their text.

- The students are asked to come back to their jigsaw group and share his or her information to the group. Other members are encouraged to ask question for clarification.

- The students are given explanation of the lesson today such as the generic structures, language features and the purpose of news item text.

- The students are given a quiz on the materials at the end of the session, so the students realize that these sessions are not only for fun and games, but that they really count.

Post Activities

- The students are reviewed about what students have learnt

- The students are asked about the difficulty in understanding the lesson. - The students are given the summary of the lesson.

- Closes the meeting.

2.8 Advantages and Disadvantages of Jigsaw Technique

1. Advantages of Jigsaw Technique

According to Aronson (1978), the advantages of Jigsaw technique are: • Teacher is not the sole provider of knowledge.

• Efficient way to learn.

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• Students are held accountable among their group. • Learning revolves around interaction with group. • Students are active participants in the learning process. • Build interpersonal and interactive skills.

2. Disadvantages of Jigsaw Technique

There are some disadvantages of using Jigsaw technique (Johnson & Johnson, 1981). They are as follows:

• Require some time to prepare students to learn how to work in groups. • Require some time to make groups that each group has heterogeneity in

their member ability.

• It forces teacher to make a special preparation before teaching in the class because teacher needs to prepare kinds of media.

2.9 Theoretical Assumption

In teaching reading comprehension, the teacher should find the way that can motivate the students in teaching learning process. There are some techniques that can help the teacher to reach the aim of teaching learning process. For this, jigsaw is chosen as a technique in teaching reading comprehension.

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understood easily, then it will motivate them to pay more attention and more active in teaching learning process. It seems that jigsaw technique can be used to increasestudents’reading comprehension achievement.

2.10 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 of news item text after being taught through jigsaw technique.

H1 : There isincrease of students’ reading comprehension

achievement of news item text after being taught through jigsaw technique.

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1. Specific information

2. Reference

3. Inference

4. Vocabulary

Vocabulary is the stock of word used by the people or even person. Concerning with that statement indeed vocabulary is fundamental for everyone to master the words in order to be able to speak.

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5. Features of the Text

Features of the text are language features that enhance texts and the structure and organization of texts._.The ability to visualize the features of a text type, and how those features are arranged, is vital to the construction of meaning when reading_. So, features of the text are parts of your text that have been created to help you locate and learn information.

(Ministry of Education, 2006)

In this research, the researcher will use those six reading aspects because all reading aspects above are very essential for the students to improve their reading comprehension ability.

2.3 Concept of Teaching Reading

Hedge (2003) states that any reading component of an English language teaching may include a set of learning goals for:

 The ability to read a wide range of texts in English. This is the long- range goal most teachers seek to develop through independent readers outside EFL/ ESL classroom.

 Building knowledge of language that will facilitate reading ability.  Building schematic knowledge.

 The ability to adapt the reading technique according to reading purpose (i.e. jigsaw, STAD, etc.).

 Developing an awareness of the structure of written texts in English.  Taking a critical stance to the contents of the texts.

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It is important to build up students’ ability to adapt the reading technique according to reading purpose as goal in teaching reading.

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2.4 Concept of Authentic Materials

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Gilmore (2007) cites that authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort. This assumption is always supported by Day and Bramford (1998:54) who state that an authentic text is one written to say something, to convey a message. Then, they note that authentic language is considered, unabridged text that is written for native speaker.

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There are some advantages that can be obtained from using authentic texts or materials in teaching reading comprehension.

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important for teacher to give a chance to the students in determining the topic of authentic reading materials that will be read by them.

The disadvantages of authentic texts mentioned by several writers are:

1. Often too culturally biased, difficult to understand outside the language community.

2. The vocabulary might not be relevant to the student's immediate needs. 3. Too many structures are mixed so lower levels have a hard time decoding

the texts.

2.5 Concept of News Item Text

Thisresearch deals with improving students’ reading comprehensionachievement of news item text through jigsaw technique. Thus, it is necessary to define what news item text is. According to Sudarwati and Grace (2007:197), news item text means the text which is used to inform readers, listeners, viewers about events of the day which are considered newsworthy or important. The author has his/ her way in conveying his/ her messages into the text. It can be read in the books, magazines or newspapers as a headline or heard in the radio or television in a news program. In this case, the text that is printed in the newspapers or books will be used in improving student’s reading comprehension through jigsaw technique.

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• Information on the use of headlines • Use action verb

• Use saying verb • Use passive sentences • Use adverbs

Here is the example of news item text:

Fifteen writers chosen for Ubud Writers festival The Jakarta Post, Jakarta | Fri, 06/03/2011 11:21 AM | Archipelago

The committee of the Ubud Writers and Readers Festival (UWRF) has chosen 15 writers to appear the annual literary event, held in Ubud, Bali from Oct. 5-9 this year.

event

Background event

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The Jakarta Post, June 4, 2011 http://www.thejakartapost.com/news/2011/06/03/15-writers-chosen-ubud-writers-festival.html

Since news item text is very interesting and useful that is text which informs readers about events of the day; the events are considered newsworthy or important and it is stated in School Based Curriculum (KTSP), so the text is needed to be understood. So, the researcher focuses in implementing jigsaw technique that hopefully, the technique will help the students to comprehend the text clearly.

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2.6 Concept of Jigsaw Technique

He also develops jigsaw technique as Cooperative Learning Strategies. Jigsaw is excellent for task that has several distinct aspects or components. Home groups are formed, with each team member is taking responsibility for one aspect of the problem question. Then, expert grou is formed of all students who responsible for and plan how to teach it to their home groups. After adequate time has been given, the students return to the home groups and bring their expertise to bear on the assigned task. Positive interdependence is fostered because each student has different information needed to complete the task.

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Aronson (1978: 43) says that Jigsaw Technique is a technique which has a strong effect on students’ attitude to learn 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.

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2.7 Procedures of Teaching Reading Comprehension of News Item Text through Jigsaw Technique

Based on the procedures of teaching reading comprehension through jigsaw technique (Aronson, 1978), the researcher modifies the activities of teaching learning process by using news item text.

The procedures are as follow: Pre Activities

- Greeting

- The students are informed 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 eight home groups, each group consists of 5 students.

- One of the students is pointed as the group leader. Initially, this person should be the most mature student in the group.

- The students are given the reading text in form news item text. Because one group consists of 5 students, so the materials consist of 5 information. One student get one information.

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- The students are asked to form a temporary expert group in which one student from each home group joins with other students assigned in the same information. Students in this expert group will be given time to discuss the main points of their information and specific information, reference, inference, and difficult vocabulary of their text.

- The students are asked to come back to their home group and share his or her information to the group. Other members are encouraged to ask question for clarification.

- The students are given explanation of the lesson today such as the generic structures, language features and the purpose of news item text.

- The students are given a quiz on the materials at the end of the session, so the students realize that these sessions are not only for fun and games, but that they really count.

Post Activities

- The students are reviewed about what students have learnt

- The students are asked about the difficulty in understanding the lesson. - The students are given the summary of the lesson.

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2.8 Advantages and Disadvantages of Jigsaw Technique

1. Advantages of Jigsaw Technique

According to Aronson (1978), the advantages of Jigsaw technique are: • Teacher is not the sole provider of knowledge.

• Efficient way to learn.

• Students take ownership in the work and achievement. • Students are held accountable among their group. • Learning revolves around interaction with group. • Students are active participants in the learning process. • Build interpersonal and interactive skills.

2. Disadvantages of Jigsaw Technique

There are some disadvantages of using Jigsaw technique (Johnson & Johnson, 1981). They are as follows:

• Require some time to prepare students to learn how to work in groups. • Require some time to make groups that each group has heterogeneity in

their member ability.

• It forces teacher to make a special preparation before teaching in the class because teacher needs to prepare kinds of media.

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2.9 Theoretical Assumption

Jigsaw technique may be used in teaching reading comprehension because it makes the students involved and active. Since, the students, in this case have a unique, essential part to play in the activity. If the technique that is used can be understood easily, then it will motivate them to pay more attention and more active in teaching learning process. It seems that jigsaw technique can be used to increasestudents’reading comprehension achievement.

2.10 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 of news item text after being taught through jigsaw technique.

H1 : There is increase of students’ reading comprehension

achievement of news item text after being taught through jigsaw technique.

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III. RESEARCH METHODS

3.1 Research Design

In doing this research, the researcher conducted quantitative research based on the experimental class. The researcher applied one group pretest-posttest design. The researcher selected two classes, one as try out class and another as the experimental class. The researcher conducted this research to see whether there is significant increase of students’ reading comprehension achievement after being taught through jigsaw technique. The researcher conducted pretest, three treatments, and posttest. In this design, pretest and posttest were administered to see whether jigsaw technique could be used to increase students’ reading comprehension achievement.

The design of the research is as follows: T1 X T2

Where: T1 = Pretest

X = Treatments (using jigsaw technique) T2 = Posttest

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3.2 Variables

This research consists of the following variables:

1. Students’ reading comprehension achievement of news item text as dependent variable (Y)

2. Jigsaw technique as independent variable (X)

3.3 Population and Sample

The population of this research was all the first grade students of SMAN 1 Punggur. There were six classes in which each of them consists of 38-40 students. Two classes of them were used as the sample. The class was selected randomly by using lottery since there was no stratified and priority class. It was applied based on the consideration that every student in the population has the same chance to be chosen in order to avoid the subjectivity in the research (Setiyadi, 2006:39). The first class as try out class, and the second class as experimental class, the class which was given the treatments by using jigsaw technique.

The steps are as follow:

1) Writing the sixclasses’ code insix pieces of paper and to be rolled. 2) The rolled paper were entered into the box and shaken.

3) The researcher asked the teacher to take two rolled papers that become the sample. The first paper as try out class, and the second paper as experimental class.

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3.4 Research Procedures

To make this research ran well, it was suggested to make the research procedures, they are:

1. Determining the research problems

The problem of the research intended to find out whether jigsaw technique can increase students’ reading comprehension achievement of news item text significantly.

2. Determining the research design

The researcher conducted the research using one group pretest-posttest design.

3. Finding the population and sample

The population of this research was all the first grade students of SMAN 1 Punggur. There were six classes in which each of them consists of 38-40 students. Two classes of them were used as the sample. The first class as try out class and the second class as experimental class. The class was selected randomly by using lottery since there is no stratified and priority class. The researcher used this technique because all of the classes of the first grade students had the same opportunity to be a subject of this research.

4. Selecting and determining the materials

The materials in this research were based on the school based curriculum (KTSP) 2006 for the first year students. The materials were taken from

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newspaper (Jakarta Post) and internet. The topics were about reading. The researcher used one type of reading text that was news item text.

5. Administering the tryout test

It was conducted to measure the reliability of pretest and posttest and to make sure whether the test was good or bad for the students. The test was tried out to the students whose level was equal to the sample of the research. It was administered to find out the quality of the test before it was used, whether the items were good or not in validity, reliability, level of difficulty, and the discrimination power. The test was multiple choices that consist of forty items with four alternative options A, B, C, D. The try out test was conducted for sixty minutes.

6. Administering the pretest

The pretest was administered from the result of try out test by preparing how many items, and what material that was given to the students before treatments. The test was multiple choices that consist of thirty items and it was conducted for forty five minutes.

7. Conducting the treatments

After giving the pretest to the students, the researcher conducted the treatment for three meetings, which took 90 minutes in every meeting. The researcher taught reading comprehension of news item text by using jigsaw technique to the students in the experimental class.

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8. Administering the posttest

Posttest was used to evaluate the students’ reading comprehension achievement after giving the treatments. The test was multiple choices that consist of thirty items and it was conducted for forty five minutes.

9. Analyzing the data

Both of pretest and posttest results of the class were analyzed by using Repeated Measures t-test to compare the data of the two means score (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of pretest and posttest from the experimental class. If the score of posttest is better than pretest, it means that there is a progress of the students’ reading comprehension achievement.

10. Concluding the results

After analyzing the results of both pretest and posttest, the conclusion was drawn.

11. Reporting the results

The results of this research were reported in the script including the suggestion from the researcher.

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3.5 Data Collecting Techniques

The instrument of this research was reading test using news item text. The reading tests consist of two kinds, pretest and posttest. In giving the treatments, the researcher used reading texts. The texts were taken from English book for the first grade students of Senior High School, Jakarta Post and internet. In collecting the data, the researcher used the following steps:

1. Administering the pretest

After getting the result of try out class, the researcher gave the pretest. Pretest was administered in order to find out the students’ reading comprehension achievement before the treatments. It required 45 minutes for the test. The test was multiple choices that consist of thirty items with the option A, B, C, D. The materials were news item text.

2. Administering the posttest

This test was administered after conducting the treatments to the students. The researcher gave posttest in order to know the result of this class in teaching learning process whether they had progress or not. The aim of this test was to find out the students’ reading comprehension achievement after three times treatments. It required 45 minutes for the test. The test was multiple choices that consist of thirty items with the option A, B, C, D. The materials were news item text.

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3.6 Instrument

The two reading tests were given to the students to check their reading comprehension achievement. They were pretest and posttest. The researcher used objective test. It was multiple choice (MC) tests consist of four options (A, B, C, D), to make it easy to correct and to give score. The material was about news item text. The researcher gave 30 items for pretest and 30 items for posttest. The purpose of pretest was to know the students’reading comprehension achievement before treatments. The purpose of posttest was to know the students’ increase of reading comprehension achievement after treatments.

Criteria of a Good Try Out Test

To know whether the test was good or not, some criteria should be considered. The criteria of a good test are: validity (content validity and construct validity), reliability, level of difficulty and discrimination power.

3.6.1 Validity

Validity is the extent to which an instrument really measures the objective to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). A test can be considered to be valid if it can precisely measure the quality of the test. In this research, to measure whether the test has good validity or not, the researcher will analyze the content and construct validity.

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3.6.1.1 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 & Farhady, 1982:251).

It was intended to know whether the test is a good reflection of what has been taught and of the knowledge which the teacher wants the students to know, the researcher compare the test with table of specification.

In this research, the researcher will formulate table of specification, so every test items can be match with the goal and the materials have been taught. The content of the items is presented in the table of specification below:

Table 1. Table of specification of Data Collecting Instrument

No Reading Skills Item numbers Percentage (%)

1 Main ideas 13., 15., 21., 31., 35. 12,5 % 2 Details 5., 6., 9., 16., 20., 29., 30., 37.,

40.

22,5 %

3 references 17., 22., 23., 32. 10 % 4 inferences 8., 10., 12., 19., 26., 27., 33., 38. 20 %

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5 vocabularies 1., 7., 11., 18., 24., 34., 39 17,5 % 6 Feature of text 2., 3., 4., 14., 25., 28., 36. 17,5 %

Total 100%

3.6.1.2 Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language.

To know whether the test is true reflection of the theory of language that is being measured, it means that the items should really test the students whether they have mastered the reading text.

3.6.2 Reliability

According to Hatch and Farhady (1982:243), the reliability of a test can be defined as the extent to which a test procedures consistent result when administered under similar conditions. To estimate the reliability of the test, the split-half method is used in order to analyze the odd (x) and even (y) of the test items.

To measure the coefficient of the reliability between odd and even number (reliability of half test), the researcher used Pearson Product Moment (Henning, 1987: 60), in the following formula:

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TABLE OF CONTENTS

Page

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

LIST OF APPENDICES ... x

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

1.2 Identification of the Problems... 5

1.3 Limitation of the Problem ... 6

1.4 Formulation of the Problem ... 7

1.5 Objective of the Research ... 7

1.6 Uses of the Research ... 7

1.7 Scope of the Research ... 8

1.8 Definition of Terms... 9

II. FRAME OF THEORIES 2.1 Concept of Reading Comprehension ... 11

2.2 Aspects of Reading ... 15

2.3 Concept of Teaching Reading... 17

2.4 Concept of Authentic Materials ... 19

2.5 Concept of News Item Text ... 22

2.6 Concept of Jigsaw Technique ... 25

2.7 Procedures of Teaching Reading Comprehension of News Item Text through Jigsaw Technique... 27

2.8 Advantages and Disadvantages of Jigsaw Technique... 29

2.9 Theoretical Assumption ... 30

2.10 Hypothesis... 30

III. RESEARCH METHOD 3.1 Research Design... 31

3.2 Variables ... 32

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3.4 Research Procedures ... 33

3.5 Data Collecting Technique... 36

3.6 Instrument ... 37

Criteria of a Good Try Out Test ... 35

3.6.1. Validity35 3.6.1.1 Content Validity ... 38

3.6.1.2 Construct Validity ... 39

3.6. 2. Reliability... 39

3.6. 3. Level of Difficulty... 41

3.6. 4. Discrimination Power ... 42

3.6. 5 Scoring System ... 43

3.7 Data Analysis ... 43

3.8 Hypothesis Testing... 44

IV. RESULTS AND DISCUSSIONS 4.1 Results of The Research... 45

4.1.1. Results of Try Out Test ... 46

4.1.2 Results of Pretest... 47

4.1.3 Results of Posttest ... 49

4.1.4. The Increase of Students’ Reading Comprehension Achievement50 4.1.5 The ResultsScores of the Students’ Reading Comprehension Achievement of News Item Text ... 51

4.2 Discussions... 52

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 59

5.2 Suggestions ... 60

REFERENCES... 61

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Appendices Page

1. Research Schedule ... 64

2. Try Out Test ... 65

3. Pretest…... 75

4. Posttest ... 83

5. Answer Keys ... 91

6. Lesson Plan 1 ... 92

7. Lesson Plan 2 ... 100

8. Lesson Plan 3 ... 108

9. Upper Group of Try Out Test Tabulation ... 116

10. Lower Group of Try Out Test Tabulation... 117

11.The Students’ Score of Try Out Test... 118

12. Reliability Computation of the Data Collecting Technique... 119

13. Level of Difficulty and Discrimination Power of Data Collecting Instrument ... 120

14. The Students’ Score of Pretest and Posttest... 121

15. The Highest Score of Try Out Test ... 122

16. The Lowest Score of Try Out Test ... 124

18. The Lowest Score of Pretest ... 125

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20. The Lowest Score of Posttest... 127 21. Surat Izin Penelitian ... 128 22. Surat Keterangan Telah Melaksanakan Penelitian... 129

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Table Page

1.Table of Specification of Data Collecting Instrument... 38

2. Distribution of the Pretest Score ... 48

3. Distribution of the Posttest Score... 49

4. Mean Scores of Pretest and Posttest... 50

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1 PUNGGUR

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INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF SMPN 1 KIBANG LAMPUNG TIMUR

THE EFFECTIVENESS OF SCANNING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 3 KOTABUMI

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH THINK PAIR SHARE TECHNIQUE IN PROCEDURE TEXT AT THE FIRST GRADE OF SMA N 1 BANDAR SRIBHAWONO

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH THINK PAIR SHARE TECHNIQUE IN PROCEDURE TEXT AT THE FIRST GRADE OF SMA N 1 BANDAR SRIBHAWONO

INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT AT THE FIRST GRADE STUDENTS OF SMAN 2 KOTA METRO

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

THE EFFECTIVENESS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT THROUGH SCHEMA ACTIVATION STRATEGY AT THE FIRST YEAR OF SMAN 1 SEPUTIH AGUNG

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INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NEWS ITEM TEXT THROUGH JIGSAW TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMAN 1 PUNGGUR

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A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT TAUGHT THROUGH INFORMATION TRANSFER TECHNIQUE AND TRANSLATION TECHNIQUE AT FIRST YEAR STUDENTS OF SMAN 2 PRINGSEWU

INCREASING STUDENTS’ RECOUNT TEXT WRITING ABILITY THROUGH GUIDING QUESTIONS TECHNIQUE AT THE FIRST YEAR OF SMAN 1 TERBANGGI BESAR

THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE FIRST GRADE OF SMAN 1 TULANG BAWANG TENGAH

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF SMPN 1 KIBANG LAMPUNG TIMUR

THE EFFECTIVENESS OF SCANNING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 3 KOTABUMI

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH THINK PAIR SHARE TECHNIQUE IN PROCEDURE TEXT AT THE FIRST GRADE OF SMA N 1 BANDAR SRIBHAWONO

INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH THINK PAIR SHARE TECHNIQUE IN PROCEDURE TEXT AT THE FIRST GRADE OF SMA N 1 BANDAR SRIBHAWONO

INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT AT THE FIRST GRADE STUDENTS OF SMAN 2 KOTA METRO

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

THE EFFECTIVENESS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT THROUGH SCHEMA ACTIVATION STRATEGY AT THE FIRST YEAR OF SMAN 1 SEPUTIH AGUNG

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