19 states that “pre-reading strategies focus on active engagement with the text help
struggling readers do what good readers do, think all throughout the reading process, not just at the conclusion” p.101. Wallace 1992 says that pre-reading
activities simply consist of questions to which the reader is required to find the answer from the text. Therefore, the students can make predictions about what
they are going to learn from the text. The second strategy is while-reading strategy. While-reading is done
during the reading process. In this process, students should be required to practice continually and applying the comprehension strategy. Wallace 1992 states
“generally the aim of while-reading activities is to encourage learners to be flexible, active, and reflective readers” p.9. The examples of while-reading
strategy are coding text, encouraging student-to-student conversation, re-reading, and story mapping.
The last strategy is post- reading. Based on Wallace 1992, “kind of post-
reading activity consisted of questions which followed a text. Multiple choice questions can be answered without the reference to the text at all-the reader need
only draw on existing schematic knowledge” p.100. By dividing instruction into pre-reading, during reading, and post-reading, teacher can design learning
activities for each stage that will improve reading competence.
d. The Principles of Learning to Reading
In improving the reading competence, the students should apply the principles of learning to reading. Shepherd 1978 states that there were 10
principles which students should master as cited in Simanjuntak, 1988, p.16. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 1.
The students have to have motivation to learn. By practice, the students will improve their reading competence. However, it will be useless if there is no
motivation. Shepherd 1978 states “...if the student does not read because of a
lack of a purpose and a motivation, he does not get the practice he needs in reading skills.” By using jigsaw method, the students will be motivated to learn
and practice reading. It is because jigsaw method provides opportunity to the students to be experts of their own groups.
2. Learning must have meaning for the learner. The students have to be able to
understand the information and determine it. In jigsaw method, students will be invited to understand their text deeper in the expert group. So, it will be easier for
the students to get the meaning from the text. 3.
A background of experience and knowledge is necessary for learning. The ideas of the texts should be connected with the existing material and information.
So, the students will not be confused to get the meaning. Although, in jigsaw method, the students will learn and share in a group. So, they can develop their
existing material and get the new material. 4.
The students have to be active in the learning. Shepherd 1978 states “learning to read is not a passive process.” It means that the students should
develop themself in the learning. The use of jigsaw method provides a lot of activities to the students so that they can be active learners.
5. Learning requires the forming of habits. Shepherd 1978 states “For the
student to become an efficient reader, many of the skill must be so well developed that they function smoothly and simply.”
21 6.
Much learning is by association. The students will learn the language from their oral knowledge. Shepherd 1978 says that “the student learns first to use and
understand language through listening and speaking.” Jigsaw method provides the activity for the students so that they can speak and listen to their friends in the
group. So, they can learn the language from speaking and listening their friends. 7.
Learning requires practice. In reading by using jigsaw method, the students will practice their reading. They will understand their reading with their friend in
the group. 8.
Favorable attitudes are important to effective reading. Shepherd 1978 states “students who have difficulty in reading and who develop negative attitudes
toward the reading act will find it difficult to use reading as an effective learning tool.” Jigsaw method helps the students to gather in groups. The students who
have difficulty in reading will be helped with other students in the group. 9.
Reading capabilities are different for each student. In jigsaw method, the students will be gathered in heterogeneous groups. It will help the students to
improve their reading competence. The student who has low capabilities in reading will be helped with the students with high capabilities in the group. The
students will cooperate in improving their capabilities in reading. 10.
Reason for reading is important to be an effective reader. Shepherd 1978 states that “in reading skill development the student needs to understand the
importance and the usefulness of each skill.” Shepherd 1978 adds “he needs to understand how the skills can increase his reading competence.”
22 The principles of learning to reading are very important for the students to
apply. Therefore, the teacher needs to apply jigsaw method as an innovative learning method in order to make improvement for the students in reading
competence.
B. Theoretical Framework
The students has important role in learning teaching process. They should contribute and participate so that the learning teaching process works well. The
teacher should create a learning activity so that all students can take part in the learning teaching process. The students of class VII B SMP Pangudi Luhur St.
Vincentius Sedayu needed more practices in reading since they had limited learning activity. Furthermore
, the students‟ reading competence was low. In this thesis, the researcher would answer a research question based on
the several related theories described in the theoritical desciption part. The research question is about the implementation of jigsaw method to develop better
learning activity for improving reading competence in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. Additionally, in answering the research
question, the researcher synthetizes the theory of jigsaw method and learning activity.
First, the researcher employs the theory of jigsaw method from Slavin 1995 who states that in jigsaw method the students will be given opportunity to
expert some parts which make them participate actively in the learning teaching process. By becoming the experts, the students will understand the material
