The Effectiveness of Using Jigsaw Technique to Develop Students’ Reading Comprehension on Narrative Text; A Quasi Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta Selatan

(Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)

by:

ANNISA ULFAH

109014000138

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

NARRATIVE TEXT

(A Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers‟ Training in Partial Fulfillment of the Requirements for Degree of S.Pd. (S-1) in English Language Education

By:

ANNISA ULFAH NIM. 109014000138

Approved by the Advisors

Dr. Alek, M.Pd. Devi Yusnita, M.Pd.

NIP. 19690912 200901 1 008

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

ii

Jigsaw Technique to Develop Students’ Reading Comprehension on Narrative Text (A Quasi Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta), written by Annisa Ulfah, NIM 109014000138 was examined by the Committee on March, 4th 2014. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the Degree of S.Pd (S1) in English Language Education at the English Department.

Jakarta, April 1st 2014 EXAMINATION COMMITTEE

Acknowledged by

Dean of Faculty of Tarbiya and Teachers‟ Training

Dra. Nurlena M.A, Ph.D NIP. 19591020 198603 2 001

iii Saya yang bertandatangan di bawah ini,

Nama : Annisa Ulfah

Tempat, Tanggal Lahir : Jakarta, 28 Mei 1991

NIM : 109014000138

Jurusan : Pendidikan Bahasa Inggris

Alamat : Jalan Kav Cermai III No. 29 RT/RW 004/03 Petukangan Utara, Jakarta Selatan 12260

MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi yang berjudul The Effectiveness of Using Jigsaw Technique to Develop Students’ Reading Comprehension on Narrative Text (A Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta Selatan) adalah benar hasil karya ilmiah saya sendiri di bawah bimbingan dosen:

1. Nama Pembimbing I : Dr. Alek, M.Pd

NIP. : 19690912 200901 1 008

Jurusan/Program Studi : Pendidikan Bahasa Inggris

2. NamaPembimbing II : Devi Yusnita, M.Pd Jurusan/Program Studi : Pendidikan Bahasa Inggris

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat Wisuda.

Jakarta, Januari 2014 MahasiswaYbs.

Annisa Ulfah

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A Quasi Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta Selatan in Academic Year 2013/2014. Skripsi of The Departement of English Education at Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Keywords: Reading Comprehension, Jigsaw Technique, Narrative Text

The purpose of this study is to get the empirical evidence of the effectiveness of using jigsaw technique towards students’ reading comprehension on narrative text. This study was held in March 2014 at SMA Negeri 63. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was cluster sampling. Two classes were taken as the subjects of this study namely experimental class and controlled class. The data got from both experimental class and controlled class were analyzed by using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (17.1 > 1.991). According to the criteria of the test, the result showed that there is a significant difference between students’ achievement in reading comprehension of narrative text by using jigsaw technique and without jigsaw technique. It means that jigsaw technique is effective and applicable at the eleventh grade students of social science class at SMA Negeri 63 towards students’ reading comprehension on narrative text.

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SMA Negeri 63 pada Tahun Ajaran 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Kata Kunci: Pemahaman Membaca, Teknik Jigsaw, Teks Narasi

Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektivitasan penggunaan teknik jigsaw terhadap pemahaman siswa dalam membaca dalam teks narasi. Penelitian ini telah dilaksanakan pada Maret 2014 di SMA Negeri 63. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian kuasi-eksperimen. Teknik pengambilan sampel yang digunakan yaitu cluster sampling. Terdapat dua kelas sebagai subjek penelitian, yaitu kelas eskperimen dan kelas kontrol. Data yang didapat dari kelas eksperimen dan kelas kontrol dianalisis dengan menggunakan rumus T-test. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (17.1 > 1.991). Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara prestasi siswa dengan diberi perlakuan teknik jigsaw dan tanpa diberi perlakuan teknik jigsaw dalam pemahaman membaca siswa terhadap teks narasi. Berdasarkan hasil T-test, dapat disimpulkan bahwa teknik jigsaw efektif digunakan dan dapat diterapkan di kelas XI IPS SMA Negeri 63 dalam hal pemahaman membaca siswa terhadap teks narasi.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful

Praise be to Allah, Lord of the world, who has given mercy and blessing to

the writer in finishing this “skripsi”. Peace and salutation be upon to the prophet

Muhammad SAW, his family, his companion, and his adherence.

This “skripsi” is presented to the Department of English Education, the faculty of Tarbiya and Teachers‟ Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree S.Pd. in English Language Education.

In this occasion, the writer would like to thank to her beloved family, Mr. Tulus Jasmudi and Mrs. Siti Maemunatun as her parents, her brothers and sister for their prayers, understanding, support, and motivation.

The writer also would like to address her great honor and attitude to her advisors, Dr. Alek, M.Pd., and Devi Yusnita, M. Pd., who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care

guidance, and valuable advices during the writer developing this “skripsi”. The writer‟s sincere gratitude also goes to:

1. Nurlena Rifa‟i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers‟

Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., the Head of English Education Departement. 3. Zahril Anasy, S.Pd., as the secretary of English Eduaction Departement. 4. All lecturers of English Education who have taught the writer useful

knowledge and skills.

5. Drs. Musbir, M.M., the Headmaster of SMA Negeri 63 Jakarta for giving permission to the writer to do observation and research.

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7. All her friends at Islamic State University of Syarif Hidayatullah Jakarta especially students at D class academic year 2009 English Education Departement for their support and friendship.

The writer admits that her writing is still far from being perfect, therefore she hopes some suggestions and critics from the reader for this “skripsi” and it will be so valuable for her and for a better result in the future.

Jakarta, January 10th 2013

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TABLE OF CONTENTS

APPROVAL ... i

ENDORSEMENT SHEET ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT ... iv

ABSTRAK ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENT ... viii

LIST OF TABLE ... xi

LIST OF APPENDICES ... xii

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 6

C. Limitation of the Problem ... 6

D. Formulation of the Problem ... 6

E. Objective of the Study ... 6

F. Significances of the Study ... 6

CHAPTER II: THEORETICAL FRAMEWORK ... 8

A. Reading Comprehension ... 8

1. The Understanding of Reading ... 8

2. The Kinds of Reading ... 9

3. The Purposes of Reading ... 10

4. The Principles of Reading ... 12

5. Reading Comprehension ... 13

B. The Nature of Jigsaw Technique ... 14

1. The Understanding of Cooperative Learning ... 14

2. The Kinds of Cooperative Learning ... 15

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4. The Stages in Jigsaw Implementation ... 18

5. The Advantages of Jigsaw Technique ... 20

6. The Disadvantages of Jigsaw Technique ... 21

C. Narrative Text 1. The Understanding of Narrative Text ... 22

2. The Purposes of Narrative Text ... 23

3. The Elements of Narrative Text ... 23

4. The Features of Narrative Text ... 24

5. The Grammatical Features of Narrative Text... 25

6. The Types of Narrative Text ... 25

D. Relevant Studies ... 26

E. Theoretical Thinking ... 27

F. Theoretical Hypothesis ... 29

CHAPTER III: RESEARCH METHODOLOGY ... 30

A. Place and Time ... 30

B. Population and Sample ... 30

C. Method of the Research ... 30

D. Instrument of the Study ... 31

E. Validity Internal Control ... 31

F. Technique of Data Collection ... 32

G. Technique of Data Analysis ... 33

H. Hypothesis of the Research ... 35

CHAPTER IV: RESEARCH FINDING ... 36

A. Description of the Data ... 36

1. Description of the Data ... 36

2. Analysis of Pre-test and Post-test ... 38

B. Hypothesis Testing ... 43

C. Interpretations ... 45

CHAPTER V: CONCLUSION AND SUGGESTION ... 47

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B. Suggestion ... 47 BIBLIOGRAPHY ... 50 APPENDICES ... 53

xi

LIST OF TABLES

Table 3.1: Index of Difficulty ... 32

Table 3.2: Discriminating Power ... 32

Table 4.1: Scores of Pre-test and Post-test in Experimental Class ... 36

xii

LIST OF APPENDICES

Appendix 1: Syllabus ... 53

Appendix 2: Lesson Plannings ... 61

Appendix 3: Kisi-kisi Soal ... 104

Appendix 4: Reading Test (Pre-test and Post-test) ... 106

Appendix 5: Answer Key ... 112

Appendix 6: Validity Test ... 113

Appendix 7: Calculation of Pre-test Normality in Experimental Class ... 114

Appendix 8: Calculation of Post-test Normality in Experimental Class... 115

Appendix 9: Calculation of Pre-test Normality in Controlled Class ... 116

1

A.

Background of the Study

English is one of the international languages that has spread widely all over the world, for it is used as a native language, as a second language, or as a foreign language. Many countries put English as an important subject in the curriculum. In Indonesia, English is taught in secondary school and in the university level. It also becomes a compulsory subject. This is based on the issuance of Pusat Kurikulum, Badan Penelitian dan Pengembangan Departemen

Pendidikan Nasional2003 about the function and purpose of English in the senior

high school level. One of the functions and the purposes stated that:

“Mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam

bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan

(listening), berbicara (speaking), membaca (reading), dan menulis(writing).”1

One of the functions and purposes of learning English as stated above is, to develop the communication skill in English in the form of spoken and written communication. The communication ability includes listening, speaking, reading, and writing. The function of English subject also stated in Keputusan Direktur Jenderal Manajemen Pendidikan Dasar dan Menengah Departmen Pendidikan Nasional 2008: “Bahasa Inggris dan Bahasa Asing lain, berfungsi sebagai alat untuk berkomunikasi dalam rangka mengakses dan bertukar informasi secara global, untuk membina hubungan interpersonal, dan meningkatkan wawasan

tentang budaya bangsa asing (wawasan internasional).”2

Learning English and another foreign language aims as a means of communication in order to access the information and share it globally to build an

1

Pusat Kurikulum, Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA, (Jakarta: 2003), p. 14.

2

Keputusan Direktur Jenderal Manajemen Pendidikan Dasar dan Menengah Departmen Pendidikan Nasional, Bentuk dan Tata Cara Penyusunan Laporan Hasil Belajar Peserta Didik Satuan Pendidikan Dasar dan Menengah, (Jakarta: 2008), p. 3.

interpersonal relationship and to increase the insight about foreign cultures. Different cultures will also evoke different languages and it is likely impossible to get know a culture without knowing its language at all. Language is also born in a culture, it is created by the habit in a certain area. So, learning a foreign language, specifically English, is important as it is already used globally all over the world.

English learning has four major skills need to be mastered, namely; listening, speaking, reading, and writing. Reading skill becomes very important because student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader.3 So that, reading relates closely to the academic success of a student. The text, the question, the instruction of their exams are written in printed words, so if they have good reading ability, it will help them in answering the questions correctly and comprehend the instruction.

Low achievement of reading becomes the root of low-performing schools because reading is seen as a fundamental skill that all subjects depend.4 Nonetheless, reading skill can be learned, students should get trained and do some practice as much as possible to have good reading ability. Reading is a lifelong learning because to have good reading ability, the learning process should last for the whole of a learner‟s life.

The purpose of reading depends on what the readers would like to get while they are reading the text. The purposes of reading can be various, for instance someone reads for getting information, learning a subject matter, enriching their knowledge, for pleasure, hobby, and enjoyment, for preparation before taking examination, and so on. Reading also opens a window to the world because as people read a lot, they will get any kinds of information and enrich their knowledge, for example when people read journals, articles, textbooks, or even a novel. In the term of learning English, reading is one complex skill to be mastered. As Perfetti in Reading in a Second Language: Process, Product and Practice

3

http://esl.fis.edu/parents/advice/read.htm, accessed on April, 1 2013.

4

AFT Teachers, Teaching Reading is Rocket Science, (Washington DC: AFT, 2004), p. 7.

book points out, “reading is the skill of transforming printed words into spoken

words.”5

It means when the readers are able to transform and delineate the printed words into spoken words and catch the meaning right, they succeed in reading a text.

Readers need to manage every single part found in a text because when the readers can organize the text well, a comprehension will most possibly happen. There are some types of text; descriptive, recount, spoof, report, procedural, explanation, narrative, argumentative, persuasive, exposition, and so on. English learning in Indonesia requires the students to have comprehension towards some particular texts as it is stated in the standard of competence in the curriculum. The standard of competence in the senior high school curriculum proposes:

The purpose of English learning is to communicate in both oral and written form by using appropriate variety of language fluently and accurately in the interactional text and/or monlogue, mainly in descriptive, narrative, anecdote, analytical exposition, and hortatory exposition text that lead to a variety of interpersonal meaning.6

Practically, to comprehend each text is not easy because they all have different characteristics and somehow tricky. One of the text types that many students cannot comprehend well is narrative text as it is kind of similar to recount text for both types of text tell past events. There are some mutual similarity that many students find it quite difficult to distinguish each text. In telling past events, it must be affected the tenses used, so both narrative and recount text use past tense. The communicative purpose of both narrative and recount is also the same, it aims to tell past events which sometimes the students get confused for both text have similar purpose. The generic structure and the language features used in each text also quite similar.

5

A. H. Urquhart and C. J. Weir, Reading in a Second Language: Process, Product and Practice, (New York: Longman, 1998), p. 16.

6

Pusat Kurikulum, Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA, (Jakarta: 2003), p. 32.

As the writer underwent her teaching practice at one of senior high schools (SMA) in Jakarta, she found some problems and difficulties faced by the students. Another problem also came from the teacher, the technique applied in the classroom, and the material given to the students. Most students thought that reading English text is really difficult for it has different vocabulary, stuctures with Indonesian language rules. It becomes a major reason for them to comprehend an English text. Having lack of knowledge about those features in an English text makes most students difficult in achieving the message of a text. Then, reading activity only ended up reading, yet they did not catch any ideas from the text. Some students also found that simply cannot construct the meaning of the words into a comprehension. Some of the students also viewed reading as a boring activity as they usually read in silent and it will make them sleepy. They also have low motivation to read, it is clearly seen when they had time to read but only a small number of students did it.

Providing a material in interesting ways is a must for a teacher but in contrast, sometimes a teacher provides only the tedious ones. As a result, students cannot get attracted to the material they are going to learn because they do not get impressed. Jeremy Harmer assumed in his book entitled How To Teach English,

“good reading texts can introduce interesting topics, stimulate discussion, excite

imaginative responses and provide the springboard for well-rounded, fascinating

lessons.”7

It is obvious that if teacher does not provide good reading texts, a fascinating learning process is not going to happen in teaching reading, otherwise reading activity will be boring.

From the problems mentioned above, it is obvious that there should be huge efforts from the teacher to help the students improving their reading ability. In addition, the teacher should focus on the implementation of the technique(s) in the classroom about how to teach them appropriately. Consequently, the duty of the English teachers becomes more difficult because they should motivate and encourage the students to read English text as a part of English lesson. The

7

teachers should also encourage the students to acquire and to master reading skill as one of the most important skills in English.

In teaching reading, teachers might try to apply a cooperative learning in the classroom. According to Methodology in Language Teaching, “cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.”8 Cooperative learning could create an ambience of active participation of each student to get involved in a learning process. One of the effective strategies in teaching reading included in cooperative learning is jigsaw technique.

As the writer had experienced the implementation of jigsaw technique, she thought that it could help her to comprehend a text better so she gets interested to use jigsaw technique in teaching reading. When jigsaw technique was applied, it was confusing many students as jigsaw technique was a very new thing for them. At last, jigsaw technique really helped the students to comprehend the text.

Jigsaw technique is one of the kinds in cooperative learning, it must be conducted cooperatively in a small group in which students should play a more active role in their groups because it requires the students to discuss about the ideas of a text. Jigsaw technique is also interesting because it demands the students to participate actively and work together in their group. Another reason why the writer interested in applying jigsaw technique in teaching reading is because jigsaw technique is fun even though it slightly took time in conducting it. Eventually, based on the description above, the writer would like to do the

research under the title: “The Effectiveness of Using Jigsaw Technique towards

Students‟ Reading Comprehension on Narrative Text (A Quasi-Experimental

Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)”.

8

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 52.

B.

Identification of the Problems

Based on the background of study which is described above, some problems could be identified:

1. Reading an English text is difficult because it has different language rules

with the students‟ first language.

2. Most students just read the text but they could not catch the meaning of what they have read.

3. Many students assumed that reading activity is boring. 4. Most students have a low motivation in reading.

5. Most students have a low comprehension towards narrative text. 6. The techniques in teaching reading used are monotonous.

C.

Limitation of the Problem

Based on the identification of the problems, the study was limited on the techniques for teaching reading narrative text. One of the techniques that can be used to teach reading narrative text is by using jigsaw technique.

D.

Formulation of the Problem

The formulation of the problem which is going to be discussed in this study based on the limitation above is: “Is there any effectiveness of using jigsaw technique to develop students‟ reading comprehension on narrative text?”

E.

Objective of the Study

The objective of this study is to find out the effectiveness of using jigsaw technique to develop students‟ reading comprehension on narrative text.

F.

Significance of the Study

The significances of this reserach are:

a. For the teachers; it can help the teachers to improve students‟ reading

b. For the students; it can help the them to be able to comprehend reading text by using jigsaw technique in which it requires a small group activity. It also helps the students to involve in the activity by delivering their idea or opinion.

c. For the writer and another researchers; the result of this study is expected to

be useful in increasing the writer‟s and another researchers‟ perspectives in

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A.

READING COMPREHENSION

1. The Understanding of Reading

Reading is one of the basic skills in learning a language. The term reading has many interpretations. As people have different purposes in reading, different point of view about reading, different background knowledge about reading, so there are many definitions about it. For those reasons, reading can be defined in various ways. According to Francoise Grellet in his book entitled Developing Reading Skills,“Reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it.”1

Based on the statement from Grellet, reading activity requires the readers to guess and predict about the text is going to be about and the background knowledge had by the reader about mutual thing contained in a text is also important.

Furthermore, Harmer through his book The Practice of English Language Teaching stated that,

Reading is an exercise dominated by the eyes and the brains. The eyes receive message and the brain then has to work out the significance of these message. Unlike a listening text, a reading text moves at the speed of the reader (except where the reader is trying to read an advertisement that flashes past a train window). In other word, it is up to the reader to decide how fast he or she wants to (or can) read a text, whereas listeners often have to do their best with a text whose speed is chosen by the speaker.2

Sandra Silberstein on her book Techniques and Resources in Teaching Reading defined reading as complex processing skill, “Reading is a complex

processing skill in which the reader interacts with text in order to (re)create a

1

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 1981), p. 7.

2

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 190.

meaningful discourse.”3

Richard Allington and Michael Strange also defined,

“Reading as decoding process with the reader processing each letter in turn,

producing the appropriate sounds, and forming words”4

Another experts, Savage and Mooney defined, “Reading is a process of moving through printed language to meaning.5 According to Penny Ur, “Reading means reading and understanding A foreign language learner who says, 'I can read the words but I don't know what they mean' is not, therefore, reading, in this sense. He or she is merely decoding – translating written symbols into corresponding sounds”.6

Based on the definitions about reading above, reading can be defined as a process that requires people to read and to understand what they read. Reading is also a complex skill that the people should do an interaction with text in order to recreate or create a meaningful discourse.

2. The Kinds of Reading

There are two kinds of reading according to Jeremy Harmer.7 a. Extensive reading

The term refers to reading which students do often (but not exclusively) away from the classrooms. Where possible, extensive reading should involve reading for pleasure or a joyful reading. This is enhanced if students have a chance to choose what they are willing to read.

b. Intensive reading

It refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Teachers may ask the students to look at extracts from magazines, poems, Internet websites, novels,

3

Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford University Press, 1994), p. 12.

4

Richard Allington and Michael Strange, Learning Through Reading in the Content Areas, (Lexington: D. C. Heath Company, 1980), p. 15.

5

John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs,

(London: Allyn and Bacon, Inc., 1997), p. 1.

6

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1991), p. 138.

7

Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education, 2007), p. 99.

newspaper, plays, and wide range of other text genres. Intensive reading is usually accompanied by study activities.

While Francoise Grellet divided the kinds of reading into:

a. Skimming, it is a process of reading in which happen quickly running one‟s eyes over a text to get the gist of it.

b. Scanning, it is a process of reading in which quickly going through a text to find a particular piece of information.8

The writer considers that if people have different purposes in reading, it will as well influence the way they read. For instance, people probably will read some lessons or materials in the limited amount of time then people just skim the text. On the contrary, when people need to look up a name in the address book or word in the dictionary, they should know what they are looking for so they scan it and read it word by word.

3. The Purposes of Reading

When people read, they may have some different purposes to obtain after reading the text. For instance, when people want to get information or knowledge, they read a textbook, a newspaper, a journal, an article. When people read to get pleasure or to get entertained, they may read some kinds of magazine, comic, or novel. Here are several purposes that may include when people read according to R. R Jordan:

a. To obtain information (facts, data, etc.) b. To understand ideas or theories, etc.

c. To discover author‟s point of view.

d. To seek evidence for their own point of view (and to quote) all of which may be needed for writing their essays, etc.9

8

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 4.

9

R. R. Jordan, English for Academic Purposes, (New York: Cambridge University Press, 1997), p. 143.

Based on the statement above, the purposes of reading are mostly about to

understand the content of the text and also to discover one‟s point of view from

the writer that is written through printed words.

In the other hand, Grellet mentioned two purposes in reading: a. Reading for pleasure.

b. Reading for information (in order to find out something or in order to do something with the information someone gets).10

Grellet only viewed that there are two major purposes in reading; for pleasure and for information. When people get bored and want to get pleasure, they might read some entertaining texts. On the contrary, when people need to get informed about knowledge, they might read encyclopedia books, lesson book, and so on.

Another purposes stated in a book entitled Teaching Reading Skills in A Foreign Language, people read because they want to get something from the writing: facts, ideas, enjoyment, even feelings of family community (from a letter): whatever the contain is, people want to get message that the writer has expressed.11 Most people read to obtain some points contained in a text or in a writing and they read for a certain purpose. For instance, when people want to know about the latest news, they read newspaper or articles. Based on the description above, it can be summarized that there are many purposes of reading such as: first, people read to get information or enhance knowledge so they might read encyclopedia books, articles, journals, bulletins, and so on. Second, people read to get pleasure and they might read magazines, novels, comics, and so on. When people exactly know what they want to get from a text, they will enjoy reading it.

10

Ibid., p. 4.

11

Christine Nutall, Teaching Reading Skills in A Foreign Language, Marion Geddes and Gill Sturtridge (ed), Practical Language Teaching, (Portsmouth: Heinemann, 1983), p. 3.

4. The Principles of Reading

There are some principles of reading according to Jeremy Harmer:12

a. Encourage students to read as often and as much as possible. The more students read, the better.

b. Students need to be engaged with what they are reading. Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading – that is, teachers should try to help them get as much pleasure from it as possible. During the lesson, teachers should also do the best to ensure that the students engaged with the topic and the activities they are asked to do while dealing with it.

c. Encourage students to respond the content of a text (and explore their feelings about it), not just concentrate on its construction. It is important for the students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clauses. It is as well important that the students should be allowed to show their feelings about the topic.

d. Prediction is a major factor in reading. When someone reads a text, he/she usually have a good idea of the content before he/she actually starts reading. Book covers can give the readers a clue about what is in the book, photographs and headlines hint at what article is about before reading a single word.

e. Match the task to the topic when using intensive reading texts. Teachers need to choose good reading tasks; the right kind of questions, appropriate activities before during and after reading, and useful study exploitation when the topic of reading has been set.

f. Good teachers exploit reading texts to the full. Good teachers can integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then activation, and using range of activities to bring the text to life. Where students have been doing

12

Jeremy Harmer, How to Teach English: New Edition, (Kuala Lumpur: Pearson Education, 2007), pp. 101-102.

extensive reading, the teachers should use whatever opportunities present themselves to provoke useful feedback.

5. Reading Comprehension

Reading is a general cognitive, problem-solving ability which underlies all language processing, including listening and is not specific to reading.13 Reading as a complex skill underlies all language process. As people learn their first language, the attention is primarily on the problem of decoding words. Therefore, people tend to think reading is as a process of looking at words, one after another and then adding them up to see what they (the words) mean.

Reading comprehension is a very complex activity because so much occurs inside the mind of the reader as the eyes glide over the printed words.14 To accomplish a reading comprehension, it includes some skills to have. Reading comprehension is the process of acquiring or deriving meaning and understanding from printed language; involves cognitive functioning related to what one reads.15 Another definition by Pamela J. Farris, reading comprehension is the process of understanding the message that the author is trying to convey. Very simply, it is making meaning from the text at hand.16

From the definitions above, it can be summarized that reading comprehension is a very complex activity to undertsand the message from the text that the author tries to convey. To be the accomplished reader(s), it needs a lifetime practice because the comprehension process is really complicated.

13

J. Charles Anderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), p. 48.

14

Larry Lewin, Paving the Way in Reading and Writing, (San Fransisco: Jossey-Bass, 2003), p. 2

15

John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs, (London: Allyn and Bacon, 1997), p.7

16

Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 321.

B.

THE NATURE OF JIGSAW TECHNIQUE

1. The Understanding of Cooperative Learning

Cooperative learning is not a new phenomenon in teaching learning process and it also provides some opportunities for the students to take more active role in their own learning. Cooperative learning requires the students to work in the small groups and it leads to a peer interaction. It also offers ways to organize group work to enhance learning and increase academic achievement.

Based on a book entitled Techniques and Principles in Language Teaching, cooperative learning (sometimes called collaborative learning) essentially involves students learning from each other in groups. The way that students and teachers work together make cooperative learning is distinctive from any other learning strategy. The teachers also teach the students collaborative or social skills so that they can work together more effectively.17 Cooperative learning can form the students to work in groups and the learning process that is done by working together is seen to be more effective.

Carolyn Kessler also stated, “Cooperative learning is group learning

activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the

learning of others”.18

The dependency of each student that needs help from each other is seen from cooperative learning so that each student gets motivated to increase the learning of himself/herself and others.

The cooperative learning model was developed to achieve at least three important instructional goals: academic achievement, tolerance and acceptance of diversity, and social skill development.19 Cooperative learning requires a group learning that demands the students to work in groups and it also teaches some kind of social skills. The peer interaction among students also happened in the

17

Diane Larsen-Freeman and Marti Anderson, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 2011), p. 86.

18

Carolyn Kessler, Cooperative Language Learning, (New Jersey: Prentice Hall Regents, 1992), p. 8.

19

cooperative learning. Cooperative learning provides the students to work more actively in groups. Acikgoz on the journal from The Turkish Online Journal of Educational Technology stated that cooperative learning is a teaching method by which learners study by helping one another in the small groups in their learning process in order to achieve a common objective.20

As cooperative learning has been one of the most researched teaching models, there are some effects of cooperative learning. It affects a cooperative behavior, tolerance of diversity, and academic achievement.21 Therefore, cooperative learning is seen as a good one because it can affect some positive aspects of the students.

2. The Kinds of Cooperative Learning

Cooperative learning has several kinds of techniques that have been developed over years and put into practice in the classroom. Robert E. Slavin stated the techniques that are applied in the cooperative learning, such as STAD (Students Team Achievement Division), CIRC (Cooperative Integrated Reading and Composition), TAI (Team Accelerated Instruction), TGT (Teams – Games – Tournaments), and Jigsaw Technique.22

a. STAD (Student Team Achievement Division)

In STAD, students are assigned to four-member learning teams that are mixed in performance level, gender and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.

b. CIRC (Cooperative Integrated Reading and Composition)

CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades. In most CIRC activities, students follow

20

Fatma, Funda, & Mustafa, The Effectiveness of Cooperative Learning on the Reading Comprehension Skills in Turkish as A Foreign Language, TOJET: The Turkish Online Journal of Educational Technology, Vol 10 Issue 4, 2011, p. 330.

21

Arends. op. cit., pp. 348-349.

22

a sequence of teacher instruction, team practice, team pre-assessments, and quiz. Students do not take the quiz until their teammates have determined that they are ready.

c. TAI (Team Accelerated Instruction)

This kind of cooperative learning shares with STAD and TGT the use of four-member mixed ability learning teams and certificates for high-performing teams. TAI also combines cooperative learning with individualized instruction.

d. TGT (Teams – Games – Tournaments)

TGT was originally developed by David DeVries and Keith Edwards and it uses the same teacher presentations and team work as in STAD but replaces the quizzes with weekly tournaments, in which students play academic games with members of other teams to contribute points to their team scores.

e. Jigsaw Technique

In jigsaw technique, students work in the same four-member, heterogenous teams as in STAD and TGT. The students are assigned chapters, short books, or other materials to read. Each team is randomly assigned to become an

“expert” on some aspect of the reading assignment.

3. The Understanding of Jigsaw Technique

Jigsaw is one of the techniques used in cooperative learning. Jigsaw

technique was first developed by Elliot Aronson in response to students‟

socialization problems in desegregated schools in the 1970s.23 Jigsaw has been used more than 30 years in U.S classrooms at all levels of schooling, including colleges and universities. The original intent of jigsaw technique is to provide children from diverse backgrounds the opportunity to work effectively and interpendently with one another. Jigsaw may be one of the most effective ways to observe, record, and assess students‟ improvement in some skills. Jigsaw also teaches students to be independent as they are given an assignment or puzzle to

23

Jeanine M. Dell‟Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p. 266.

solve.24 The assignment is broken down into some small parts then students are assigned to discuss and to report the result of the discussion at the end of the jigsaw technique process.

One of the Aronson‟s objectives stated in Models of Teaching by Jeanine

M. Dell‟Olio, when he developed jigsaw technique was to provide opportunities

for students from different races and cultures to work together to understand and

master their school studies. Another objective was to engender students‟

appreciation fot the unique gifts and talents of the diverse individuals in their classrooms. Jigsaw proved to be effective in achieving both these objectives.25 The importance of working or discussing of a material with friends in groups (home and expert group) is very essential because each student is responsible for learning a portion of the material. Berkeley-Wykes on the journal of Journal of Education College, Helwan University defines that the jigsaw technique in reading as the technique in which a reading text is cut into segments and the task of the students is to restore it to its proper order to make sense of the text.26 The implementation of jigsaw technique in teaching reading is to break down the material into segments and what students should do is restore it to its proper order as the result of learning by using jigsaw technique.

Jigsaw is a cooperative learning strategy that helps to build comprehension, and improve listening, communication, and problem-solving skills. This strategy is best to use when there is a large amount of text for students to read.27 From the statements above, the writer conluded jigsaw as a technique that is used in the classroom to build peers interaction and help to build problem-solving skills.

24

Donald R. Cruickshank, The Act of Teaching, (New York: The McGraw-Hill Companies, Inc., 2006), p. 240.

25

Jeanine M. Dell‟Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p. 267.

26

Mohammed Farouk, The Effect of Using the Jigsaw Reading Technique on the EFL

Preservice Teachers’ Reading Anxiety and Comprehension, Journal of Education College, Helwan University, 2001, p. 4.

27

Connecticut After School Network, Literacy Strategies After School: A Teaching and Learning Strategies Guide, (Branford: CTA Network, 2013), p. 73.

4. The Stages in Jigsaw Implementation

The stages in jigsaw technique are few and very straightforward. Students first work in expert groups to learn material they will be responsible for sharing their home groups later in the lesson. These are the stages in implementing jigsaw technique:

a. Preparation

In this stage, teachers have tasks to manage the time and the activity will be conducted. Teachers should prepare materials (expert reading and task sheets) and compose groups.

b. Expert group

This stage requires teachers to move among groups to facilitate process, address content questions, and assess readiness for home-group stage. This stage as well requires students to review or learn the material, accomplish any specific expert tasks, check expert-group members‟ understanding the material, decide how to teach expert content.

c. Home group

Teachers should move among groups to facilitate the process, address content questions as groups assemble the Jigsaw material, and assess readiness for full-class debriefing. Students‟s tasks in this stage are share or teach material. d. Debriefing

Some teachers‟ tasks in this stage are to conduct full-class discussion, to highlight specific content, to ensure that concerns of the home groups are addressed, and to assign homework or other follow-up tasks to groups or

individuals. Students‟ tasks in this stage are to participate fully in the discussion, and to raise questions arising from the full-class discussion. e. Group processing

In the group processing stage, teachers should provide time for small-group (expert or home group) or full-class discussion of the Jigsaw process, structure group processing with specific questions, and help students set goals

to improve group work and social skills. Students‟ task in this stage are to

brainstorm improvements for the expert-group process, to brainstorm the improvements for the full-class discussion, and to set goals for improving group work and individual contributions.

f. Individual accountability

This is the last stage of jigsaw technique, in this stage teachers‟ tasks are to design assessment to hold students accountable for what they learned (quiz,

journal entry, project, homework). Students‟ task is to prepare for individual

assessment.28

According to Shlomo Sharan, there are four stages of jigsaw technique: a. Introduction

Teachers organizes the class into heterogeneous “home” groups. Next

teachers introduce a topic, text, information, or material to the class and helps the students to understand why they are studying this topic, how it fits with what they have done before, and what they will studyu in the future. This stage is important to make the students get interested in what they are studying.

b. Focused exploration

Students reorganize to form focus group. Members of each group work together to learn about a specific topic/perspective. During this stage, students need encouragement to think out loud in order to clarify their ideas and build understanding together.

c. Reporting and reshaping

Students return to their home groups to take turns describing the ideas generated in their focus groups. During the reporting groups, group member are encouraged to pose questions and discuss the ideas in depth. Often as

students work through understanding each other‟s part, they begin to reshape

their understanding of the whole.

28_{Jeanine M. Dell‟}

Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p. 259.

d. Integration and evaluation

Teachers may design an individual, small-group, or whole-class activity shere students can actively integrate their learning. Teachers will ask questions to help students reflect on what they have worked together and what they might do the same of differently the next time they work together.29

It can be said that the implementation of jigsaw technique should be started from the introduction, teachers should introduce the rules or the instructions how to start a jigsaw technique process. In addition, teachers should also introduce the material that will be learned generally. Then in focused exploration, students are given an opportunity to work with groups. In reporting and reshaping, students are encouraged to pose questions and discuss the ideas in depth. The last stage is to integrate and to evaluate the material discussed by presenting the result of the discussion of each group that has done.

5. The Advantages of Jigsaw Technique

Carolyn Kessler mentioned some advantages of applying jigsaw technique in the classroom.30

a. Provide opportunities for students to work in racially and culturally mixed groupings.

b. Provide an excellent learning environment for the acquisition of language through relevant content.

c. Support the communicative approach in language teaching.

d. Develop students‟ skills of analysis, comparison, evaluation, and synthesis of

information.

The advantages stated by Carolyn Kessler are mostly from the students because as students have main role in jigsaw technique process, students should get involved well in the process. Therefore, the ambience of learning process that provides the opportunities for the students to work in groups and to share ideas

29

Slomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood Publishing Group, Inc., 1994), pp. 35-36.

30

Carolyn Kessler, Cooperative Language Learning, (New Jersey: Prentice Hall Regents, 1992), p. 137.

will likely to be effective. Besides, jigsaw technique can also enable the students

to develop their skills. The advantages are mostly to improve students‟ reading

ability in the term of comprehension.

Elliot Aronson also stated some advantages of jigsaw technique: 31 a. Most teachers find jigsaw technique easy to learn.

b. Most teachers enjoy working with it.

c. It can be used with other teaching strategies. d. It works even if only used for an hour per day. e. It is free for the taking.

The advantages inferred by Aronson are mostly located in teachers. Aronson assumed that jigsaw technique is a really simple technique to apply as it is free for the taking and most teachers enjoy working with jigsaw technique. From the description above, jigsaw technique is considered to have both advantages and disadvantages. The advantages are seen to be useful for both teachers and students. Many teachers that have ever applied jigsaw technique enjoy in applying it.

6. The Disadvantages of Jigsaw Technique

Elliot Aronson also identified some of the disadvantages of jigsaw technique, such as: 32

a. The problem of dominant student, the self interest of the group eventually reduces the problem of dominance.

b. The problem of the slow student, teachers must make sure that students with poor study skills do not present an inferior report to the jigsaw group.

c. The problem of bright students becoming bored, boredom can be a problem in any classroom, regardless of the learning technique being used.

d. The problem of students who have been trained to compete, it can happen when the students have already undergone the cooperative learning before.

31 _{http://www.jigsaw.org/tips.htm, accessed on October 28, 2013.} 32

The disadvantages are mostly seen in the students because each student somehow has different point of view in learning reading skill. The boredom, the ability to compete, and the inability to work in groups might distract the application of jigsaw technique. Moreover, if students find jigsaw technique is something new for them, it might take a quite long time to get familiar with jigsaw technique so the boredom might come up. According to the disadvatages mentioned above, teachers who are willing to apply jigsaw technique should get prepared for all of the possibilty that may happen.

C.

NARRATIVE TEXT

1. The Understanding of Narrative Text

There are many kinds of reading text which are learned by the eleventh grade students of senior high school. The importance of learning a reading text

will not only affect students‟ reading ability but also it will be a good model for

English writing. Besides, reading texts also provide the opportunities to study language: vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs, and texts.33 One of the texts learned is narrative text. Narrative text can be in both written and spoken forms. Narrative is a story writing, it consists of events in the order that they happen and it uses time order to organize the sentences.34 Narrative is the old structured form of human communication. The statement is said because people spend the rest of the lives telling stories, for example telling about the events that happened in the time when the parents were still young. In some sense, every life is a narrative, a chronology of events both small and large. 35 To sum up, narrative text is a story writing that is arranged chronologically based on the time order about the events happened.

33

Jeremy Harmer, How To Teach English, (Kuala Lumpur: Pearson Education Limited, 2003), p. 68.

34

Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson Education, 2007), p. 24.

35

Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005), p. 174.

2. The Purposes of Narrative Text

A text always has a purpose about what the readers can get after reading it. Narrative text aims to amuse, entertain, and to deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.36 Based on the book entitled The Student Writer by Barbara Fine Clouse, she stated that there are five purposes of narrative text which are to entertain, to express feelings, to relate experience, to inform, and to persuade.37

Another purpose of narrative text stated by Mark Anderson and Kathy Anderson is to provide entertainment, to make the audience think about an issue, teach them a lesson, or excite the emotions.38 From the statements above, the purpose of narrative text can be various, based on the story provided. Narrative text consists of stories that ever happened in the past time so most narrative text aims to entertain or to amuse the readers an also to inform the past stories.

3. The Elements of Narrative Text

There are many kinds of texts that also have different elements among them. There are four elements that go into narrative text: point of view, characters, action (or conflict), and dialogue. Here are the description of each element.39 a. Point of View

This point of view is used to decide the right point of view to use. Point of view can be first-person (I), second-person (you), or third-person (he/she/they/it). For most personal narratives, the first-person point of view is used. This point of view distances the reader from the story, as if the reader is watching the story from the bleachers with the rest of the audience.

36

Achmad Dody, Ahmad Sugeng, and Effendi, Developing English Competencies, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 70.

37

Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2006), p. 186.

38

Mark Anderson and Kathy Anderson, Text Types in English, (Selanor: MacMillan Education, 1998), p. 3.

39

Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999), pp. 261-262.

b. Characters

All stories have characters. Narrative use real people in real conflicts, with real feelings, needs, and fears. These details are used to make the story more real and exciting for the reader.

c. Action or Conflict

Every narrative text has one major action or event. All discussion leads up to the final, climactic, scene, the final explosion or insight. Sometimes, the action involves conflict. All good stories involve some kind of conflict, which serves the purpose of the story. Conflict can have the character in conflict with someone else, with himself or herself, with society, or with nature. The

conflict keeps the readers‟ attention and interest in the story.

d. Dialogue

Recording dialogue between characters – or having the character talk to himself or herself – brings the story alive for the reader.

4. The Features of Narrative Text

Every text has its own structure and the structure occurs in a text variously. There are some parts to construct a narrative text.

a. Orientation

In this paragraph, the narrator tells the audience who is in the story, when it is happening, and what is going on.

b. Complication

This is the part of the story where the narrator tells about simething that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger.

c. Sequence of events

this is where the narrator tells how the characters react to the compplication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. The

d. Resolution

In this part of the narrative text, the complication is sorted out or the problem is solved.

e. Coda

The narrator includes a code if there is a moral or message to be learned from the story.40

5. The Grammatical Features of Narrative Text

Narratives usually include the following grammatical features: 41 a. Nouns that identify the specific characters and places in the story.

b. Adjectives that provide accurate descriptions of the characters and settings. c. Verbs that show the actions that occur in the story.

d. Time words that connect events, telling when they occured.

6. The Types of Narrative Text

There are some common types of narrative text that are learned in secondary schools and those are usually some popular ones:42

a. Real-life drama b. Classic

c. Fantasy d. Fairy tale e. Adventure f. Legend

g. Science fiction

40

Mark Anderson and Kathy Anderson, Text Types in English, (Selanor: Macmillan Education, 1998), p. 4.

41

Ibid., p. 3.

42

Eka Mulya Astuti, English Zone Senior High School Students Year X, (Jakarta: Erlangga, 2010), p. 90.

h. Myth i. Mystery j. Fable.

D.

Relevant Studies

There are some researchers that already have conducted the research about the effectiveness of using jigsaw technique in improving students‟ reading comprehension. The study entitled The Effectiveness of Jigsaw in Teaching

Narrative Text at the eighth grade students of MTs Al-Furqan Singaparna

conducted by Ica Khairunnisa that aimed to find the empirical evidence of the effectiveness of jigsaw technique in teaching reading narrative text. The study also showed that there was a significant difference between the students in experimental class and controlled class. The design of this study is experiment method in the quantitative form and the researcher of this study took the sample from 29 students of experimental class and 29 students of controlled class. Jigsaw technique was implemented in experimental class while Grammar-Translation Method was implemented in controlled class. The research finding of the statistical procedure were 10.69 for the and 2.00 for the degree of significance, signifying the relationship between and ttable . This result confirmed that there was a significant difference towards the students that were taught by using Jigsaw technique.

Another researchers from the Turkish Online Journal of Educational

Technology on October 2011 entitled “The Effectiveness of Cooperative Learning

(JigsawTechnique) on The Reading Comprehension Skills in Turkish as A Foreign Language” by Fatma Bolukbas, Funda Keskin, and Mustafa Polat from Istanbul University Foreign Language Department. This research was carried out to identify the efficiency and the effects of cooperative learning techniques on the reading skills of the students who learn Turkish as a second language. This research was conducted to the learners who study Turkish as a foreign language at Istanbul University Language Center. This study enclosed 40 students, 20 students were in experimental group and the rest were in the controlled group. The result

was, there was a significant difference between the mean scores of the experimental and controlled groups and it was observed that the cooperative learning method applied in experimental group has a higher effect on reading comprehension skills when compared with the effects of traditional teaching methods in controlled group.

The last relevant study is a research entitled “The Effectiveness of Jigsaw

Technique in Teaching Reading Comprehension” conducted by Aisyah Noer Muallam (2008), a student of English Education Department, the Faculty of Tarbiya and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta also did a research under the title “The Effectiveness of Jigsaw Technique

in Teaching Reading Comprehension”. The objective of the study was to know

whether there was any significant difference on students‟ reading achievements in

reading comprehension competence with or without jigsaw technique. This study enclosed 48 students of the first year MAN 02 Bekasi, 24 students were in experimental class and the rest was in controlled class. The result showed that the value of degree of significance, the result was 2.069 < 6.37 < 2.807. As was higher than ttable so the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that there was a significant difference between the students that were taught by using Jigsaw technique and it is also applicable to be used by the teachers in teaching reading.

The relevant studies above are used as a reference for the writer to conduct the research. Yet, there are some differences found in the relevant studies such as the object of the research, the method used, and the sample. Pre-test was given before the treatment of jigsaw technique is being applied while post-test was given after the treatment was given. The result of the post-test showed that teaching reading by using jigsaw technique was effective as the score of post-test was higher than pre-test.

E.

Theoretical Thinking

Reading as a respective and basic skill in learning a language because reading is useful for a language acquisition. Reading as an activity that is

dominated by the eyes and the brain which cooperatively work together. The eyes receive the messages from a text and the brain interprets the significance of the messages contained in a text. Reading is also seen as a complex skill as readers should interact with the text and create it to a meaningful discourse.

However, reading skill can be practiced by reading a lot. To practice reading, the sources can be obtained from textbooks, magazines, articles, journal, newspaper, bulletins, and so on. There must be some texts that can be found in those kinds of reading sources. The kinds of text are various, narrative text is one kind of texts that is learned by senior high school students.

There is always a suitable method or technique to teach each English skill.

The method or technique is chosen based on the students‟ needs and the

objectives as well. The method also can help both the teacher and the students to reach the objectives. Jigsaw technique is one of the techniques that is included in Cooperative learning method. Jigsaw technique is seen to be effective to provide an opportunity for the students to work effectively and interpendently with diverse backgrounds had by each student.

Jigsaw technique requires the students to have a more active role in the learning process. Jigsaw technique is seen to be effective in learning reading because each student has different chapters, lessons, materials, or texts given by the teachers and they have responsibility to make their friends in their group to comprehend it well. The grouping process in jigsaw technique is not simple because there has to be two groups; home group and expert group to discuss the material. Home group is where the students that get the same material gathered and discuss it until it is finished. Then, if each student has already comprehended it well they get together to the expert group with the different peers.

In this occasion, an interest towards the effectiveness of using jigsaw technique as a technique used in teaching reading of narrative text comes up. The writer assumed that the use of jigsaw technique can make the students to participate actively in the teaching learning process. Jigsaw technique also provides an opportunity to work in groups to have a discussion among peers. At

the end of the activity, jigsaw technique in the teaching learning process is expected to be effective in teaching reading on narrative text.

F.

Theoretical Hypothesis

If there is a difference in the main gains of the reading scores that taught by jigsaw technique and for those who were taught without jigsaw technique. It

means that jigsaw technique is effective towards students‟ reading comprehension

on narrative text and it is an alternative hypothesis (Ha).

If there is no significant difference in the main gains of students‟ scores

who were taught by jigsaw technique and those who are taught without jigsaw technique. It means that jigsaw technique is not effective towards students‟ reading comprehension on narrative text and it is a null hypothesis (Ho).

30

A.

Place and Time of the Study

This research was conducted on March 6th 2014 until March 22nd 2014. The research took place in SMA Negeri 63 Jakarta that is located in AMD Manunggal street V number 57, North Petukangan, South Jakarta.

B.

Population and Sample

The population of this research was the whole students of eleventh grade students of SMA Negeri 63 Jakarta. There are six classes that consist of four social science classes and two of science classes. Purposeful sampling was used to

take the sample. McMillan stated that, “Purposeful sampling refers the selecting

particular elements from the population that will be representative or informative about the topic of the interest.1 The classes chosen were XI Social 4 as the experimental class and XI Social 3 as the controlled class. Each class consists of 40 students so the total of the sample was 80 students.

C.

Method of the Research

In this research, a quasi-experimental method was employed. The method of this research was a quasi-experimental research.

There were two different classes as the objects of the research and it was taught by different methods. Jigsaw technique was used in the experimental class while Grammar-Translation Method was used in the controlled class.

Before applying the treatment, the students in experimental and controlled class were given a pre-test. It aimed to know if those two classes in experimental and controlled class have the same knowledge. At the end of the research, a post-test was taken by the students in two classes and the achievement of the students

1

James H. McMillan, Sally Schumacer, Research in Education Evidence Based Inquiry 5th Edition, (Boston: Allyn and Bacon, 2006), p. 24.

was compared. The comparison used to find out which class that had higher score from experimental and controlled class.

D.

Instrument of the Research

Test was the instrument used in collecting the data. The test was used to find out if there is an effectiveness of using jigsaw technique towards students‟ reading ability on narrative text. The test was given in the beginning and in the end of the treatments. The test consists of two narrative texts and 25 questions in the multiple choice form. The indicators of the questions are to find out informations, generic structures, word reference, meaning, and messages from the narrative text.

E.

Validity Internal Control

The instrument used in this research was a test. Before this instrument was applied to the students as the sample of this research, this instrument was tested to another students in the different school in the same grade. This step was needed to see the validity of this instrument before it would be applied to the sample of research.

The instrument that was firstly used for both pre-test and post-test consisted of 40 numbers in the form of multiple choice test. The test was being tested to the eleventh grade of social science students of SMA Negeri 86 Jakarta in the year of study 2013/2014. The instrument was given to the students in different school with the sample of the research in the same grade. The aim of the test was given to the students in different school was to find out the validity of each question made.

The analysis of this instrument was done to see the validity using the formula of item analysis in test. The validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question.

Table 3.1 Index of Difficulty

ID

VE = Very Easy > 0.80 ME = Moderately Easy 0.71 - 0.80 MeDi = Medium Difficult 0.51 - 0.70 MoDi = Moderately Difficult 0.31 - 0.50 VeDi = Very Difficult 0.00 - 0.30

Table 3.2

Discriminating Power

DP

E = Excellent 1.0 - 0.40

G = Good 0.30 - 0.39

M = Mediocre 0.20 - 0.29

P = Poor 0.00 - 0.19

W= Worst < -0.01

After the the calculation of this test, there were only 16 numbers of questions which were valid to be used as the pre-test and post-test of this research. In order to make the questions easier to be calculated, 9 invalid questions were revised. There are 25 questions eliminated from this test. So, the final pre-test and post-test used in this research was a test that consisted of 25 numbers of multiple choice about narrative text.

F.

Technique of Data Collection

In collecting the data, the writer used experimental and controlled class. The instruments that were used to collect the data are:

a. Pre-test

The writer gave pre-test to both class; experimental and controlled class. The students were given some questions in the form of multiple choice based on the English text provided. The students should read the text by themselves without using any dictionary or discussing with friends. There will be 25 numbers of multiple choice question.

b. Post-test

Post-test was used to find out if jigsaw technique is effective towards

students‟ reading comprehension. The purpose of conducting the post-test is to

find out the result of students‟ achievement after the students have been given the

treatment in the form of teaching. The question test of post-test used was same as the question test used in pre-test which consists of 25 numbers of multiple choice question.

G.

Technique of Data Analysis

The next step of the research were processing and analyzing the data.

The analysis was done to the scores between experimental and controlled class.

To find out the differences of students‟ scores by using the different method, the

technique of data analysis that was used in this research is statistical analysis with t-test, it is used to test the significance of the mean gained score of the experimental group and the controlled group. The formula of T-test was expressed as follows:2

M1 = Mean of Variable X M2 = Mean of variable Y SE = Standard Error

In order to get the calculation of T-test, there are several steps to be taken, they are as follows:

1. Determining Mean of variable X, with formula:

∑

2

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 314.

2. Determining Mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of Variable X, with formula:

√∑

4. Determining Standard of Deviation Score of Variable Y, with formula:

√∑

5. Determining Standard Error Mean of Variable X, with formula:

√

6. Determining Standard Error Mean of Variable Y, with formula:

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

H.

Hypothesis of the Research

The statistical hypothesis of this research could be seen as:

Ho : There is no significant progress in using jigsaw technique towards

students‟ reading comprehension on narrative text.

Ha : There is a significant progress in using jigsaw technique towards

students‟ reading comprehension on narrative text.

Ho :

µ

1 =

µ

2 Ha :

µ

1 ≠

µ

2

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the experimental group are higher than the controlled group. Using jigsaw technique in teaching reading narrative text is effective towards

students‟ reading comprehension on narrative text.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of jigsaw technique in teaching reading narrative text is not effective towards students‟ reading comprehension on narrative text.

36

A.

Research Finding

1.

Description of the Data

The data shown in this part were collected from students’ score in pre -test and post--test of both experimental class and controlled class. The data were described into two tables. Table 4.1 showed the students’score and achievement in experimental class and Table 4.2 showed the students’ score and achievement in controlled class.

Table 4.1

Score of Experimental Class X

(Students) Pre-test Post-test Gained score

1 88 64 -24

2 60 76 16

3 76 76 0

4 88 76 -12

5 72 96 24

6 68 72 4

7 72 80 8

8 60 64 4

9 52 88 36

10 56 68 12

11 52 64 12

12 72 64 -8

13 60 72 12

14 64 76 12

15 60 80 20

16 60 88 28

17 76 96 20

18 64 76 12

19 76 80 4

21 80 96 16

22 80 72 -8

23 64 72 8

24 56 84 28

25 80 76 -4

26 72 84 12

27 80 76 -4

28 64 72 8

29 64 84 20

30 80 84 4

31 68 80 12

32 72 84 12

33 60 64 4

34 52 76 24

35 56 80 24

36 56 80 24

37 52 76 24

38 64 84 20

39 52 64 12

40 64 88 24

∑ _{2664 3108 444}

̅ (Mean)

66.6 77.7 11.1

The data showed the score in experimental class and from 40 students in the class, the mean of pre-test gained was 66.6 and the mean of post-test was 77.7. The mean of gained score was 11.1. The smallest score in the pre-test was 52 and the highest score was 88. After the application of jigsaw technique as a treatment given in teaching reading narrative text, the students took the post-test. The data showed in post-test that the smallest score was 64 and the highest score was 96. The score of controlled class can be seen in Table 4.2 below.

Table 4.2

Score of Controlled Class X

(Students) Pre-test Post-test Gained score

1 72 76 4

2 76 88 12

3 80 80 0

4 88 84 -4

5 88 88 0

6 40 76 36

7 76 80 4

8 60 68 8

9 40 60 20

10 64 76 12

11 80 76 -4

12 56 68 12

13 64 68 4

14 40 64 24

15 80 72 -8

16 40 64 24

17 84 84 0

18 80 80 0

19 72 88 16

20 68 76 8

21 76 60 -16

22 76 72 -4

23 40 68 28

24 60 64 4

25 80 84 4

26 64 80 16

27 72 76 4

28 68 60 -8

29 68 76 8

30 56 72 16

31 84 72 -12

32 72 72 0

33 84 88 4

34 72 80 8

36 72 72 0

37 68 72 4

38 64 64 0

39 76 68 -8

40 76 80 4

∑ _{2736 2964 228}

̅ (Mean) _{68.4 74.1 5.7}

The data showed the score in controlled class from 40 students in the class, the mean of pre-test gained was 68.4 and the mean of post-test was 74.1. The mean of gained score was 5.7. The smallest score in the pre-test was 40 and the highest score was 88. After the application of Grammar Translation Method as a as a treatment given in teaching reading narrative text, the students took the post-test. The data showed in post-test that the smallest score was 60 and the highest score was 88.

2. Analysis of Pre-test and Post-test

1. Normality of the Data

Before analyzing the hypothesis, the normality of the data should be analyzed as well. This analysis was used to see whether the data got in the research has been normally distributed or not. Lyllifors formula was used to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality could be seen by comparing the value of Tmax to Ttable.

The criteria of hypothesis is:

H1: T > Ttable Ho: T < Ttable

a. Normality of Experimental Class 1. Normality of Pre-test

Hypothesis:

Ho: Data of X is normally distributed. H1: Data of X is not normally distributed. Criteria of the test :

In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 40 that is n = 30)

H1: T > 0.161 Ho: T < 0.161

The result showed that Tmax < Ttable (0.123 < 0.161).

Conclusion: In the significant degree of 0.05, Ho was accepted. It means that the data was normally distributed.

2. Normality of Post-test Hypothesis :

Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed.

Criteria of the test:

In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 40 that is n = 30)

H1: T > 0.161 Ho: T < 0.161

The result showed that Tmax < Ttable (0.098 < 0.161).

Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

b. Normality of Controlled Class

1). Normality of Pre-test Hypothesis:

Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed

Criteria of the test:

In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the closer value to n = 40 that is n = 30)

H1: T > 0.161 Ho: T < 0.161

The result showed that Tmax < Ttable (0.107 < 0.161).

Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

2). Normality of Post-test Hypothesis:

Ho: Data of X is normally distributed. H1: Data of X is not normally distributed

Criteria of the test:

In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the closer value to n = 40 that is n = 30)

H1: T > 0.161 Ho: T < 0.161

Conclusion: In the significant degree of 0.05, Ho was accepted. It means that the data was normally distributed.

2. Homogenity of the Data

Based on the calculation of normality, the result that all data in pre-test and post-test of both experimental class and controlled class have been distributed normally. The next step of the calculation was finding the homogenity of the data. The purpose of this calculation was to see whether the data/sample in both classes was homogenous or heterogenous.

Hypothesis:

Ho: The condition of experimental class is not different from controlled class. H1: The sample of experimental class is different from controlled class. The criteria of the test:

α = 0.05

Ho: F_α(n1-1, n2-2) < F < F_α(n1-1, n2-2) H1: F > F_α(n1-1, n2-2)

The formula used could be seen as follows:

or

The calculation could be seen as follows:

n1-1 = 40-1 = 39

n2-1 = 40-1 = 39 F0.05(n1-1, n2-1) = (Ftable) F0.05(n1-1, n2-1) = 1.84 (Ftable)

From the calculation, it could be seen that F < F_α(n1-1, n2-2) (0.29 < 1.84 ). Based on the criteria, it could be concluded that Ho was accepted. It means that the sample in experimental class and controlled class were homogenous.

B. Hypothesis Testing

In this part, the calculation of the data was used to test the hypothesis whether there was significant different between students’ achievement in experimental class which was given jigsaw technique and students’ achievement in controlled class without using jigsaw technique. T-tes formula was used to calculate the data. Two classes were compared, the experimental class was X variable and the controlled class was Y variable. The formula of T-test was expressed as follows:

The calculation can be seen as follows: 1. Determining Mean of variable X:

∑

2. Determining Mean of variable Y:

∑

3. Determining Standard of Deviation Score of Variable X:

√

∑

√

_√

4. Determining Standard of Deviation Score of Variable Y: