Teacher : If there is no any question, I think it has been clear for you. As you
homework, every group should find out other story and bring it at the next meeting. I
‟ll choose one of that stories to be discuss in the next meeting. Thank you for your attention tod
ay and don‟t forget to study at home. Good morning, class.
Students : Good morning, Miss. Thank you.
2.2.9. Advantages and Disadvantages of Jigsaw Technique
1. Advantages of Jigsaw Technique
According to Aronson in Septiyana 2012:29, the advantages of Jigsaw technique are: 1 teacher is not the sole provider of knowledge, 2 efficient
way to learn, 3 students take ownership in the work and achievement, 4 students are held accountable among their group, 5 learning revolves
around interaction with group, 6 students are active participants in the learning process, and 7 build interpersonal and interactive skills.
2. Disadvantages of Jigsaw Technique
There are some disadvantages of using Jigsaw technique according to Johnson Johnson in Septiyana 2012:29. They are as: 1 require some
time to prepare students to learn how to work in groups, 2 require some time to make groups that each group has heterogeneity in their member
ability, and 3 it forces teacher to make a special preparation before teaching in the class because teacher needs to prepare kinds of media.
2.2.10. Theoretical Assumption
Based on the literature review, it could be assumed that reading is extremely complex
skill of learning language. The researcher came to the assumption that Jigsaw
technique is very likely to have an impac t to increase students‟ reading
comprehension achievement. If the technique used can be understood easily, then it will motivate them to pay more attention and be more active in teaching learning
process. It seems that jigsaw technique can be used to increase students‟ reading comprehension achievement.
2.2.11. Hypothesis
Based on the theories and the assumptions above, the researcher proposes the hypothesis as follows:
H : There is no increase of
students‟ reading comprehension achievement after being taught through jigsaw technique.
H
1
: There is an increase of students‟ reading comprehension achievement
after being taught through jigsaw technique
III. RESEARCH METHODS
This chapter describes the Design of the Research; Population and Sample; and Data Collecting Technique. It also describes Research Procedure; Scoring System
of Reading Test; Analysis Research Instrument; Data Analysis; and Hypothesis Testing.
3.1. Research Design
This research was carried out to investigate the students’ reading ability after
being taught using Jigsaw technique. In conducting this research, the writer used one group pretest posttest design Hatch and Farhady, 1982:20. Pretest and
posttest were administered to determine whether Jigsaw technique can be used to increase students’ reading comprehension achievement. The questionnaire was
administered in order to investigate what problems were faced by the students in learning reading comprehension using Jigsaw technique.
This research used one class. The class had both pretest and posttest, and 9 times treatments that consisted of 3 sessions of meetings, 3 sessions of structured
instructions, and 3 sessions of unstructured instructions. Structured instruction refers to the activity that has been arranged before by the teacher, for example: the
teacher prepares the material about narrative text and explains it. Then, the students answer the questions based on the material. Unstructured instructions
refers to the activity that not having prepare yet. For example: After the class, the teacher asks the students to find out other narrative text from the internet or
newspapers and also tells them to answer the question that has been given, then it will be discussed in the next meeting. The design can be illustrated as follows:
T1 X
T2
Where: T1
: Pretest X
: Treatment using Jigsaw technique T2
: Posttest Hatch and Farhady, 1982:20
3.2. Setting of the Research
This research took place at SMAN 1 Pesisir Tengah Krui Pesisir Barat.
3.3. Population and Sample
The population of this research was the first grade students of SMAN 1 Pesisir Tengah Krui Pesisir Barat in the 20122013 academic year. There were ten classes
of the first grade which consists of 340 students. One class X-2 consists of 34 students was taken as sample that was given treatment teaching reading using
Jigsaw technique. The class was selected randomly using lottery since there was no stratified and priority class.
