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 t
table .
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 t
table
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
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