The Background of the Research

is jigsaw. He stated that when he used jigsaw, some of the students too dominant in their group and some are not. Moreover, while the writer doing observation in the class, the teacher only give the reading text then asked the students to read, translate and asking the main idea, after that he gave explanation of grammar and topic from the text. In addition, according the data from UNESCO states that among countries in worldwide ASEAN has the lowest interest in reading, especially Indonesia. It can be counted, Indonesia has comparison among 1000 inhabitants only one person who has high interest in reading. 4 For such this condition, teachers as the important role holder in students’ learning success are expected to be able to build students’ interest in reading whether in or outside the school. Teacher should have a creative way in teaching and learning process to boost students’ interest in the class. Considering the facts above, there is an urgent need to implement a technique that can help to solve these problems and involve the teachers and students in cooperative and interesting activities. In addition, a teacher need a technique or a way in teaching reading in the classroom that can motivate students in learning reading, or they can apply the strategy independently outside of class at least to increase their interest in reading or to build their reading habit. In English language teaching there are many kinds of techniques that can be used by the teacher in teaching and learning reading skills. Therefore the writer is interested in investigating the teaching reading of analytical exposition texts with the alternative techniques. There are Know Want Learn Plus and Jigsaw technique. Know Want Learn KWL Plus and Jigsaw are two different type of reading techniques that can be used in the process of teaching and learning. KWL Plus is 4 Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http:www.unpad.ac.id201304akses-buku-sulit-minat-baca-di-indonesia-masih-rendah. Retrieved October 2 nd , 2014. firstly conducted by Ogle in 1987. 5 The KWL Plus technique is designed to activate students’ metacognitive skill before they read a text. Students’ metacognitive skill is activated by calling attention to prior knowledge. This KWL Plus is one of the newest techniques used in teaching and learning reading. Although KWL Plus is firstly conducted in 1987, its use in reading lesson is still rarely in a class. So, the writer is interested in applying this technique in her research to see the effectiveness of its technique in class. Meanwhile, there is also jigsaw that can be useful in the classroom reading learning. Jigsaw is one of the techniques used in cooperative learning. This technique is more frequently used by teachers in learning process, in which, cooperative learning is used as a variety in teaching learning activity in class that focuses particularly to students. With cooperative learning, students work together in group where usual size is two to four members in a group. In cooperative learning, students can interactive with other students in a group and share about the material which is taught. Based on the thinking above, the writer is interested in doing an experimental study to compare the effectiveness of KWL Plus with Jigsaw technique in the title of Skripsi is: “The Effectiveness of Using Know Want Learn Plus and Jigsaw Techniques toward Students Learning Achievement in Reading Exposition Text” A Quasi-Experimental Study at The Eleventh Grade of SMAN 8 Tangerang Selatan. The writer used KWL Plus in the first class and Jigsaw technique in the second class to develop students’ skill in reading analytical exposition text.

B. The Formulation of The Problem

The formulation of the problem in this research mentioned bellow: 5 Donna M. Ogle, K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986, pp. 564-570. “Is the use of Know Want Learn Plus more effective in teaching analytical exposition text than the use of Jigsaw technique?”

C. The Limitation of The Problem

It is important to set some limitation of the problem to avoid misunderstanding and to clarify the problem. The writer limits the extend of the research only in the implementation of Know Want Learn Plus compared with Jigsaw technique in teaching reading of analytical exposition at the eleventh grade students of SMAN 8 Tangerang Selatan.

D. The Objective of The Research

In line with the formulation of the problem above, the objective of this research is to find the empirical evidence whether the use of Know Want Learn Plus is more effective in teaching analytical exposition text than the use of Jigsaw technique.

E. The Significance of The Research

The results of this research are expected to give some benefits not only theoretically, but also practically in English language teaching and learning. These benefits can be conveyed to: First, for the writer is to fulfill the one of the requirements of graduation. And also it is intended to know about factual condition in which the KWL Plus and Jigsaw technique are applied as a part of method in English teaching and learning activity. This study also gives more understanding about the implementation of KWL Plus and Jigsaw in the frame of cooperative learning in the future to different students’ level. Second, for the teacher. It gives an alternative method in teaching reading skill and it can improve the teacher’s quality of hisher strategies to make students ease in learning English. Third, for the students. It helps them to solve their problem in reading expository text and also helps them to improve their reading skills. The last for the institution. It can be beneficial regarding to improve education quality.