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
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
