THE EFFECT OF USING JIGSAW MODEL ON THE TENTH GRADE STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT AT SMAN 1 LUMAJANG
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THE EFFECT OF USING JIGSAW MODEL ON THE TENTH GRADE
STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT
AT SMAN 1 LUMAJANG
THESIS
Presented to fulfill One of Requirements to Obtain The Degree of S1 English
Education Program of the Language and Arts Education Department
Faculty of Teacher Training and Education
Jember University
By:
EKA SUJATMIATI
NIM 050210491073
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LANGUAGE
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JEMBER UNIVERSITY
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2010
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SUMMARY
The Effect of Using Jigsaw Model on The Tenth Grade Students’ Listening
Comprehension
Achievement
at
SMAN
1
Lumajang;
Eka
Sujatmiati;
050210491073; 30 pages; 2010; English Education Program Language and Arts
Department, Faculty of Teaching Training and Education, Jember University
The experimental research was intended to know whether or not there was a
significant effect of using jigsaw model on the tenth grade students’ listening
comprehension achievement. The respondents of this research were X-5 as the
experimental group and X-4 as the control group. Those classes were chosen by
cluster random sampling by lottery. The total number of the respondents was 76
students divided into experimental and control group. The experimental group
consisted of 37 students who were taught listening comprehension by giving jigsaw
model. The control group consisted of 39 students were taught listening
comprehension without giving jigsaw model/lecturing and Question -Answer.
The primary data of this research were collected from the students’ scores of
listening comprehension test. The supporting data were gained from interview and
documentation. The primary data were analyzed by using t-test formula. The result
indicated that the value of t-statistic was 4.09 while the critical value was 1.98 with
degree of freedom 74 on the 5% significant level. It means that the statistical value
was higher than that of t-table (4.09>1.98). Thus the null hypothesis (h0) that was
formulated:” there is no significant effect of using jigsaw model on the tenth grade
students’ listening comprehension achievement at SMAN 1 Lumajang” was rejected
on the other hand alternative hypothesis (ha) formulated “there is a significant effect
of using jigsaw model on the tenth grade students’ listening comprehension
achievement at SMAN 1 Lumajang was accepted.
In addition, the degree of relative effectiveness was 8.5 %. This means that
giving jigsaw model model was 8.5 % more effective to increase students’ listening
comprehension achievement than without giving jigsaw model/lecturing and
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Question-Answer for the tenth grade students of SMAN 1 Lumajang in the
2010/2011 academic year. In conclusion, giving jigsaw model is more effective to
increase students’ listening comprehension.
Based on the results of this research, the English teacher are recommended to
apply jigsaw model in teaching English, especially listening comprehension. Further,
the students are suggested to apply jigsaw model in order to attract the students’
interest and motivation in listening comprehension. Moreover, the future researchers
are also suggested to conduct a further research dealing with similar topic in different
aspects of investigation, such as: using Jigsaw model in teaching listening using
different research area and research design, such as: Classroom Action Research of
using Jigsaw model in students’ listening comprehension achievement.
Key words: Listening Comprehension Achievement, Jigsaw, Cooperative Learning
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DEDICATION ....................................................................................... ii
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CONSULTANT
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I. INTRODUCTION
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1.2 dThe
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II. REVIEW OF RELATED LITERATURE
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2.2 The
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2.5 Alternative Hypotheses .................................................................
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REFERENCES
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THE EFFECT OF USING JIGSAW MODEL ON THE TENTH GRADE
STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT
AT SMAN 1 LUMAJANG
THESIS
Presented to fulfill One of Requirements to Obtain The Degree of S1 English
Education Program of the Language and Arts Education Department
Faculty of Teacher Training and Education
Jember University
By:
EKA SUJATMIATI
NIM 050210491073
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LANGUAGE
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ARTS
EDUCATION
DEPARTMENT
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JEMBER UNIVERSITY
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2010
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SUMMARY
The Effect of Using Jigsaw Model on The Tenth Grade Students’ Listening
Comprehension
Achievement
at
SMAN
1
Lumajang;
Eka
Sujatmiati;
050210491073; 30 pages; 2010; English Education Program Language and Arts
Department, Faculty of Teaching Training and Education, Jember University
The experimental research was intended to know whether or not there was a
significant effect of using jigsaw model on the tenth grade students’ listening
comprehension achievement. The respondents of this research were X-5 as the
experimental group and X-4 as the control group. Those classes were chosen by
cluster random sampling by lottery. The total number of the respondents was 76
students divided into experimental and control group. The experimental group
consisted of 37 students who were taught listening comprehension by giving jigsaw
model. The control group consisted of 39 students were taught listening
comprehension without giving jigsaw model/lecturing and Question -Answer.
The primary data of this research were collected from the students’ scores of
listening comprehension test. The supporting data were gained from interview and
documentation. The primary data were analyzed by using t-test formula. The result
indicated that the value of t-statistic was 4.09 while the critical value was 1.98 with
degree of freedom 74 on the 5% significant level. It means that the statistical value
was higher than that of t-table (4.09>1.98). Thus the null hypothesis (h0) that was
formulated:” there is no significant effect of using jigsaw model on the tenth grade
students’ listening comprehension achievement at SMAN 1 Lumajang” was rejected
on the other hand alternative hypothesis (ha) formulated “there is a significant effect
of using jigsaw model on the tenth grade students’ listening comprehension
achievement at SMAN 1 Lumajang was accepted.
In addition, the degree of relative effectiveness was 8.5 %. This means that
giving jigsaw model model was 8.5 % more effective to increase students’ listening
comprehension achievement than without giving jigsaw model/lecturing and
xii
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Question-Answer for the tenth grade students of SMAN 1 Lumajang in the
2010/2011 academic year. In conclusion, giving jigsaw model is more effective to
increase students’ listening comprehension.
Based on the results of this research, the English teacher are recommended to
apply jigsaw model in teaching English, especially listening comprehension. Further,
the students are suggested to apply jigsaw model in order to attract the students’
interest and motivation in listening comprehension. Moreover, the future researchers
are also suggested to conduct a further research dealing with similar topic in different
aspects of investigation, such as: using Jigsaw model in teaching listening using
different research area and research design, such as: Classroom Action Research of
using Jigsaw model in students’ listening comprehension achievement.
Key words: Listening Comprehension Achievement, Jigsaw, Cooperative Learning
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DEDICATION ....................................................................................... ii
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CONSULTANT
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ACKNOLEDGEMENT ........................................................................ vi
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............................................................................................
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TABLE OF CONTENTS
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ej.aj.ac.
I. INTRODUCTION
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1.3.1 Jigsaw ...................................................................................
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REFERENCES
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.bu.n
u
b
i
l
i
i
ig il
/:d
//dig
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
/:d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
ig il
/:d
//dig
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
/:d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
ig il
/:d
//dig
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
/:d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
ig il
/:d
//dig
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
/:d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
idgigili
/:d
/
:
/
/
p
t
hthttp
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
ig il
/:d
//dig
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:px//:d
/
/
p
t
t
hhtt
d
aj.ca.ci .id
.
j
e
ne
.bu.n
u
b
i
l
i
i
idgigil
:p//:d
/
/
p
t
t
hhtt
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
/d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
://d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
://d
//dig
ca.cid.id
a
.
j
e
nej.
.bu.n
u
b
i
l
i
ig ili
://d
//dig