THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG

i

THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By :

Naajihah Mafruudloh 09360169

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

ii

THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG

THESIS

By :

Naajihah Mafruudloh

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

iii

THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG

THESIS

By :

Naajihah Mafruudloh 09360169

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

iv

This thesis written by Naajihah Mafruudloh approved on 28th October 2013.

By Advisor II,

Santi Prastiyowati, S.Pd

Advisor I,

vi

MOTTO AND DEDICATION

“...Rabbanaa Atina Miladunka Rohmah, Wahayiklanaa Min Amrinaa Rosyada”

“... Wahai tuhan kami, berikanlah rahmad bagi kami dari sisi-Mu dan sempurnakanlah bagi kami petunjuk yang lurus dalam

urusan kami .” (Al – Kahfi :10) DEDICATION: I dedicated this thesis to:

 Allah SWT.

 Mr. Dian Arsitades Wiranegara,

M.Pd and Mrs. Santi Prastiyowati, S.Pd

 My beloved Dad Drs. Shodikin,

M.Pd and Mom “Anik Setiyawati,

S.P”, My sisters and brother (Shaumi

Rizqi Maziida, Ahmad Firdaus Al- Amien, and Syifa’ Mujaahidah)

 The English teacher of SMAN 9

Malang (Dra. Hj. Intyas Yanuartanti)

 My beloved friends who always

support and help me (Siska

Prihayuniati and Triyadi Sadewo)

 All my friends of English

Department 2009.

 And for all who always pray and

support me, and give their help to finish this thesis, thank you

vii

THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG

ABSTRACT

Reading is one of important basic language skills used by the speaker of certain language. The students often feel bored to understand the text and the class often makes them bored, because the teaching and learning process in reading comprehension subject are monotonous. Therefore, teachers need an appropriate technique like Jigsaw to avoid that condition. Jigsaw is one of cooperative learning method that will help the students gain the information not only by reading the text, but also sharing and discussing with their friends. Jigsaw consists of several groups, in which every group consists of several students who have various in ability, gender, religion and race.

The purpose of this study was to describe the implementation of

Jigsaw, the supporting factors in Jigsaw, and the teacher’s obstacles in

implementing Jigsaw. In conducting this study, the writer applied descriptive qualitative research as the research design because it described the phenomena that exist in the Jigsaw implementation. The data are collected in the form of words. The reseacher used observation and interview to gain the data.

Based on the result of data analysis, it was found that there were five steps in Jigsaw implementation. They were choosing material and topic, making lesson plan, organizing Jigsaw in classroom, giving quiz, and evaluating. There were also seven supporting factors in Jigsaw implementation and two obstacles faced by the teacher. The supporting factors were media, professional teacher, situation surround the class,

material, student’s level of comprehension, student’s motivation, and class management. The teacher’s obstacles were limited time and different level of

student’s comprehension. But, the teacher also solved the obstacles by

choosing the easy material and giving the motivation both to the upper and lower level students. To help the lower students, the lower students had to ask the material that they did not understand.

Keyword: (Implementation, Jigsaw teaching technique, Reading comprehension)

Advisor I The writer,

viii

ACKNOWLEDGMENT

Alhamdulillah wa syukurillah, all grateful prays to the great loving Allah SWT, the almighty and the most merciful, for his gift to the writer in finishing the thesis. My Lord sends salutations upon Muhammad SAW and upon the family of Muhammad SAW.

The writer would like to express her deep appreciation and gratitude to Dian Arsitades Wiranegara, M.Pd and Santi Prastiyowati, S.Pd their supervisor, for their patience, willingness and invaluable guidance as well as suggestion for the completion of this thesis writing.

The researcher dedicated her deepest and whole hearted gratitude to her beloved mother, Anik Setiyawati,S.P, beloved father, Drs. Shodikin, M.Pd for their love , support, and patience.

Finally, her deepest and special thank goes to all of her best friends whose names cannot be mentioned here one by one, to all her friends in campus and many people who know her, thank you very much. She will always remember you all the time. May Allah bless you all, amin.

Malang, 28 October 2013

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TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ABSTRACT ... iv

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... vi

APPENDICES ... viii

CHAPTER I INTRODUCTION 1.1 Background of Study ……….. 1

1.2 Statement of Problems ……… 4

1.3 The Purpose of The Study……… 5

1.4 The Significance of Study ……… 5

1.5 Scope and Limitation ……… 6

1.6 Definition of Key Terms ……… 6

CHAPTER II REVIEW OF RELATED LITERATURES 2.1 Reading ……… 8

2.1.1. The Type of Reading………..………. 9

2.1.2. Teaching Reading ………. 11

2.1.3. The Procedure of Teaching Reading …… 12

2.2. Reading Comprehension………... 14

2.2.1. Factors Affecting Comprehension ………… 14

2.2.2. Level of Comprehension ……….. 15

2.3. Cooperative Learning ……… 16

2.3.1. The type of Cooperative Learning ………… 17

2.3.2. The basic concept of Cooperative Learning 21

2.4. Jigsaw ……… 22

2.4.1. The Supporting Aids Concepts ……… 23

2.4.2. The advantages of Jigsaw ………. 25

2.4.3. Working in Jigsaw Group ………. 26

2.4.4. Working in Expert Group ………. 27

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ……….. 29

3.2 Research Subject ……… 30

3.3 Research Instrument ……… 30

3.3.1. Observation ……….. 30

3.3.2. Interview ………. 31

3.4. Data Colllection Procedure ... 32

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CHAPTER IV FINDING AND DISCUSSION

4.1. General Description of the problem ... 34

4.1.1. The implementation of Jigsaw ... 34

4.1.2. The teaching aids that support Jigsaw ... 43

4.1.3. The obstacles in Jigsaw implementation ... 45

4.2. Discussion ... 46

CHAPTER V CONCLUSION AND SUGESTION 5.1. Conclusion ... 49

5.2 Sugestion ... 49

5.2.1. Sugestion for English teacher ... 50

5.2.2. Sugestion for further researcher ... 51 REFERENCESS

APPENDICES

1. Documentation 2. Materials 3. Draft Interview

4. Observation Checklist and Notes 5. Lesson Plan

6. Surat Pengantar Dinas Pendidikan Kota Malang

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APPENDICES

1.

Documentation

2.

Material

3.

Draft Interview

4.

Observation Checklist & Notes

5.

Lesson Plan

6.

Surat Pengantar Dinas Pendidikan Kota Malang

xii

REFERENCESS

Alderson, J Charles . 2000. Assesing Reading. UK: Cambridge University Press Antoniou, Faye & Souvignier, Elmar. 2007. Strategy Instruction in Reading

Comprehension : An Intervention Study for Students with Learning Diasabilities. Frankfurt: J.W. Goethe University.

Arends, Richard I. 2012. Learning to Teach. New York : The McGraw Hill Companies.

Aronson, E. 2000. Jigsaw reading. Social Psychology Network. (Retrieved from http//www.jigsaw.org/overview html. Accesed on 2/01/2013, 4:05 am) Ary, Donald. 2010. Introduction to Research in Education. USA: Wadsworth. Beare, Kenneth. 2003. Basic of Reading Skill.

(Retrieved from

http://esl.about.com/od/englishreadingskills/a/readingskills.htm. Accesed on 25/05/2013 9:07 am)

Gillies, Robyn M. & Ashman,Adrian F.2003. Cooperative Learning. London: Routledge Falmer.

Kabilan, Muhammad Kamarul., Seng, Mak Kem., & Kee, Ooi Ae. 2010. Reader Text Transaction in Text Comprehension. Gema online jurnal of language studies.

(Retrieved from

http://www.ukm.my/ppbl/Gema/GEMA%20vol%2010%20(3)%202010/pp%2012 7_142.pdf on 24/03/2013, at 1:03 am)

Kagan, Spencer. Kagan Cooperative Learning. 2009. Calle Amanecer : Kagan Publishing.

Kessler, Carolyn. 1992. Cooperative Language Learning. New Jersey : Prentice- Hall, Inc.

Lodico, Marguerite G., Spaulding, Dean T., & Voegtle, Katherine H. 2006. Metodhs in Educational Research. San Fransisco: Jossey – Bass.

Vasques, Ante., Hansen, Angela.,&Smith, Philip. 2010. Teaching Language Arts To English Language Learners. New York : Routledge.

Woolley, G. 2011. Reading Comprehension : Assisting Children With Learning Difficulties. Apringer Science and Bussines Media.

1 CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement problems, purpose of the study, significance of study, scope and limitation, and the definition of key terms.

1.1. Background of the Study

Language is an important value as the reflection of human creation and cultural result in the world. Language is a part of a human living and could not be separated. Language is also a tool for communicating one person to another person.

Today, most communication is done in English. English becomes an international language which has an important role of communication in the world. People use English both in orally and written form to describe politics, economic, social global issues, and also education. As it takes role in the worldwide, many non- English speaking countries teach and use English as a subject in schools. It is also used as an introductory speaking in general subject. In non-English speaking country like Indonesia, English learner will get many skills such as listening, speaking, reading, and writing. The goal of studying English is for improving people‟s capability in English communication, in orally or written form. One of the important skills is reading. Reading is „extracting information from text‟ which perhaps goes a little way towards putting reading into a clearer perspective but still ignores much of the problem (Smith, 1985 : 102).

Reading is one of important basic language skill used by the speaker of certain language. The student often feels bored to understand the text and feel bored in the class, because the teaching and learning process in reading comprehension subject are monotonous. Therefore, teachers need some appropriate strategies to avoid that condition.

2

In other hand, the students come from non English speaking background, the mostly communicated with their own local language or national language. Besides, some of students have low motivation to learn English, because they consider that English is one of difficult subject. In this case, they must think hard to write, listen, read, and also speak because English is not their first language.

It is well-known that teacher as the important or knowledge sources in the class. It seems that the teachers only give some explanations about the material, and the students listen to them. In fact a teacher is not always as a knowledge and information sources. In teaching and learning process student‟s participation are also needed since from that way the students will not only get knowledge from their teacher, but also they will develop their ability and knowledge, especially in reading skill.

To make the student‟s participation increase, the teacher should have a good method or teaching technique. According to Kagan and Olsen (in Kessler, 1992: 8), cooperative learning is one of methods that help the student‟s participation increase. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

In teaching reading comprehension, the teacher should have several good methods and teaching technique to make the student‟s motivation and participation raise up. Cooperative learning helps the students to be a cooperative person, especially with their group partner, and avoid individually person. Jigsaw teaching technique is one of the types in cooperative learning method.

3

Jigsaw consists of several groups, in which every group consists of several students who have heterogeneous in ability, gender, religion and race. Every member in Jigsaw group has same important role, because their contribution will complete the task. Every student in Jigsaw group also has same responsibility. Students also have to share their knowledge and information to other member in their group, to solve the problems that appear in the materials.

To solve the problem in students reading comprehension, the situation in the class must be changed from a competitive atmosphere class into more cooperative one. It also will make the student‟s motivation and participation increase. Therefore, it is very an important thing that teacher will help the students more cooperative and active. The implementation of teaching reading using Jigsaw is very important to discuss. The result of research on using Jigsaw conducting by Kurnia (2007) at SMU 1 Situbondo showed that the student‟s participation in the English Class increased. The implementation of Jigsaw conducted by Ekawati (2010) also explained that the Jigsaw teaching technique increased the students speaking ability.

Knowing the importance of Jigsaw technique, the researcher is going to know the implementation of teaching reading using Jigsaw in SMAN 9 Malang. Since Jigsaw is also one of cooperative learning method, it will help the students easier to comprehend the reading text. Jigsaw also can change the class situation, from competitive class into more cooperative one. Considering the statement above, the researcher is intended to conduct a research with the title “The Implementation of Jigsaw Teaching Technique for Reading Comprehension in SMAN 9 Malang”.

1.2.Statement of Problem

4

1. How does the English teacher implement the Jigsaw teaching technique for Reading Comprehension class?

2. What are the teaching aids that support Jigsaw teaching technique in reading comprehension class?

3. What are the obstacles faced by the teacher in implementing Jigsaw for reading comprehension?

1.3.Purpose of Study

Based on the statement of the problems, the purpose of the study can be stated as follow:

1. To know how English teacher implements the Jigsaw teaching technique for reading comprehensionclass.

2. To find the teachingaids that support Jigsaw teaching technique in reading comprehension class.

3. To know the obstacles faced by the teacher in implementing Jigsaw for reading comprehension.

1.4.Significance of the study

The researcher hopes this study will give contributions to:

1. For the Researcher

It can prove that teaching English by Jigsaw teaching technique as cooperative learning is more effective and enjoyable in student‟s reading comprehension.

5 2. For the English teachers

It is hoped that the teachers are able to use Jigsaw teaching technique as cooperative learning in English class as one of the ways to improve the student‟s participation and student‟s reading comprehension.

3. For English learners

This study is expected to support the teacher to be more actively motivating their student in their study, so that the students can be more active to learn English. The students also will get direct information and share with the other students directly. Jigsaw also helps the students more active and the student‟s participation increase.The learners also know the steps in implementing Jigsaw and face some obstacles in implementing Jigsaw by applying an appropriate strategy.

4. For English Department students

This research may inspire for the next researcher to hold similar topic in reading comprehension. It is possible for the next researcher to apply Jigsaw technique for another English skill.

1.5.Scope and Limitation

To explain and clarify the object of the research, the researcher limits the scope of the study as follow:

1. Scope

The scope of this study is the implementation of teaching Reading comprehension by Jigsaw teaching technique as a cooperative learning.

2. Limitation

The writer limits this study only about the teacher who teaches reading in English class at SMAN 9 Malang.

6

The following terminologies are widely used in this study, and to avoid the possibilities of misinterpretation the researcher give the definition of each:

Implementation :The action that must follow any preliminary thinking in order

for something to actually happen. In an information technology context, implementation encompasses all the processes involved in getting new software or hardware operating properly in its environment, including installation, configuration, running, testing, and making necessary changes (Rouse, 2007)

Reading Comprehension : Reading comprehension is the process of making meaning from text. The goal is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. (Woolley, 2011)

Jigsaw : One of cooperative learning models of small heterogeneous

group work (Aronson, 2000)

Technique : Implementation which actually takes place in classroom – In

particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method and, therefore in harmony with an approach as well. (Anthony, 1963)

CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement problems, purpose of the study, significance of study, scope and limitation, and the definition of key terms.

1.1. Background of the Study

Language is an important value as the reflection of human creation and cultural result in the world. Language is a part of a human living and could not be separated. Language is also a tool for communicating one person to another person.

Today, most communication is done in English. English becomes an international language which has an important role of communication in the world. People use English both in orally and written form to describe politics, economic, social global issues, and also education. As it takes role in the worldwide, many non- English speaking countries teach and use English as a subject in schools. It is also used as an introductory speaking in general subject. In non-English speaking country like Indonesia, English learner will get many skills such as listening, speaking, reading, and writing. The goal of studying English is for improving people‟s capability in English communication, in orally or written form. One of the important skills is reading. Reading is „extracting information from text‟ which perhaps goes a little way towards putting reading into a clearer perspective but still ignores much of the problem (Smith, 1985 : 102).

Reading is one of important basic language skill used by the speaker of certain language. The student often feels bored to understand the text and feel bored in the class, because the teaching and learning process in reading comprehension subject are monotonous. Therefore, teachers need some appropriate strategies to avoid that condition.

In other hand, the students come from non English speaking background, the mostly communicated with their own local language or national language. Besides, some of students have low motivation to learn English, because they consider that English is one of difficult subject. In this case, they must think hard to write, listen, read, and also speak because English is not their first language.

It is well-known that teacher as the important or knowledge sources in the class. It seems that the teachers only give some explanations about the material, and the students listen to them. In fact a teacher is not always as a knowledge and information sources. In teaching and learning process student‟s participation are also needed since from that way the students will not only get knowledge from their teacher, but also they will develop their ability and knowledge, especially in reading skill.

To make the student‟s participation increase, the teacher should have a good method or teaching technique. According to Kagan and Olsen (in Kessler, 1992: 8), cooperative learning is one of methods that help the student‟s participation increase. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

In teaching reading comprehension, the teacher should have several good methods and teaching technique to make the student‟s motivation and participation raise up. Cooperative learning helps the students to be a cooperative person, especially with their group partner, and avoid individually person. Jigsaw teaching technique is one of the types in cooperative learning method.

Jigsaw consists of several groups, in which every group consists of several students who have heterogeneous in ability, gender, religion and race. Every member in Jigsaw group has same important role, because their contribution will complete the task. Every student in Jigsaw group also has same responsibility. Students also have to share their knowledge and information to other member in their group, to solve the problems that appear in the materials.

To solve the problem in students reading comprehension, the situation in the class must be changed from a competitive atmosphere class into more cooperative one. It also will make the student‟s motivation and participation increase. Therefore, it is very an important thing that teacher will help the students more cooperative and active. The implementation of teaching reading using Jigsaw is very important to discuss. The result of research on using Jigsaw conducting by Kurnia (2007) at SMU 1 Situbondo showed that the student‟s participation in the English Class increased. The implementation of Jigsaw conducted by Ekawati (2010) also explained that the Jigsaw teaching technique increased the students speaking ability.

Knowing the importance of Jigsaw technique, the researcher is going to know the implementation of teaching reading using Jigsaw in SMAN 9 Malang. Since Jigsaw is also one of cooperative learning method, it will help the students easier to comprehend the reading text. Jigsaw also can change the class situation, from competitive class into more cooperative one. Considering the statement above, the researcher is intended to conduct a research with the title “The Implementation of Jigsaw Teaching Technique for Reading Comprehension in SMAN 9 Malang”.

1.2.Statement of Problem

1. How does the English teacher implement the Jigsaw teaching technique for Reading Comprehension class?

2. What are the teaching aids that support Jigsaw teaching technique in reading comprehension class?

3. What are the obstacles faced by the teacher in implementing Jigsaw for reading comprehension?

1.3.Purpose of Study

Based on the statement of the problems, the purpose of the study can be stated as follow:

1. To know how English teacher implements the Jigsaw teaching technique for reading comprehensionclass.

2. To find the teachingaids that support Jigsaw teaching technique in reading comprehension class.

3. To know the obstacles faced by the teacher in implementing Jigsaw for reading comprehension.

1.4.Significance of the study

The researcher hopes this study will give contributions to:

1. For the Researcher

It can prove that teaching English by Jigsaw teaching technique as cooperative learning is more effective and enjoyable in student‟s reading comprehension.

2. For the English teachers

It is hoped that the teachers are able to use Jigsaw teaching technique as cooperative learning in English class as one of the ways to improve the student‟s participation and student‟s reading comprehension.

3. For English learners

This study is expected to support the teacher to be more actively motivating their student in their study, so that the students can be more active to learn English. The students also will get direct information and share with the other students directly. Jigsaw also helps the students more active and the student‟s participation increase.The learners also know the steps in implementing Jigsaw and face some obstacles in implementing Jigsaw by applying an appropriate strategy.

4. For English Department students

This research may inspire for the next researcher to hold similar topic in reading comprehension. It is possible for the next researcher to apply Jigsaw technique for another English skill.

1.5.Scope and Limitation

To explain and clarify the object of the research, the researcher limits the scope of the study as follow:

1. Scope

The scope of this study is the implementation of teaching Reading comprehension by Jigsaw teaching technique as a cooperative learning.

2. Limitation

The writer limits this study only about the teacher who teaches reading in English class at SMAN 9 Malang.

The following terminologies are widely used in this study, and to avoid the possibilities of misinterpretation the researcher give the definition of each:

Implementation :The action that must follow any preliminary thinking in order

for something to actually happen. In an information technology context, implementation encompasses all the processes involved in getting new software or hardware operating properly in its environment, including installation, configuration, running, testing, and making necessary changes (Rouse, 2007)

Reading Comprehension : Reading comprehension is the process of making meaning

from text. The goal is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. (Woolley, 2011)

Jigsaw : One of cooperative learning models of small heterogeneous

group work (Aronson, 2000)

Technique : Implementation which actually takes place in classroom – In

particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method and, therefore in harmony with an approach as well. (Anthony, 1963)