THE IMPROVEMENT OF READING COMPREHENSION BY USING JIGSAW TECHNIQUE (Classroom Action Research for the Tenth Grade Students of SMA N Gebog Kudus in Academic Year 20122013)
THE IMPROVEMENT OF READING COMPREHENSION
BY USING JIGSAW TECHNIQUE
(Classroom Action Research
for the Tenth Grade Students of SMA N Gebog Kudus
in Academic Year 2012/2013)
By
Kukuh Nizar Nurvais
NIM 2008-32-128
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE IMPROVEMENT OF READING COMPREHENSION
BY USING JIGSAW TECHNIQUE
(Classroom Action Research
for the Tenth Grade Students of SMA N Gebog Kudus
in Academic Year 2012/2013)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
KUKUH NIZAR NURVAIS
NIM 200832128
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is that to certify that the Sarjana Skripsi of Kukuh Nizar Nurvais (NIM:
200832128) has been approved by the skripsi advisor for further approval by the
Examining Committee.
Kudus, 18 September 2012
Advisor I
Fajar Kartika, SS, M.Hum
NIP. 0610701000001191
Advisor II
Dr. H.A. Hilal Madjdi, M.Pd.
NIS. 0610713020001020
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Kukuh Nizar Nurvais (NIM: 200832128) has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in English Education Department.
Kudus, 10 January 2013
Skripsi Examining Committee:
Fajar Kartika, SS, M.Hum
NIS. 0610701000001191
, Chairperson
Dr. H.A. Hilal Madjdi, M.Pd.
NIS. 0610713020001020
, Member
Dra. Sri Endang Kusmaryati, M.Pd.
NIS. 0610701000001009
, Member
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001191
, Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
Nothing is impossible
Think, do and feel the results
There is no perfect world, but do not feel like the worst
DEDICATION
This skripsi dedicated to:
His beloved parents (Suyoto and Endang
Rahmawati) who always give their love, advice
and pray for him. Thanks for all.
His sister and young brothers “Yayan, Atif and
Hanif” and family who always give support for
him.
All his friends who are always loyal to the hard
and happy.
vi
ACKNOWLEDGEMENT
His special thanks must first and foremost go to Allah SWT the almighty
and the merciful for blessing, health, miracle and inspiration given to his leading
to the completion of this skripsi.
Praise and invocation are also given to our prophet, Muhammad SAW,
who is always his intercession in the end of the world. Therefore, the researcher
would express his appreciation to those who have helped him, namely:
1.
Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria University.
2.
Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.
3.
Fajar Kartika, SS, M.Hum. as the First Advisor for his best suggestion,
guidance, and motivation in finishing this skripsi.
4.
Dr. H.A. Hilal Madjdi, M.Pd. as the Second Advisor for her valuable help,
guidance, correction and suggestion for the completion of this skripsi.
5.
Supriyono, S.Pd, M.Pd. as the Headmaster of SMA 1 Gebog Kudus, who
permits him to conduct the research in his school.
6.
Rudiono, S.Pd. as the PIC of SMA 1 Gebog Kudus, who helps and facilitates
him to conduct the research in his school.
7.
The English Teacher of class X4 of SMA 1 Gebog Kudus, Mr. Sugiyanto, S.
Pd, thanks for his help, and all of the students of class X4 of SMA 1 Gebog
Kudus for helping him in collecting the data.
vii
8.
His beloved parents (Suyoto and Endang Rahmawati) who always make him
proud and spirit.
9.
His brothers, especially “Atif and Hanif”, thanks for support.
10. His family, thanks for support and affection.
11. His loyal friends (Anton, Vriska, Rindho, Yohan, Yendra, Qowi and Sakinah)
thank for your help and motivation.
Kudus, December 18th, 2012
The Researcher
viii
ABSTRACT
Nurvais, Kukuh Nizar. 2012. The Improvement of Reading Comprehension by
Using Jigsaw Technique (Classroom Action Research for the Tenth Grade
Students of SMA N Gebog Kudus in Academic Year 2012/2013). Skripsi.
English Education Department, Teacher Training and Education Faculty,
Muria Kudus University. Advisor: (i) Fajar Kartika, SS, M.Hum. (ii) Dr.
H.A. Hilal Madjdi, M.Pd
Keywords: Reading Comprehension, Jigsaw Technique
Teaching English is one of the most important teachings in Senior High
School because English is one of lesson in final examination in the last year of
Senior High School. Therefore, all students have to master English well,
especially reading comprehension. Reading comprehension has the biggest
percentage in the examination. Although reading comprehension of the tenth
grade students of SMA 1 Gebog Kudus in the academic year 2012/2013 is
categorized sufficient, but most of students still cannot reach the KKM (75).
Therefore, researcher does research to improve the students’ reading
comprehension. In this research, researcher uses Jigsaw Technique to improve
reading comprehension of the students. Jigsaw Technique is one of instructional
technique which provides opportunity for students to exchange information and
work as a team.
The objective of the research is to know if Jigsaw Technique can improve
the reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in
academic year 2012/2013.
The method used in this research is classroom action research (CAR). CAR
is one of the kind researches that are done by the teacher in the class. CAR has
four steps. Those are planning, action, observation, and analysis and reflection.
The subject of the research is the tenth grade X4 students of SMA 1 Gebog Kudus
in the academic year 2012/2013.
After doing two cycles in teaching reading, researcher finds that the
students’ reading comprehension has increasing in every cycle. The students’
reading comprehension in cycle 1 is 73.33%. The improvement score from the last
score in daily assessment to cycle 1 is 3.43%. Students’ reading comprehension in
cycle 2 reaches 85.30%. The improvement score from cycle 1 to cycle 2 is
11.97%. Beside the score, the students’ activeness also increase in cycle 2,
students become more active and focus to the materials in peer tutoring. The result
shows all students can reach the criteria standard and got excellent achievement in
cycle 2. Based on that condition, researcher decided to stop his research.
From the result of this research, researcher can conclude that Jigsaw
Technique can improve the reading comprehension of the tenth grade students of
SMA 1 Gebog Kudus in academic year 2012/2013. Then, researcher can suggests
for teacher to use Jigsaw Technique to teach her students, especially in teaching
reading.
ix
ABSTRAK
Nurvais, Kukuh Nizar. 2012. Meningkatkan Pemahaman Membaca Menggunakan
Tehnik Jigsaw (Penelitian Tindakan Kelas Untuk Siswa Kelas Sepuluh di
SMA N Gebog Kudus Pada Tahun Ajaran 2012/2013). Skripsi. Progam
Studi Pendidikan Bahasa Inggris Fakutas Keguruan dan Ilmu Pendidikan
Universitas Muria Kudus. Pembimbing: (i) Fajar Kartika, SS, M.Hum. (ii)
Dr. H.A. Hilal Madjdi, M.Pd
Kata Kunci: Pemahaman Membaca, Tehnik Jigsaw
Mengajar bahasa Inggris adalah salah satu dari pengajaran yang terpenting
di Sekolah Menengah Awal karena bahasa Inggris adalah salah satu dari pelajaran
dalam ujian terakhir di akhir tahun ajaran pada SMA. Pemahaman membaca
memiliki persentase terbesar dalam ujian. Walaupun pemahaman membaca para
siswa kelas sepuluh SMA 1 Gebog Kudus tahun ajaran 2012/2013 dikategorikan
cukup, tetapi para siswa belum mencapai KKM (75). Oleh karena itu, peneliti
melaksanakan penelitian untuk meningkatkan pemahaman membaca siswa-siswi.
Tehnik Jigsaw adalah tehnik pembelajaran yang menyediakan kesempatan kepada
para siswa untuk saling bertukar informasi dan bekerja sama dalam satu tim dalam
proses belajar mengajar melalui bertukar informasi.
Tujuan penelitian ini adalah untuk mengetahui apakah Tehnik Jigsaw dapat
meningkatkan pemahaman membaca para siswa dari kelas X4 di SMA 1 Gebog
Kudus pada tahun ajaran 2012/2013.
Metode yang dipakai penelitian ini adalah penelitian tindakan kelas (PTK).
PTK adalah penelitian yang dilakukan oleh guru didalam kelas. PTK memiliki
empat tahap. Yaitu rencana, tindakan, pengamatan, analisis dan refleksi. Subyek
dalam penelitian ini adalah siswa kelas X4 dari SMA 1 Gebog Kudus pada tahun
ajaran 2012/2013.
Setelah menjalankan dua siklus dalam mengajar reading, peneliti
menemukan pemahaman membaca siswa mempunyai peningkatan disetiap siklus.
Pemahaman membaca siswa di siklus 1 adalah 73,33%. Peningkatan dari nilai
ulangan harian terakhir ke siklus 1 adalah 3,43%. Pemahaman membaca siswa di
siklus 2 mencapai 85,30%. peningkatan nilai dari siklus 1 ke siklus 2 adalah
11,97%. Selain nilai, keaktifan para siswa juga meningkat disiklus 2, para siswa
menjadi lebih aktif dan fokus terhadap materi dalam pengajaran. Hasilnya semua
siswa mencapai KKM dan mendapat pencapaian baik sekali disiklus 2.
Berdasarkan kondisi tersebut, peneliti memutuskan untuk menghentikan
penelitiannya.
Dari hasil penelitian ini, peneliti menyimpulkan bahwa Tehnik Jigsaw
dapat meningkatkan pemahaman membaca para siswa kelas X4 di SMA 1 Gebog
Kudus pada tahun ajaran 2012/2013. Kemudian, peneliti dapat menyarankan
x
kepada guru untuk menggunakan Tehnik Jigsaw untuk mengajar para siswanya,
khususnya dalam mengajar membaca.
TABLE OF CONTENT
COVER ............................................................................................................
i
LOGO ..............................................................................................................
ii
TITLE ...............................................................................................................
iii
APPROVAL OF ADVISOR ...........................................................................
iv
APPROVAL OF COMMITTEE .....................................................................
v
MOTTO AND DEDICATION ........................................................................
vi
ACKNOWLEDGMENT ................................................................................. vii
ABSTRACT ....................................................................................................
ix
ABSTRAK ......................................................................................................
x
TABLE OF CONTENT ..................................................................................
xi
LIST OF TABLES .......................................................................................... xv
LIST OF FIGURES ......................................................................................... xvi
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I INTRODUCTION
1.1. Background of the Research .....................................................................
1
1.2. Statement of the Problem .........................................................................
5
1.3. Objective of the Research .........................................................................
5
1.4. Significance of the Research ....................................................................
6
1.5. Limitation of the Research .......................................................................
6
1.6. Operational Definition ..............................................................................
7
CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION
HYPOTHESIS
2.1 Reading .....................................................................................................
8
2.1.1 Purpose of Reading .................................................................................
8
2.1.2 Reading Comprehension ........................................................................
9
xi
2.1.3 Factors Affecting Performance in Reading Comprehension...................
10
2.1.4 Recount Text ..........................................................................................
10
2.1.5 Technique ...............................................................................................
11
2.1.6 Cooperative Learning .............................................................................
12
2.2 Jigsaw Technique ......................................................................................
12
2.2.1 The History of Jigsaw .............................................................................
14
2.2.2 The Advantages of Jigsaw Technique ....................................................
14
2.2.3 Procedures of Implementation Jigsaw Technique ..................................
15
2.3 English Teaching for Senior High School..................................................
16
2.3.1 English Teaching in SMA 1 Gebog Kudus .............................................
17
2.3.2 The Curriculum of English Teaching in SMA 1 Gebog Kudus ..............
19
2.3.3 The Material of English Teaching in SMA 1 Gebog Kudus …. .............
19
2.4 Review of Previous Research ....................................................................
20
2.5 Theoretical Framework .............................................................................
23
2.6 Action Hypothesis .....................................................................................
24
CHAPTER III METHOD OF THE RESEARCH
3.1 Setting and Characteristic of Subject of the Research ...............................
25
3.2 Variable of the Research ...........................................................................
27
3.3 Design of the Research ..............................................................................
27
3.3.1 Planning ..................................................................................................
29
3.3.2 Acting .....................................................................................................
30
3.3.3 Observing ...............................................................................................
30
3.3.4 Reflecting ...............................................................................................
30
xii
3.4 Procedure of the Research .........................................................................
31
3.5 Data Analysis .............................................................................................
38
CHAPTER IV FINDING OF THE RESEARCH
4.1 Fact Finding Analysis ................................................................................
42
4.1.1 The Result of Cycle 1 ..............................................................................
43
4.1.1.1 Planning ...............................................................................................
43
4.1.1.2 Action ..................................................................................................
43
4.1.1.3 Observation ..........................................................................................
44
4.1.1.4 Analysis and Reflection .......................................................................
49
4.1.2 The Result of Cycle 2 .............................................................................
50
4.1.2.1 Planning ...............................................................................................
50
4.1.2.2 Action ..................................................................................................
50
4.1.2.3 Observation ..........................................................................................
52
4.1.2.4 Analysis and Reflection .......................................................................
57
CHAPTER V DISCUSSION
5.1 The Improvement of Reading Comprehension by Using Jigsaw
Technique (Classroom Action Research for the Tenth Grade Students of
SMA N Gebog Kudus in Academic Year 2012/2013).............................
59
5.2 The Activities on the Tenth Grade Students of SMA 1 Gebog
Kudus in Teaching Reading Comprehension Taught by Using Jigsaw
Technique……………………………………………………………….
CHAPTER VI CONCLUSION AND SUGGESTION
xiii
60
6.1 Conclusion .................................................................................................
63
6.2 Suggestion .................................................................................................
65
BIBLIOGRAPHY ...........................................................................................
67
APPENDICES .................................................................................................
69
CURRICULUM VITAE ................................................................................. 130
xiv
LIST OF TABLES
Tabel 2.1 The Material of English Teaching for the Tenth Grade Students of
SMA Gebog Kudus in the First Semester Basic Competence.........
22
Table 3.1 The Table of Students’ Score...........................................................
27
Table 3.2 Criteria of Evaluation.......................................................................
41
Table 4.1 The Observation in Cycle 1 ............................................................
46
Table 4.2 Scoring of Students’ Achievement Test in Cycle 1 ........................
48
Table 4.3 The Observation in Cycle 2 .............................................................
53
Table 4.4 Scoring of Students’ Achievement Test in Cycle 2 ........................
55
Table 4.5 The Recapitulation Data Related to Students’ Score ......................
59
xv
LIST OF FIGURES
Figure 3.1. Cylical AR Model Based on Kemmis and McTaggart (1988) .....
29
Figure 4.1. Diagram of Interpretation Data .....................................................
59
xvi
LIST OF APPENDICES
Appendix 1 Syllabus for Teaching English of Tenth Grade of SMA 1 Gebog
Kudus in First Semester ................................................................
.......................................................................................................
69
Appendix 2 Lesson Improvement Plan Cycle 1 ..............................................
70
Appendix 4 Documentation of activities in Cycle 1 .......................................
85
Appendix 3 The Result of Observation in Cycle 1 ..........................................
86
Appendix 4 Achievement Test Cycle 1 ...........................................................
93
Appendix 5 The Lay-Out of Answer Sheet ..................................................... 100
Appendix 6 Lesson Improvement Plan Cycle 2 .............................................. 101
Appendix 7 Documentation of activities in Cycle 2 ....................................... 108
Appendix 8 The Result of Observation in Cycle 2 .......................................... 109
xvii
BY USING JIGSAW TECHNIQUE
(Classroom Action Research
for the Tenth Grade Students of SMA N Gebog Kudus
in Academic Year 2012/2013)
By
Kukuh Nizar Nurvais
NIM 2008-32-128
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE IMPROVEMENT OF READING COMPREHENSION
BY USING JIGSAW TECHNIQUE
(Classroom Action Research
for the Tenth Grade Students of SMA N Gebog Kudus
in Academic Year 2012/2013)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
KUKUH NIZAR NURVAIS
NIM 200832128
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is that to certify that the Sarjana Skripsi of Kukuh Nizar Nurvais (NIM:
200832128) has been approved by the skripsi advisor for further approval by the
Examining Committee.
Kudus, 18 September 2012
Advisor I
Fajar Kartika, SS, M.Hum
NIP. 0610701000001191
Advisor II
Dr. H.A. Hilal Madjdi, M.Pd.
NIS. 0610713020001020
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Kukuh Nizar Nurvais (NIM: 200832128) has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in English Education Department.
Kudus, 10 January 2013
Skripsi Examining Committee:
Fajar Kartika, SS, M.Hum
NIS. 0610701000001191
, Chairperson
Dr. H.A. Hilal Madjdi, M.Pd.
NIS. 0610713020001020
, Member
Dra. Sri Endang Kusmaryati, M.Pd.
NIS. 0610701000001009
, Member
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001191
, Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
Nothing is impossible
Think, do and feel the results
There is no perfect world, but do not feel like the worst
DEDICATION
This skripsi dedicated to:
His beloved parents (Suyoto and Endang
Rahmawati) who always give their love, advice
and pray for him. Thanks for all.
His sister and young brothers “Yayan, Atif and
Hanif” and family who always give support for
him.
All his friends who are always loyal to the hard
and happy.
vi
ACKNOWLEDGEMENT
His special thanks must first and foremost go to Allah SWT the almighty
and the merciful for blessing, health, miracle and inspiration given to his leading
to the completion of this skripsi.
Praise and invocation are also given to our prophet, Muhammad SAW,
who is always his intercession in the end of the world. Therefore, the researcher
would express his appreciation to those who have helped him, namely:
1.
Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria University.
2.
Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.
3.
Fajar Kartika, SS, M.Hum. as the First Advisor for his best suggestion,
guidance, and motivation in finishing this skripsi.
4.
Dr. H.A. Hilal Madjdi, M.Pd. as the Second Advisor for her valuable help,
guidance, correction and suggestion for the completion of this skripsi.
5.
Supriyono, S.Pd, M.Pd. as the Headmaster of SMA 1 Gebog Kudus, who
permits him to conduct the research in his school.
6.
Rudiono, S.Pd. as the PIC of SMA 1 Gebog Kudus, who helps and facilitates
him to conduct the research in his school.
7.
The English Teacher of class X4 of SMA 1 Gebog Kudus, Mr. Sugiyanto, S.
Pd, thanks for his help, and all of the students of class X4 of SMA 1 Gebog
Kudus for helping him in collecting the data.
vii
8.
His beloved parents (Suyoto and Endang Rahmawati) who always make him
proud and spirit.
9.
His brothers, especially “Atif and Hanif”, thanks for support.
10. His family, thanks for support and affection.
11. His loyal friends (Anton, Vriska, Rindho, Yohan, Yendra, Qowi and Sakinah)
thank for your help and motivation.
Kudus, December 18th, 2012
The Researcher
viii
ABSTRACT
Nurvais, Kukuh Nizar. 2012. The Improvement of Reading Comprehension by
Using Jigsaw Technique (Classroom Action Research for the Tenth Grade
Students of SMA N Gebog Kudus in Academic Year 2012/2013). Skripsi.
English Education Department, Teacher Training and Education Faculty,
Muria Kudus University. Advisor: (i) Fajar Kartika, SS, M.Hum. (ii) Dr.
H.A. Hilal Madjdi, M.Pd
Keywords: Reading Comprehension, Jigsaw Technique
Teaching English is one of the most important teachings in Senior High
School because English is one of lesson in final examination in the last year of
Senior High School. Therefore, all students have to master English well,
especially reading comprehension. Reading comprehension has the biggest
percentage in the examination. Although reading comprehension of the tenth
grade students of SMA 1 Gebog Kudus in the academic year 2012/2013 is
categorized sufficient, but most of students still cannot reach the KKM (75).
Therefore, researcher does research to improve the students’ reading
comprehension. In this research, researcher uses Jigsaw Technique to improve
reading comprehension of the students. Jigsaw Technique is one of instructional
technique which provides opportunity for students to exchange information and
work as a team.
The objective of the research is to know if Jigsaw Technique can improve
the reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in
academic year 2012/2013.
The method used in this research is classroom action research (CAR). CAR
is one of the kind researches that are done by the teacher in the class. CAR has
four steps. Those are planning, action, observation, and analysis and reflection.
The subject of the research is the tenth grade X4 students of SMA 1 Gebog Kudus
in the academic year 2012/2013.
After doing two cycles in teaching reading, researcher finds that the
students’ reading comprehension has increasing in every cycle. The students’
reading comprehension in cycle 1 is 73.33%. The improvement score from the last
score in daily assessment to cycle 1 is 3.43%. Students’ reading comprehension in
cycle 2 reaches 85.30%. The improvement score from cycle 1 to cycle 2 is
11.97%. Beside the score, the students’ activeness also increase in cycle 2,
students become more active and focus to the materials in peer tutoring. The result
shows all students can reach the criteria standard and got excellent achievement in
cycle 2. Based on that condition, researcher decided to stop his research.
From the result of this research, researcher can conclude that Jigsaw
Technique can improve the reading comprehension of the tenth grade students of
SMA 1 Gebog Kudus in academic year 2012/2013. Then, researcher can suggests
for teacher to use Jigsaw Technique to teach her students, especially in teaching
reading.
ix
ABSTRAK
Nurvais, Kukuh Nizar. 2012. Meningkatkan Pemahaman Membaca Menggunakan
Tehnik Jigsaw (Penelitian Tindakan Kelas Untuk Siswa Kelas Sepuluh di
SMA N Gebog Kudus Pada Tahun Ajaran 2012/2013). Skripsi. Progam
Studi Pendidikan Bahasa Inggris Fakutas Keguruan dan Ilmu Pendidikan
Universitas Muria Kudus. Pembimbing: (i) Fajar Kartika, SS, M.Hum. (ii)
Dr. H.A. Hilal Madjdi, M.Pd
Kata Kunci: Pemahaman Membaca, Tehnik Jigsaw
Mengajar bahasa Inggris adalah salah satu dari pengajaran yang terpenting
di Sekolah Menengah Awal karena bahasa Inggris adalah salah satu dari pelajaran
dalam ujian terakhir di akhir tahun ajaran pada SMA. Pemahaman membaca
memiliki persentase terbesar dalam ujian. Walaupun pemahaman membaca para
siswa kelas sepuluh SMA 1 Gebog Kudus tahun ajaran 2012/2013 dikategorikan
cukup, tetapi para siswa belum mencapai KKM (75). Oleh karena itu, peneliti
melaksanakan penelitian untuk meningkatkan pemahaman membaca siswa-siswi.
Tehnik Jigsaw adalah tehnik pembelajaran yang menyediakan kesempatan kepada
para siswa untuk saling bertukar informasi dan bekerja sama dalam satu tim dalam
proses belajar mengajar melalui bertukar informasi.
Tujuan penelitian ini adalah untuk mengetahui apakah Tehnik Jigsaw dapat
meningkatkan pemahaman membaca para siswa dari kelas X4 di SMA 1 Gebog
Kudus pada tahun ajaran 2012/2013.
Metode yang dipakai penelitian ini adalah penelitian tindakan kelas (PTK).
PTK adalah penelitian yang dilakukan oleh guru didalam kelas. PTK memiliki
empat tahap. Yaitu rencana, tindakan, pengamatan, analisis dan refleksi. Subyek
dalam penelitian ini adalah siswa kelas X4 dari SMA 1 Gebog Kudus pada tahun
ajaran 2012/2013.
Setelah menjalankan dua siklus dalam mengajar reading, peneliti
menemukan pemahaman membaca siswa mempunyai peningkatan disetiap siklus.
Pemahaman membaca siswa di siklus 1 adalah 73,33%. Peningkatan dari nilai
ulangan harian terakhir ke siklus 1 adalah 3,43%. Pemahaman membaca siswa di
siklus 2 mencapai 85,30%. peningkatan nilai dari siklus 1 ke siklus 2 adalah
11,97%. Selain nilai, keaktifan para siswa juga meningkat disiklus 2, para siswa
menjadi lebih aktif dan fokus terhadap materi dalam pengajaran. Hasilnya semua
siswa mencapai KKM dan mendapat pencapaian baik sekali disiklus 2.
Berdasarkan kondisi tersebut, peneliti memutuskan untuk menghentikan
penelitiannya.
Dari hasil penelitian ini, peneliti menyimpulkan bahwa Tehnik Jigsaw
dapat meningkatkan pemahaman membaca para siswa kelas X4 di SMA 1 Gebog
Kudus pada tahun ajaran 2012/2013. Kemudian, peneliti dapat menyarankan
x
kepada guru untuk menggunakan Tehnik Jigsaw untuk mengajar para siswanya,
khususnya dalam mengajar membaca.
TABLE OF CONTENT
COVER ............................................................................................................
i
LOGO ..............................................................................................................
ii
TITLE ...............................................................................................................
iii
APPROVAL OF ADVISOR ...........................................................................
iv
APPROVAL OF COMMITTEE .....................................................................
v
MOTTO AND DEDICATION ........................................................................
vi
ACKNOWLEDGMENT ................................................................................. vii
ABSTRACT ....................................................................................................
ix
ABSTRAK ......................................................................................................
x
TABLE OF CONTENT ..................................................................................
xi
LIST OF TABLES .......................................................................................... xv
LIST OF FIGURES ......................................................................................... xvi
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I INTRODUCTION
1.1. Background of the Research .....................................................................
1
1.2. Statement of the Problem .........................................................................
5
1.3. Objective of the Research .........................................................................
5
1.4. Significance of the Research ....................................................................
6
1.5. Limitation of the Research .......................................................................
6
1.6. Operational Definition ..............................................................................
7
CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION
HYPOTHESIS
2.1 Reading .....................................................................................................
8
2.1.1 Purpose of Reading .................................................................................
8
2.1.2 Reading Comprehension ........................................................................
9
xi
2.1.3 Factors Affecting Performance in Reading Comprehension...................
10
2.1.4 Recount Text ..........................................................................................
10
2.1.5 Technique ...............................................................................................
11
2.1.6 Cooperative Learning .............................................................................
12
2.2 Jigsaw Technique ......................................................................................
12
2.2.1 The History of Jigsaw .............................................................................
14
2.2.2 The Advantages of Jigsaw Technique ....................................................
14
2.2.3 Procedures of Implementation Jigsaw Technique ..................................
15
2.3 English Teaching for Senior High School..................................................
16
2.3.1 English Teaching in SMA 1 Gebog Kudus .............................................
17
2.3.2 The Curriculum of English Teaching in SMA 1 Gebog Kudus ..............
19
2.3.3 The Material of English Teaching in SMA 1 Gebog Kudus …. .............
19
2.4 Review of Previous Research ....................................................................
20
2.5 Theoretical Framework .............................................................................
23
2.6 Action Hypothesis .....................................................................................
24
CHAPTER III METHOD OF THE RESEARCH
3.1 Setting and Characteristic of Subject of the Research ...............................
25
3.2 Variable of the Research ...........................................................................
27
3.3 Design of the Research ..............................................................................
27
3.3.1 Planning ..................................................................................................
29
3.3.2 Acting .....................................................................................................
30
3.3.3 Observing ...............................................................................................
30
3.3.4 Reflecting ...............................................................................................
30
xii
3.4 Procedure of the Research .........................................................................
31
3.5 Data Analysis .............................................................................................
38
CHAPTER IV FINDING OF THE RESEARCH
4.1 Fact Finding Analysis ................................................................................
42
4.1.1 The Result of Cycle 1 ..............................................................................
43
4.1.1.1 Planning ...............................................................................................
43
4.1.1.2 Action ..................................................................................................
43
4.1.1.3 Observation ..........................................................................................
44
4.1.1.4 Analysis and Reflection .......................................................................
49
4.1.2 The Result of Cycle 2 .............................................................................
50
4.1.2.1 Planning ...............................................................................................
50
4.1.2.2 Action ..................................................................................................
50
4.1.2.3 Observation ..........................................................................................
52
4.1.2.4 Analysis and Reflection .......................................................................
57
CHAPTER V DISCUSSION
5.1 The Improvement of Reading Comprehension by Using Jigsaw
Technique (Classroom Action Research for the Tenth Grade Students of
SMA N Gebog Kudus in Academic Year 2012/2013).............................
59
5.2 The Activities on the Tenth Grade Students of SMA 1 Gebog
Kudus in Teaching Reading Comprehension Taught by Using Jigsaw
Technique……………………………………………………………….
CHAPTER VI CONCLUSION AND SUGGESTION
xiii
60
6.1 Conclusion .................................................................................................
63
6.2 Suggestion .................................................................................................
65
BIBLIOGRAPHY ...........................................................................................
67
APPENDICES .................................................................................................
69
CURRICULUM VITAE ................................................................................. 130
xiv
LIST OF TABLES
Tabel 2.1 The Material of English Teaching for the Tenth Grade Students of
SMA Gebog Kudus in the First Semester Basic Competence.........
22
Table 3.1 The Table of Students’ Score...........................................................
27
Table 3.2 Criteria of Evaluation.......................................................................
41
Table 4.1 The Observation in Cycle 1 ............................................................
46
Table 4.2 Scoring of Students’ Achievement Test in Cycle 1 ........................
48
Table 4.3 The Observation in Cycle 2 .............................................................
53
Table 4.4 Scoring of Students’ Achievement Test in Cycle 2 ........................
55
Table 4.5 The Recapitulation Data Related to Students’ Score ......................
59
xv
LIST OF FIGURES
Figure 3.1. Cylical AR Model Based on Kemmis and McTaggart (1988) .....
29
Figure 4.1. Diagram of Interpretation Data .....................................................
59
xvi
LIST OF APPENDICES
Appendix 1 Syllabus for Teaching English of Tenth Grade of SMA 1 Gebog
Kudus in First Semester ................................................................
.......................................................................................................
69
Appendix 2 Lesson Improvement Plan Cycle 1 ..............................................
70
Appendix 4 Documentation of activities in Cycle 1 .......................................
85
Appendix 3 The Result of Observation in Cycle 1 ..........................................
86
Appendix 4 Achievement Test Cycle 1 ...........................................................
93
Appendix 5 The Lay-Out of Answer Sheet ..................................................... 100
Appendix 6 Lesson Improvement Plan Cycle 2 .............................................. 101
Appendix 7 Documentation of activities in Cycle 2 ....................................... 108
Appendix 8 The Result of Observation in Cycle 2 .......................................... 109
xvii