5 learning method has important role. It is because by applying the method, there
are a lot of learning activities that can be done by the students. According to Broudy and John 1969 “method refers to a set procedure that is carried out
according to some rules” p.9. They add that “the rule prescribes that in a certain class of situation, for example, the teaching of reading, steps are to be taken in a
certain sequence, and that the procedures are to use certain materials in certain ways at certain time” 1965: 9.
The researcher tried to find the solution of the problem faced. The researcher chose jigsaw method as a solution of the problem. Aronson 2002,
states “jigsaw classroom is like a jigsaw puzzle, each piece-each student‟s part- is essential for the completion and fill understanding of the final product” p.114.
By using jigsaw method, the students will take part in the whole learning activity because they have responsibility to understand and master their own part. Then,
they will complete the information from other parts. Therefore, the researcher needs to do a research about: “The Implementation of Jigsaw Method to Develop
Better Learning Activity for Improving Reading Competence in SMP St. Vinc
entius Sedayu.”
B. Problem Formulation
The research is conducted to answer the question below: How is the use of jigsaw method implemented to develop better learning activity for improving
reading competence in SMP St. Vincentius Sedayu? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
C. Problem Limitation
The research will be limited on the use of jigsaw method to encourage better learning activity for improving reading competence in SMP St. Vincentius
Sedayu. There were 33 students in the class. The class is heterogeneous class. Jigsaw method is a method that deals with reading. The researcher expects
that the alternative method will develop better learning activity. Jigsaw is chosen to stimulate the students to take part in learning teaching process so that they can
achieve their learning goals.
D. Research Objective
The research was intended to examine the process of how the use of jigsaw method is implemented to develop better learning activity for improving reading
competence in SMP St. Vincentius Sedayu.
E. Research Benefits
This research was expected to give benefits to:
1. The English Teacher of SMP Pangudi Luhur St. Vincentius Sedayu
The result of this research was expected to give information about the use of jigsaw method to develop better learning activity for improving reading
competence. This method could be the reference to develop learning activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
2. The Seventh Grade Students of SMP Pangudi Luhur St. Vincentius
Sedayu
The researcher expected that this research will be useful for the students to develop better learning activity since the students become active learners. Besides,
by taking part in the learning teaching process, the students will achieve their learning goal and outcomes. Moreover, they can improve their reading
competence. It also increases the critical thinking of the students. It is because by using jigsaw method, the students will discuss the material in the groups. Then,
they will give their opinion and arguments about the material to their friends in the groups that make them think critically.
3. Future Researchers
The research may give contribution to the method of research. This research may give a view about the action research that will be conducted in the
future in order to conduct a new research or evaluate the result of the implementation of jigsaw method to develop better learning activity for improving
reading competence. In the future, the future researchers can implement other method to develop better learning activity for improving reading competence.
F. Definition of Terms
To make clear the definition of some terms, the researcher clarifies the following:
8
1. Jigsaw Method
According to Slavin 2005, Jigsaw method is a method that pointed in students‟ participation. Aronson and Patnoe 1997 explain that “jigsaw is most
powerful and appropriate in situation where learning is from text-based-material such as social studies, literature, or science that can be divided equally among
students” p.22. It means that jigsaw is an appropriate method to learn and teach reading. In this study, jigsaw means a method which improves students‟ learning
activity through the material and process of learning. First of all, students will be divided into 4-5 as home groups. Then, every member of the group should be
given the different kind material to carry. Students who have similar material will join and gather in expert group. After mastering the material they come back to
their own home group and share the knowledge that they have gotten to their teammates.
2. Learning Activity
According to European Commission 2006, learning activities are any activities of an individual organized with the intention to improve hisher
knowledge, skills and competence p.9. The effective learning activity can be designed as an active learning. Bonwell and Eison 1991 describe active learning
as involving students in doing things and thinking about the things they are doing as cited in Fink, 2003: 16.
3. Reading Competence
Kustaryo 1988 states that “reading as the meaningful interpretation of the printed or written verbal symbols” p.2. To be able to interpret the meaning
9 fluently, people should have reading competence. According to Urquhart and
Weir 1998, reading is the process of receiving and interpreting information encoded in language form via the medium of print. In this research, students‟
reading competence refers to the ability of students to understand the information in a text.
4. Class VII B of SMP Pangudi Luhur St. Vincentius Sedayu
The researcher conducted the research for class VII B of SMP Pangudi Luhur St. Vincentius Sedayu. This class was heterogeneous class. There were 33
students in this class. In reading activity, students looked bored and inattentive to follow the activity. They needed more learning activities so that they could
participe and contribute actively in the learning teaching process. Furthermore, their reading competence was low.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes some theories which are related to the research. This chapter is divided into two parts, namely the theoretical
description and the theoretical framework.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related to the research.
1. Learning Activity
In learning teaching process, a teacher needs a set of learning activity so that students can achieve learning goals. Based on Wasserman et al., “learning
activities are designed to develop learning that supports course outcomes” p.277.
According to European Commission 2006, “learning activities are any activities of an individual organized with the intention to improve hisher knowledge, skills,
and competence” p.9. Besides, Innovative Teaching and Learning ITL Research states that “a learning activity is any task that students do as part of their
school- related work” p.2. Meyers and Jones 1993 say that “learning activity
derives from two basic assumptions: 1 that learning is by nature an active PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11 endeavor and 2 that different people learn in different ways” as cited in CELT,
2010. In active learning, the students have opportunity to give their contribution.
Meyers Jones 1993 state “active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content,
ideas, issues, and concerns of an academic subject” p.6. Active learning involves the students to think and do something that they learn. Bonwell and Eison 1991
describe active learning as “involving students in doing things and thinking about the things they are doing. By „doing things‟, they are referring to activities such as
debates, simulations, guided design, small group problem solving, case studies, e
tc.” as cited in Fink, 2003: 16. Moreover, Michel et al. 2009 define “active learning as a broadly inclusive term, used to describe several models of
instruction that hold learners responsible for their own learning” p.398.
Figure 2.1. Characteristics of active learning Fink, 2003 characteristics
of active learning
student centered
knowledge structures
changing collaborative
to independent
learning style open
decentralized classroom
contextualized knowledge
small group setting
students dialogue
transformatio nal
12 The figure 2.1. shows some characteristics of active learning as a better
learning activity based on Fink 2003. Besides, a study shows that “students learn
more and retain their learning longer if they acquire it in an active rather than a passive manner” Fink, 2003: 16. Moreover, Bonwell and Eison 1991, also
state the characteristics of active learning as cited in Michel 2009, as follow:
Figure 2.2. Characteristics of active learning Bonwell and Eison, 1991
In this research, the characteristics of active learning based on Fink 2003 that were related to the study were student centered, small group setting, and
students‟ dialogue. It was because jigsaw method provides an opportunity to the students to work and discuss in groups. Besides, the activities made the students
took part in the whole learning activities. Furthermore, based on Bonwell and Eison 1991, the characteristics of active learning that were related to this study
were students involved more than listening, students were involved in higher- order thinking analysis, synthesis, evaluation, students were engaged in
activities e.g. reading, discussion, writing, and emphasized on students exploration of their own attitudes, values, and prior experiences.
characteristics of active
learning
involved more than listening
less emphasize on transmitting
information
emphasize on extending
students skills and ideas
students are involved in higher-
order thinking students are
engaged in activities
emphasize on students
exploration
13 The learning activities provide students to do more than just listen. They
have to read, write, discuss, or be engaged in solving problems. Bonwell Eison 1991 say, to be actively engaged, students must engage in higher order thinking
tasks such as analysis, synthesis, and evaluation. National Training Laboratories NTL shows the learning pyramid as follows:
Figure 2.3. Learning pyramid
According to National Training Laboratories NTL, the students who get the information from lecturing can only remember 5 of the information. When
the students learn from reading, they only remember the information 10. Meanwhile, the students who learn from audiovisual get 20 information.
Besides, the students will get 30 information from demonstration. By getting the information from discussion, the students can get 50 information. Furthermore,
the students will remember the information from 75 up to 90 by practice doing and teaching others. Thus, the active learning can be called if the students
get the information from discussion, practice doing, and teach others. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 Active learning provides various practices, such as pausing in lectures for
students to consolidate their notes, interspersing short writing exercises in class, facilitating small-group discussions within the larger class, incorporating survey
instruments, quizzes, and student self-assessment exercises into the course, leading laboratory experiments, taking field trips, and using debates, games, and
role play. Bonwell and Eison 1991 as cited in Michel et al. 2009 state that: Active learning provides some benefits, as follows; students are more
involved than in passive listening, students are engaged in activities such as reading, discussing, and writing, student motivation is increased,
students can receive immediate feedback, and students may engage in higher-order thinking, such as analysis, synthesis, and evaluation.
In designing the learning activity, the teacher can choose and use an appropriate method. In this research, the researcher chooses jigsaw method to
develop better learning activity for improving reading competence. Jigsaw is one of additional learning methods to develop active learning as a better learning
activity.
2. Jigsaw Method
The researcher divides the explanation of jigsaw method into three parts. They are definition, learning activity, and benefits.
a. Definition
Jigsaw is one of cooperative learning methods. It had implemented by Elliot Aroson with their friends from Texas University Coffey: 2008. Jigsaw is
an appropriate method of learning and teaching reading so that students can improve their reading competence. According to Aronson and Patnoe 1997,
“jigsaw is most powerful and appropriate in situations where learning is from text- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 based material-such as social studies, literature, or science-that can be divided
equally among students” p.22. Jigsaw method provides some activities that can be done by the students.
The students will be gathered in different forms of groups. Hakkarainen 1992 elaborates the name of jigsaw method “students are organized like pieces in a
jigsaw to form different kinds of groups, where each student piece must be part of the solution to jigsaw puzzle” p.3. It signifies that each student has
responsibility to expert the material as a piece of the puzzle to complete the information to their teammates.
b. Learning Activity
Jigsaw method provides better learning activity to the students. The learning activity changes the students become active learners. In jigsaw method,
the teacher provides one unit that is divided into several parts as many as the group members. Then, the students will be divided into several groups. The group
should be heterogeneous groups. Based on Trianto 2010, in jigsaw method, teacher creates heterogeneous group which consist of students with multiple
ability level. Slavin 1995 states that students work in heterogeneous teams, as in Student Teams
–Achievement Divisions STAD and Teams-Games-Tournaments TGT which are also cooperative learning method. The name of the first group
form is called home group. Every member of the group has different part. They have their responsibility to learn their parts. Then, the students move to a new
group which is called expert group to gather with the other friends who have the same parts.
16 In the expert group, the students discuss the material and prepare the
presentations for their home group friends. After they have mastered their material, they return to their home group to teach their parts. Aronson and Patnoe
1997 state that “this process made it imperative that the children treat each other as resources” p.8. They add that “students who grasp the material quickly are
vital resources in helping slower students learn the material” p.42. After every student has learnt the material one another in their home
group, the students are given a quiz which covers all materials. The quiz is used to measure the students‟ understanding and improvement of the materials that they
have learnt in their groups.
c. Benefits
Jigsaw method gives some benefits to the students. First, it can improve students‟ self-esteem. Slavin 1995 states “students are made to feel important
because they have information that is indispensable to the group” p.20. Second, it engages the students to participate in the learning teaching process. Slavin
1995 describes “another way to insure participation is to make students expert on some parts of the topic, as in group investigation, co-op, and jigsaw, by having
them do research on their area of expertise. Besides, Aronson et al. 1978 say that jigsaw “provides opportunities for students to work in racially and culturally
mixed groupings in a way facilitating interracial and intercultural trust and acceptance while promoting the academic achievement of minority students” as
cited in Kessler 1992, p.137. Aronson and Shelley 2011 say that “in any
classroom situation, jigsaw method curbs some of the undesirable aspects of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 excessive competition and increases the interest children have in cooperating with
one another” p.13. Furthermore, jigsaw method also gives some activities to the students to
improve their competence. In reading activity, the students will master their text by discussing it in the expert group. After mastering the text, they will teach their
teammates in the h ome group. Kessler 1992 states that “Jigsaw provides an
excellent learning environment for the acquisition of language through relevant content, the development of academic skills through carefully structured reading
and writing activities, and the exploration of relevant content through use of purposeful talk in the classroom” p.137. Providing reading activity, jigsaw
method requires the students to retell and paraphrase that can involve their reading competence.
3. Reading Competence
The researcher divides the explanation of the reading competence in four parts. They are the nature of reading, the purposes of reading, reading strategies,
and the principles of learning to reading.
a. The Nature of Reading
Reading is perception that represents language, language skill, cognitive skill, and knowledge. Nuttal 1982 says “reading as the meaningful interpretation
of the printed or written verbal symbols” as cited in Simanjuntak, 1988, p.14. Simanjuntak 1988
says that “every learner, who wants to be able to read fluently, must develop herhis reading skill over time and with a great deal of
practice” p.12. Reading skill can be improved through the practice that is given PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 continually. Simanjuntak adds “reading is a skill which must be developed, and
can only be developed, by means of extensive and continual practice.” Here, the use of learning activity is important to support students in improving reading skill
and competence.
b. Purposes of Reading
Wallace 1992 mentions that there are some purposes of reading. The purposes are reading for survival, learning, and pleasure. Firstly, reading for
survival is to find out the information on a strictly utilitarian basis. It involves an immediate response of situation. Second, reading for learning usually happens in
the academic context in which the readers search, read, and find the information in order to learn something new from the texts. The last is reading for pleasure. It‟s
done for the readers‟ own sake. It means that the readers have their own choice to read or not.
c. Reading Strategies
Reading strategy is used to interact effectively with the text. According to Wallace 1992, “strategies involve ways of processing text which will vary with
the nature of text, the reader‟s purpose, and the context of situation” p. 59. With
reading strategies, it helps readers to relate their existing knowledge to the text they are reading.
Based on Wallace 1992, those strategies are divided into three parts. They are pre-reading, while-reading, and post-reading. In the pre-reading strategy,
students will stimulate students‟ prior knowledge about a topic and make connection between their prior knowledge and what they will learn. Beers 2003
19 states that “pre-reading strategies focus on active engagement with the text help
struggling readers do what good readers do, think all throughout the reading process, not just at the conclusion” p.101. Wallace 1992 says that pre-reading
activities simply consist of questions to which the reader is required to find the answer from the text. Therefore, the students can make predictions about what
they are going to learn from the text. The second strategy is while-reading strategy. While-reading is done
during the reading process. In this process, students should be required to practice continually and applying the comprehension strategy. Wallace 1992 states
“generally the aim of while-reading activities is to encourage learners to be flexible, active, and reflective readers” p.9. The examples of while-reading
strategy are coding text, encouraging student-to-student conversation, re-reading, and story mapping.
The last strategy is post- reading. Based on Wallace 1992, “kind of post-
reading activity consisted of questions which followed a text. Multiple choice questions can be answered without the reference to the text at all-the reader need
only draw on existing schematic knowledge” p.100. By dividing instruction into pre-reading, during reading, and post-reading, teacher can design learning
activities for each stage that will improve reading competence.
d. The Principles of Learning to Reading
In improving the reading competence, the students should apply the principles of learning to reading. Shepherd 1978 states that there were 10
principles which students should master as cited in Simanjuntak, 1988, p.16. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 1.
The students have to have motivation to learn. By practice, the students will improve their reading competence. However, it will be useless if there is no
motivation. Shepherd 1978 states “...if the student does not read because of a
lack of a purpose and a motivation, he does not get the practice he needs in reading skills.” By using jigsaw method, the students will be motivated to learn
and practice reading. It is because jigsaw method provides opportunity to the students to be experts of their own groups.
2. Learning must have meaning for the learner. The students have to be able to
understand the information and determine it. In jigsaw method, students will be invited to understand their text deeper in the expert group. So, it will be easier for
the students to get the meaning from the text. 3.
A background of experience and knowledge is necessary for learning. The ideas of the texts should be connected with the existing material and information.
So, the students will not be confused to get the meaning. Although, in jigsaw method, the students will learn and share in a group. So, they can develop their
existing material and get the new material. 4.
The students have to be active in the learning. Shepherd 1978 states “learning to read is not a passive process.” It means that the students should
develop themself in the learning. The use of jigsaw method provides a lot of activities to the students so that they can be active learners.
5. Learning requires the forming of habits. Shepherd 1978 states “For the
student to become an efficient reader, many of the skill must be so well developed that they function smoothly and simply.”
21 6.
Much learning is by association. The students will learn the language from their oral knowledge. Shepherd 1978 says that “the student learns first to use and
understand language through listening and speaking.” Jigsaw method provides the activity for the students so that they can speak and listen to their friends in the
group. So, they can learn the language from speaking and listening their friends. 7.
Learning requires practice. In reading by using jigsaw method, the students will practice their reading. They will understand their reading with their friend in
the group. 8.
Favorable attitudes are important to effective reading. Shepherd 1978 states “students who have difficulty in reading and who develop negative attitudes
toward the reading act will find it difficult to use reading as an effective learning tool.” Jigsaw method helps the students to gather in groups. The students who
have difficulty in reading will be helped with other students in the group. 9.
Reading capabilities are different for each student. In jigsaw method, the students will be gathered in heterogeneous groups. It will help the students to
improve their reading competence. The student who has low capabilities in reading will be helped with the students with high capabilities in the group. The
students will cooperate in improving their capabilities in reading. 10.
Reason for reading is important to be an effective reader. Shepherd 1978 states that “in reading skill development the student needs to understand the
importance and the usefulness of each skill.” Shepherd 1978 adds “he needs to understand how the skills can increase his reading competence.”
22 The principles of learning to reading are very important for the students to
apply. Therefore, the teacher needs to apply jigsaw method as an innovative learning method in order to make improvement for the students in reading
competence.
B. Theoretical Framework
The students has important role in learning teaching process. They should contribute and participate so that the learning teaching process works well. The
teacher should create a learning activity so that all students can take part in the learning teaching process. The students of class VII B SMP Pangudi Luhur St.
Vincentius Sedayu needed more practices in reading since they had limited learning activity. Furthermore
, the students‟ reading competence was low. In this thesis, the researcher would answer a research question based on
the several related theories described in the theoritical desciption part. The research question is about the implementation of jigsaw method to develop better
learning activity for improving reading competence in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. Additionally, in answering the research
question, the researcher synthetizes the theory of jigsaw method and learning activity.
First, the researcher employs the theory of jigsaw method from Slavin 1995 who states that in jigsaw method the students will be given opportunity to
expert some parts which make them participate actively in the learning teaching process. By becoming the experts, the students will understand the material
23 deeper then they will explain to their teammates in the groups. Besides, the groups
in jigsaw method are designed as haterogeneous groups which consist of some students with different ability level. Furthermore, Aronson et al. 1978 say that
jigsaw method gives opportunities for the students to work in different racial and cultural group to facilitate trust and acceptance and promote the achievement of
minority students. In addition, the implementation of jigsaw method creates better learning
activity for the students to improve their reading competence. Wasserman et al. state that learning activities are designed to support course outcomes. Besides,
European Commission 2006 adds that learning activities are any activities to improve knowledge, skills and competence. By participate and contribute actively
in the learning activity, the students will learn and retain their learning longer. Moreover, Fink 2003 notes that the students will learn more and remember their
learning longer if they acquire in an active manner. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology that is used to conduct the research. This chapter is divided into six sections. They are the research method,
the research setting, the research participants, the research instruments and the data gathering technique, the data analysis technique, and the research procedure.
A. Research Method
