IMPROVING STUDENTS’ READING COMPREHENSION THROUGH JIGSAW TECHNIQUE IN SMP NEGERI 2 NGRAMPAL, SRAGEN Improving Students’ Reading Comprehension Through Jigsaw Technique In SMP Negeri 2 Ngrampal, Sragen In The Academic Year Of 2011/2012.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH
JIGSAW TECHNIQUE IN SMP NEGERI 2 NGRAMPAL, SRAGEN
IN THE ACADEMIC YEAR OF 2011/2012

THESIS

Submitted to
Department Of Language Study
Post Graduate Program Of Universitas Muhammadiyah Surakarta
to Complete The One of Regulations for Master’s Degree in English
Language Study

Composed by:

SUWANDI
NIM S 200090049

DEPARTMENT OF LANGUAGE STUDY
POST GRADUATE PROGRAM
UNIVERSITAS MUHAMMADIYAH SURAKARTA

2012

MOTTO

The mediocre teacher tells
Good teacher explains
Superior teacher demonstrates
Great teacher inspires
(Ralph Waldo Emerson)

v

DEDICATION

With very humble, the writer dedicates this thesis very specially to:
1. The parents for all their countless giving.
2. The wife, children and all of my families for the moral, spiritual and
financial support
3. All of the colleages.
4. Alumni.

vi

ABSTRAK
Suwandi, S 200090049. Improving Students’ Reading Comprehension through
Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic Year of
2011/2012. Universitas Muhammadiyah Surakarta. Tesis. 2012.
Tujuan dalam tesis ini adalah 1) meningkatkan kemampuan membaca
komprehensif pada siswa SMP N 2 Ngrampal Sragen dengan menggunakan
jigsaw, 2) mengetahui efektivitas jigsaw dalam meningkatkan kemampuan
membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen, dan 3)
mengetahui kekuatan dan kelemahan dalam meningkatkan kemampuan membaca
komprehensif pada siswa SMP N 2 Ngrampal Sragen.
Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Lokasi penelitian ini
di SMP N 2 Ngrampal Sragen, tepatnya kelas VIII/F. Subjek penelitian ini adalah
siswa kelas VIII/F di di SMP N 2 Ngrampal Sragen pada tahun pelajaran
2011/2012 sebanyak 36 anak. Pengumpulan data dilakukan dengan observasi,
wawancara, dokumentasi dan tes.
Hasil penelitian ini adalah 1) jigsaw mampu meningkatkan kemampuan membaca
komprehensif pada siswa SMP N 2 Ngrampal Sragen, 2) efektivitas jigsaw dalam

meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2
Ngrampal Sragen, sangat tinggi, 3) kekuatan jigsaw adalah siswa menjadi aktif
dan kerja sama dalam pembelajaran Bahasa Inggris. Sedangkan kelemahan
jigsaw adalah bagi siswa yang kurang cerdas, belum ada kemampuan dalam
mengikuti pembelajaran. Saran dalam penelitian ini adalah 1) guru seharusnya
menggunakan berbagai metode pembelajaran sesuai dengan materi pelajaran dan
fasilitas, 2) siswa seharusnya bekerja sama dan berdiskusi sesuai dengan materi
pelajaran, mengajukan pertanyaan dan mengerjakan tugas.
Kata kunci

: Kemampuan Membaca Komprehensif, Jigsaw

vii

ABSTRACT
Suwandi, S 200090049. Improving Students’ Reading Comprehension through
Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic Year of
2011/2012. Muhammadiyah University of Surakarta. Thesis. 2012.
The objectives of the study are 1) to improve the students’ ability in
comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency by using

Jigsaw, 2) to have the effectiveness of Jigsaw in improving the students’ ability in
comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency, and 3) to
have the strength and the weakness of Jigsaw in improving the students’ skill in
comprehending reading texts at SMPN 2 Ngrampal Sragen Regency.
This is a Class Action Research (CAR). This research is held in the SMP N 2
Ngrampal, Sragen Regency, notably in class VIII/F. The subject is the student of
class VIII/F in SMP Negeri 2 Ngrampal in the Academic Year of 2011/2012, as
36 persons. Collecting data are using observation, interview, documentation, and
test.
The result of this research are 1) Jigsaw improved the students’ ability in
comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency, 2) The
effectiveness of Jigsaw in improving the students’ ability in comprehending
reading texts at SMP N 2 Ngrampal, Sragen Regency was very high, 3) The
strength of Jigsaw that the students become active and cooperative in learning
English. Meanwhile, the weakness was incompetent for shabby students during
learning English. The suggestion for this research are 1) Teacher could do
learning with various methods according to the subject matter and the facilities,
and 2) Students could cooperate and discuss about the subject matter, ask the
questions and do the tasks.
Key words

: Reading Comprehension, Jigsaw.

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ACKNOWLEDGMENT
Alhamdulillaahirobbil’aalamiin, praise dan grateful to Alloh Swt. for al ot
of graces and opurtunities so the writer is able to continue the study on the higher
education on Muhammadiyah University of Surakarta. In this study, the writer
composes the thesis with the titel ”Improving Students’ Reading Comprehension
through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic
Year of 2011/2012”. During following the education and composing this thesis,
the writer would like to thank to.
1. Prof. Dr. Bambang Setiaji, as the Head of Muhammadiyah University of
Surakarta, for the opportunity to follow this higher education on Education
Management Program

of Postgraduate Program on Muhammadiyah

University of Surakarta.

2. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum., as the Directur of Postgraduate
Program on Muhammadiyah University of Surakarta, for the educational
services in following higher education on Education Management Program of
Postgraduate Program on Muhammadiyah University of Surakarta.
3. Prof. Dr Joko Nurkamto, M.Pd. as the First Counselor and Drs. Maryadi,
M.A. as the Second One for giving the guidances and directions during
composing this thesis.
4. All of the colleages in SMP Negeri 2 Ngrampal, Sragen.
5. All of the students in SMP Negeri 2 Ngrampal, Sragen
6. All of the lectures in Education Management Program of Postgraduate
Program on Muhammadiyah University of Surakarta who have accomplished
the knowledges.

Surakarta, August 2012

ix

ACKNOWLEDGMENT
Alhamdulillaahirobbil’aalamiin, praise dan grateful to Alloh Swt. for al ot
of graces and opurtunities so the writer is able to continue the study on the higher

education on Muhammadiyah University of Surakarta. In this study, the writer
composes the thesis with the titel ”Improving Students’ Reading Comprehension
through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic
Year of 2011/2012”. During following the education and composing this thesis,
the writer would like to thank to.
1. Prof. Dr. Bambang Setiaji, as the Head of Muhammadiyah University of
Surakarta, for the opportunity to follow this higher education on Education
Management Program

of Postgraduate Program on Muhammadiyah

University of Surakarta.
2. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum., as the Directur of Postgraduate
Program on Muhammadiyah University of Surakarta, for the educational
services in following higher education on Education Management Program of
Postgraduate Program on Muhammadiyah University of Surakarta.
3. Prof. Dr Joko Nurkamto, M.Pd. as the First Counselor and Drs. Maryadi,
M.A. as the Second One for giving the guidances and directions during
composing this thesis.
4. All of the colleages in SMP Negeri 2 Ngrampal, Sragen.

5. All of the students in SMP Negeri 2 Ngrampal, Sragen
6. All of the lectures in Education Management Program of Postgraduate
Program on Muhammadiyah University of Surakarta who have accomplished
the knowledges.

Surakarta, August 2012

SUWANDI

ix

CONTENTS

Tittle Page ------------------------------------------------------------------------

i

The Agreement of the First Counselor ---------------------------------------

ii

The Agreement of the Second Counselor -----------------------------------

iii

The Statement of the Thesis Originality -------------------------------------

iv

Motto -----------------------------------------------------------------------------

v

Dedication ------------------------------------------------------------------------

vi

Abstrak ---------------------------------------------------------------------------

vii

Abstract ---------------------------------------------------------------------------

viii

Acknowledgment ---------------------------------------------------------------

ix

Contents --------------------------------------------------------------------------

x

List of Pictures ------------------------------------------------------------------

xiii

List of Tables --------------------------------------------------------------------

xiv

List of Appendices --------------------------------------------------------------

xv

CHAPTER I INTRODUCTION
A. Background of the Study ---------------------------------------------

1

B. Problem Statement ----------------------------------------------------

7

C. Objectives of the Study -----------------------------------------------

8

D. Benefits of Study-------------------------------------------------------

8

CHAPTER II THEORETICAL REVIEW
A. Language Teaching ----------------------------------------------------

10

B. Teaching Reading and Reading Comprehension ------------------

11

x

C. Jigsaw--------------------------------------------------------------------

15

D. Genre and Narrative Text ---------------------------------------------

20

E. Previous Research -----------------------------------------------------

23

F. Rationale (Theoretical Frame Work) -------------------------------

25

G. Hypothesis --------------------------------------------------------------

27

CHAPTER III RESEARCH METHOD
A. Place and Time ---------------------------------------------------------

29

B. Subject of the Research -----------------------------------------------

29

C. Technique of Collecting Data ----------------------------------------

30

D. Technique of Data Analysis ------------------------------------------

31

E. Indicator -----------------------------------------------------------------

32

F. Research Procedure ----------------------------------------------------

33

CHAPTER IV RESEARCH RESULTS AND DISCUSSION OF
THE FINDING
A. Research Results -------------------------------------------------------

36

1. Former Condition -------------------------------------------------

36

2. Description of the First Cycle-----------------------------------

37

3. Description of the Second Cycle -------------------------------

42

4. Description of the Third Cycle ---------------------------------

46

B. Discussion of the Research Findings -------------------------------

51

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion --------------------------------------------------------------

58

B. Implication --------------------------------------------------------------

59

xi

C. Suggestion --------------------------------------------------------------

59

BIBLIOGRAPPY ---------------------------------------------------------------

60

xii

LIST OF PICTURES

1. Schema 2.1 The frame work of the research -----------------------

27

2. Schema 3.1 Lewin’s model in action research---------------------

33

xiii

LIST OF TABLES

1. Table 2.1. The kinds and characteristics of genre ----------------

21

2. Table 2.2. The subject in each cycle --------------------------------

27

3. Table 3.1. The schedule of research activities ---------------------

29

4. Table 4.1 The result of students’ examination ---------------------

51

xiv

LIST OF APPENDICES

1. First Appendix. Learning Preparation on Pre Cycle --------------

62

2. Second Appendix. Learning Preparation on The First Cycle ----

64

3. Third Appendix. Learning Preparation on The Second Cycle --

72

4. Fourth Appendix. Learning Preparation on The Third Cycle ---

80

5. Fifth Appendix. Groups Distribution -------------------------------

89

6. Sixth Appendix. The Result of Written Test -----------------------

90

7. Seventh Appendix. Reading Texts on The First Cycle -----------

91

8. Eight Appendix. Reading Texts on The Second Cycle -----------

93

9. Ninth Appendix. Reading Texts on The Third Cycle ------------

95

10. Tenth Appendix. The Instrument of Written Test on
The First Cycle ---------------------------------------------------------

98

11. Eleventh Appendix. The Instrument of Written Test on
The Second Cycle ------------------------------------------------------

102

12. Twelfth Appendix. The Instrument of Written Test on
The Third Cycle --------------------------------------------------------

106

13. Thirtheen Appendix. The Pictures-----------------------------------

111

xv