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IMPROVING STUDENTS‟ READING SKILL BY USING JIGSAW
TECHNIQUE
(A Collaborative Action Research Conducted to the First Grade Students of
MA PPMI Assalaam Sukoharjo in the Academic Year of 2010/2011)
A Thesis
By:
Sri Wachyuningsih
K2207043
Submitted to the Teacher Training and Education Faculty of SebelasMaret
University as a Fulfillment of the Requirements for Achieving the
Undergraduate Degree of Education in English
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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PRONOUNCEMENT
I would like to certify that the thesis entitled “Improving Students‟
Reading Skill by Using Jigsaw Technique (A Collaborative Action Research
Conducted to the First Grade Students Of MA PPMI Assalaam Sukoharjo in
the Academic Year Of 2010/2011)” is really my own work. It is not plagiarism
or made by others. Everything related to others‟ works are written in quotation,
the sources of which are listed on the bibliography.
If then, this pronouncement proves wrong; I am ready to receive any
academic punishment.
Surakarta, September 5th
2012
Sri Wachyuningsih
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ABSTRACT
Sri Wachyuningsih. K2207043. Improving Students‟ Reading Skill by Using
Jigsaw Technique (A Collaborative Action Research Conducted to the First
Grade Students of MA PPMI Assalaam Sukoharjo in the Academic Year of
2010/2011). A Thesis. English Department. Teacher Training and Education
Faculty. Sebelas Maret University. Surakarta. 2011.
This study aims to identify: (1) whether or not teaching reading by using
jigsaw technique can improve students‟ reading skill and (2) the class situation
when jigsaw technique is applied during the teaching-learning process.
In the research, the writer conducted a collaborative classroom action
research from February 20th
to May 1st, 2011 in the First Grade Students of MA
PPMI Assalaam Sukoharjo. The writer conducted one cycle of action research and
the cycle consisted of a series of steps, namely: planning the action, implementing
the action, observing the action, and reflecting the observation result.
The data of the research were collected by using some techniques
including observation, interview, documents, and tests. Then, the qualitative data
were analyzed by assembling the data, coding the data, comparing the data,
building interpretations, reporting the outcomes. The quantitative data were
analyzed by descriptive statistics to calculate the indicator achievement score and
the mean score of pretest and post test.
To identify whether or not teaching reading by using jigsaw technique can
improve students‟ reading skill and to describe the situation when jigsaw
technique is applied during the teaching-learning process, the research findings
show that: (1) teaching reading by using jigsaw technique can improve some
aspects of students‟ reading skill: (a) there is mean score improvement of some
indicators after the action was implemented. The indicators are identifying the
topic of the text, identifying the main idea of paragraphs in the text, identifying
communicative purpose of the text, identifying certain information of the text, and
identifying the meaning of certain words in the text. (b) There is two indicators
score which is above the passing grade. The passing grade is 70. The indicators
are identifying the topic of the text, and identifying communicative purpose of the
text. (2) The students still lack of skill of inferring sentences meaning in the texts.
It can be seen from some indicators score which is under the passing grade. The
indicators are: identifying the main idea of paragraphs in the text, identifying
certain information of the text, identifying the meaning of certain words in the
text, identifying the meaning of certain sentences in the text, and identifying the
chronology events in the text. There is two indicators score which decreased;
those are identifying the meaning of certain sentences in the text and identifying
the chronology of events in the text. (3) Teaching reading by using jigsaw
technique can improve better classroom situation: (a) the class situation was more
conducive than before the action was implemented, (b) the students paid good
attention to the writer‟s explanation, (c) students made the note for the teacher‟s
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explanation although the writer did not ask them to do it (d) students built good
communication and team work.
Based on the research findings, it shows the improvement in some aspects
of students‟ reading skill and class situation. It can be stated that English class
was more conducive and students‟ reading skill was improved when the teacher
applied jigsaw technique in the teaching learning process. It is recommended
when applying jigsaw technique to teach reading, the teachers should guide the
students to do the process well. Besides, the teacher should provide enough
learning experience and material explanation. The students should be well
involved in the discussion of the group. Jigsaw technique can be combined with
the video or pictures to support the teaching materials.
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ABSTRAK
Sri Wachyuningsih. K2207043. Improving Students‟ Reading Skill by Using
Jigsaw Technique (A Collaborative Action Research Conducted to the First
Grade Students of MA PPMI Assalaam Sukoharjo in the Academic Year of
2010/2011). Skripsi. Program Studi Bahasa Inggris. Fakultas Keguruan dan Ilmu
Pendidikan. Universitas Sebelas Maret. Surakarta. 2012.
Penelitian ini bertujuan untuk mengidentifikasi: (1) apakah mengajar
reading menggunakan teknik jigsaw dapat meningkatkan kemampuan reading
siswa dan (2) situasi ketika teknik jigsaw diaplikasikan ke dalam proses
pembelajaran.
Dalam penelitian ini, penulis mengadakan penelitian tindakan kelas secara
kolaboratif dari 20 Februari sampai 1 Mei, 2011 terhadap siswa kelas satu MA
PPMI Assalaam Sukoharjo. Penulis mengadakan penelitian dalam satu siklus dan
siklus tersebut terdiri dari serangkaian langkah, yaitu: perencanaan, implementasi,
observasi, dan refleksi.
Data dikumpulkan menggunakan beberapa teknik, yaitu observasi,
interview, dokument, dantest. Data kualitatif dianalisis dengan cara
mengumpulkan data, memilah data, membandingkan, menyusun interpretasi dan
mencatat hasil. Sedangkan data kuantitatif dianalisis dengan statistik deskriptif
untuk menghitung nilai ketercapaian indikator dan nilai rata-rata pre-tes dan post-
tes.
Untuk mengidentifikasi apakah mengajar reading menggunakan teknik jigsaw
dapat meningkatkan kemampuan reading siswa dan untuk menggambarkan situasi
ketika teknik jigsaw diaplikasikan dalam proses pembelajaran, hasil penelitian
menunjukkan: (1) mengajar reading menggunakan teknik jigsaw dapat
meningkatkan beberapa aspek dari kemampuan reading: (a) terdapat peningkatan
nilai ketercapaian beberapa indikator setelah penelitian diterapkan. Indikator
tersebut adalah mengidentifiksi topik teks, mengidentifikasi ide utama paragraf
dalam teks, mengidentifikasi tujuan komunikatif teks, mengidentifikasi informasi
tertentu dalam teks, dan mengidentifikasi makna kata tertentu dalam teks. (b)
terdapat dua indikator yang nilainya diatas Standar Ketuntasan Minimal (SKM)
yang sebesar 70. Kedua indikator tersebut adalah mengidentifikasi topik teks dan
mengidentifikasi tujuan komunikatif teks. (2) Para siswa masih kurang mampu
dalam hal menyimpulkan makna kalimat dalam teks. Hal ini dapat dilihat dari
beberapa indikator yang nilainya dibawah standar ketuntasan minimal. Indikator-
indikator tersebut adalah mengidentifikasi ide utama paragraf dalam teks,
mengidetifikasi informasi tertentu dalam teks, mengidentifikasi makna kata
tertentu dalam teks, mengidentifikasi makna kalimat tertentu dalam teks, dan
mengidentifikasi kronologi peristiwa dalam teks. Terdapat penurunan nilai pada
dua indikor, yakni indicator mengidentifikasi makna kalimat tertentu dalam teks
dan mengidentifikasi kronologi peristiwa dalam teks.(3) mengajar reading
menggunakan teknik jigsaw dapat meningkatkansituasi kelas lebih baik:(a) situasi
kelas menjadi lebih kondusif daripada sebelum penelitian diimplementasikan, (b)
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siswamemberikan perhatikan yang baik terhadap penjelasan penulis (c) siswa
membuat catatn tentang penjelasan guru meskipun tidak disuruh (d) siswa
membangun komunikasi dan kerja sama yang baik di dalam kelas.
Berdasar hasil penelitian, ditemukan peningkatan dalam bebrapa aspek
kemampuan reading siswa dan situasi kelas. Dapat disimpulkan bahwa kelas
bahasa Inggris menjadi lebih kondusif dan kemampuan reading siswa juga
meningkat ketika guru menggunakan tenikjigsaw dalam proses pembelajaran.
Oleh karena itu, direkomendasikan ketika mengaplikasikan teknik jigsaw untuk
mengajar reading, guru harus membimbing siswa untuk melakukan proses
pembelajaran dengan baik. Selain itu, guru harus menyediakan
pengalaman/latihan belajar dan penjelasan materi yang cukup. Siswa harus
mengikuti diskusi dalam kelompokdengan baik. Teknik jigsaw dapat digabungkan
dengan video atau gambar untung mendukung materi ajar.
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MOTTO
Bacalah dengan (menyebut) nama Tuhanmu Yang menciptakan (Q.S. Al-‟Alaq:1)
In Every single step, there is always a hope. Never quit your struggle until you
reach your dreams (Anonymous)
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DEDICATION
This thesis is proudly dedicated to:
Her beloved father and mother who always support and pray for her
dreams
Her beloved sister and brother who always fulfill her life with so many
laughs.
Her beloved teachers and lecturers who always teach her the values to live
this life
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ACKNOWLEDGEMENT
All Praisesdue to Allah SWT for His blessings that the writer can finally
complete her thesis. Hopefully Allah SWT blesses Rasulullah SAW for his
guidance. This thesis cannot be separated from people‟s help and guidance.
Therefore, she would like to express her special gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to write this thesis.
2. Endang Setyoningsih, S.Pd, M.Hum, as theHead of English Department of
Teacher Training and Education Faculty of Sebelas Maret University and as
the second consultant, who has given her permission to write this thesis and
has given her guidance, advice, and encouragement in writing this thesis.
3. Drs. Martono, M.A., as the first consultant, who has patiently given her
guidance, advice, and time from the beginning up to the completion of writing
this thesis.
4. Mudir Ma‟had PPMI Assalaam Sukoharjo for giving permission to hold the
research at school.
5. Ust. Bashir, M.Ag., as the headmaster of MA PPMI Assalaam Sukoharjo for
giving the permission to hold the research at school.
6. Ust. Drs. Shodiq as the head of IT Dept of MA PPMI Assalaam Sukoharjo for
giving permission to hold the research at school and giving advices.
7. Ust. Arif Rifai, S.S as the Head of Curriculum of MA PPMI Assalaam
Sukoharjo for giving advices.
8. Ust. Syarif Fanani, S.Pd as the collaborator for giving help and guidance in
doing the research.
9. All the lectures in English Department of Teacher Training and Education
Faculty UNS for their supports during her study.
10. All the students of X-4 for the cooperation during the research.
11. Her family in Kos Samuri for the great inspiration
12. Her English Department family of 2007 for their care and togetherness during
her study in this campus.
13. Her parents, her brother, and her sister for their loves and prayers.
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The writer does realize that this thesis is so far from being perfect.
However, she hopes that this thesis can provide contribution to the improvement
of teaching English, especially for reading lesson.
Surakarta, August 2012
Sri Wachyuningsih
K2207043
TABLE OF CONTENTS
COVER..................................................................................................... i
PRONOUNCEMENT ii
APPROVAL OF CONSULTANSTS........................................................ iii
APPROVAL OF THE BOARD OF EXAMINERS………………….. iv
ABSTRACT.............................................................................................. v
ABSTRAK................................................................................................ vii
MOTTO.................................................................................................... ix
DEDICATION.......................................................................................... x
ACKNOWLEDGEMENT....................................................................... xi
LIST OF TABLES................................................................................... xiv
LIST OF PICTURES xv
LIST OF APPENDICES.......................................................................... xvi
CHAPTER I INTRODUCTION
A. Background of The Study....................................... 1
B. Problem Statement.................................................. 4
C. Objective of the Study............................................ 4
D. Benefits of the Research......................................... 4
CHAPTER II LITERATURE REVIEW
A. Reading.................................................................. 5
1. The Nature of Reading.................................... 5
2. Definition of Reading Skill............................. 6
3. Teaching Reading............................................ 8
B. Jigsaw Technique.................................................. 11
C. Teaching Reading by Using Jigsaw Technique…. 11
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D. The Advantages and Disadvantages of Jigsaw
Technique………………………………………..
20
E. Rationale………………………………………… 22
CHAPTER III RESEARCH METHODOLOGY
A. Research Setting…………………………………. 24
B. The Subject of the Research……………………... 25
C. Method of the Research………………………….. 25
D. Model and Procedure of Action Research 27
E. The Technique of Collecting Data……………….. 32
F. The Technique of Data Analysis………………… 34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Introduction………………………………............. 38
B. The Description of the Research………………... 39
1. Identifying the Problem…………………….... 40
2. Planning the Action………………………….. 42
3. Implementing the Action…………………….. 45
4. Observing and Monitoring the Action……….. 58
5. Reflecting the Result of the Observation…….. 65
C. Research Findings………………………………... 70
D. Research Discussion……………………………... 72
CHAPTER V CONCLUSION, IMPLICATION, AND
SUGGETION……………………………………….
79
A. Conclusion……………………………………….. 79
B. Implication……………………………………….. 80
C. Suggestion……………………………………….. 82
1. For the Teachers……………………………… 83
2. For the Students……………………………… 83
3. For the Institution……………………………. 84
4. For the Other Researcher…………………….. 85
BIBLIOGRAPHY ………………………………………………………. 86
APPENDICES ………………………………………………………. 88
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LIST OF TABLES
Table 2.1 The Steps of Jigsaw Technique in Teaching Reading.................................. 19
Table 3.1 Research Schedule………………………………………………………… 30
Table 4.1 The Description of the Research…………………………………………... 39
Table 4.2 List of Teaching Learning Activities in Reading by Using Jigsaw
Technique…………………………………………………………………
43
Table 4.3 List of Indicators of Problems as Being Improved By the Learning Activities
Using Jigsaw Technique…………………………………………………………..
45
Table 4.4 Improvement of Situation…………………………………………………. 66
Table 4.5 Mean Score of Indicator Achievement……………………………………. 68
Table 4.6 Strengths and Weaknesses of the Research……………………………….. 70
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LIST OF PICTURES
Picture 1.1 Jigsaw Learning Technique For A Topic Divided into Three
Segments…………………………………………………….
13
Picture 1.2 Procedure of Jigsaw According To Tewksbury……………... 14
Picture 3.1 Action Research Cycle………………………………………. 28
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LIST OF APPENDICES
Appendix 1 Syllabus..................................................................................... 89
Appendix 2 Lesson Plan…………………………………………………... 95
Appendix 3 Blue Print of Reading Skill…………………………………... 106
Appendix 4 Field Notes…………………………………………………… 107
Appendix 5 Instrument of Pre Test …………………………….................. 127
Appendix 6 Instrument of Post Test……………………………................. 141
Appendix 7 Sample of Students‟ Worksheet……………………………… 147
Appendix 8 Analisis Nilai Ketercapaian Indikator Pre Test……………… 173
Appendix 9 Analisis Prosentase Ketercapaian Indikator Pre Test………... 174
Appendix10 Analisis Nilai Ketercapaian Indikator Post Test……………. 175
Appendix 11 Analisis Prosentase Ketercapaian Indikator Post Test……… 176
Appendix 12 The Mapping of Jigsaw Group……………………………... 177
Appendix 13 Pictures of the Research…………………………………….. 178
Appendix 14 Legalization………………………………………………… 181
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CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, mastering English is a must for people who want to be able to
compete in this modern era. English mastery is needed in almost of every aspect
of people‟s life. Education, business, tourism, etc. are just some examples of life‟s
aspects that require English mastery when people get in each of these aspects.
There are many other life aspects require people‟s mastery in English.
English covers the four basic language skills: listening, speaking, reading,
and writing. Reading is one of important skills to master English. According to
Pang et al (2003), learning to read is an important educational goal. For both
children and adults, the ability to read opens up new worlds and opportunities. It
enables us to gain new knowledge, enjoy literature, and do everyday things that
are part and parcel of modern life, such as, reading the newspaper, job listings,
instruction manuals, maps, and so on. In every subject, students‟ learning
activities involve reading. Students should have a good reading comprehension to
grasp the deep understanding of subject matter in every lesson.
According to Anderson et al. in Aebersold and Field (1997: 16), to be a
good reader, there are some indicators of reading skill which should be achieved
by the students.
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The indicators are as follows:
1. Recognize words quickly.
2. Identify the grammatical functions of words.
3. Read for meaning, concentrate on constructing meaning.
4. Guess about the meaning of the text.
5. Keep the purpose for reading the text in mind.
6. Adjust strategies to the purpose for reading.
7. Paraphrase
8. Use context to build meaning and aid comprehension.
Sometimes, it is difficult for the students to learn reading. They encounter
some problems in learning reading. After the observation to the first grade
students of MA PPMI Assalaam Sukoharjo, the writer found two major problems
related to the teaching and learning process of reading. First, the teacher only
focused in vocabulary building and he did not provide enough reading experience
to get the main idea, detail information, either explicit or implicit information. It
seems that there are no enough reading-related activities in the class. Secondly,
the class is not conducive at all. It is very noisy when the teaching learning
process occurs. The teacher cannot manage the class well.
To solve the problems above, teacher should apply a proper way in
teaching reading. The proper technique to overcome the problems should be a
technique that makes it possible for both teacher and students to have
communicative interaction.
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According to Brown (2001: 185) jigsaw technique is a special form of
information gap in which each member of group is given specific information and
the goal is to pool all information to achieve some objectives. The jigsaw structure
promotes positive interdependence and also provides a simple method to ensure
individual accountability.
There are some benefits of using jigsaw in teaching and learning reading
(Social Psychology Network, 2012). Those are listed as follows.
1. It is an efficient way to learn the material.
2. Builds a depth of knowledge.
3. Discloses a student's own understanding and resolves misunderstanding.
4. Builds on conceptual understanding.
5. Develops teamwork and cooperative working skills.
Based on the explanation above, this research is intended to be conducted
to overcome the two problems in learning reading in the first grade class of MA
PPMI Assalaam Sukoharjo by using jigsaw technique. The writer has a positive
belief that jigsaw helps teacher in managing the class. It also helps the students in
getting the specific or detail information of the text because the text is chunked in
cluster pieces. When jigsaw technique is practiced in the reading class, there is
more communication occurs between the students. The discussion that happens in
learning reading through jigsaw will improve not only the reading skill but also
the other skills in English like speaking and listening.
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B. Problem Statement
1. Can the use of jigsaw technique improve the students‟ reading skill?
2. What is the class situation when jigsaw technique is implemented in
reading classes?
C. Objective of The Study
Based on the research problem, the study is aimed to:
1. Describe whether jigsaw technique improves reading skill or not.
2. Identify the class situation when jigsaw technique is implemented in
reading class.
D. Benefits of The Research
1. It will give experience and clear understanding about the process of
teaching reading using cooperative method especially jigsaw to the
readers.
2. It will give contribution to English teacher and can be a reference to
improve their ability and competence in teaching English.
3. It will give new experience for the students when they learn reading
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CHAPTER II
LITERATURE REVIEW
A. Reading
1. The Nature of Reading
There are some definitions of reading stated by some experts. A simple
definition of reading is that it is a process whereby one looks at and understands
what has been written (Williams: 1984: 2). Similarly, Aebersold and Field (1997:
15) states that reading is what happens when people look at a text and assign
meaning to the written symbols in that text.
Further definition is given by Burns et al. (1954: 10). Reading is a thinking
process that involves the act of recognizing words that requires interpretation of
graphic symbols. Besides, a person must be able to use the information to make
inferences and read critically and creatively – to understand the figurative
language, determine the author‟s purpose, evaluate the ideas presented, and apply
the ideas to actual situations.
The complexity of reading process is also mentioned by Pang et al. (2003)
who states that Reading is a complex activity that involves both perception and
thought. Reading consists of two related processes: word recognition and
comprehension. Word recognition refers to the process of perceiving how written
symbols correspond to one‟s spoken language. Comprehension is the process of
making sense of words, sentences and connected text. It can be inferred that there
are two processes in reading. Those are word recognition and comprehension.
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The other experts, like Boer and Mann (1966: 17) say that reading is an
activity which involves the comprehension and interpretation of ideas symbolized
by written or printed language.
From some definitions above, it can be concluded that reading is a
thinking process that involves word recognition and comprehension to understand
the written texts. Word recognition is a process to interpret how written symbols
correspond to one‟s spoken language. Comprehension is a process of using
information to understand the words, sentences, connected text, figurative
language, the author‟s purpose, and the ideas of the texts.
2. Definition of Reading Skill
Urquhart and Weir in Ueta (2005) describe reading skill roughly as a
cognitive ability which a person is able to use when interacting with written text.
As described before, reading involves word recognition and comprehension. The
other expert, Grabe in Alyousef (2005) proposes six general component skills and
knowledge in reading. Those are: (a) automatic recognition skills, (b) vocabulary
and structural knowledge (c) formal discourse structure knowledge, (d)
content/world background knowledge (e) synthesis and evaluation
skills/strategies, and (f) metacognitive knowledge and skills monitoring.
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Boer and Mann (1966: 146) state some comprehensions should be
achieved to develop reading skill. According to them, the reading skill involves
some following comprehensions:
a. Finding the main idea
b. Selecting significant details
c. Reading to answer questions
d. Making summaries and organizing material
e. Arriving at generalizations and coming to conclusion
f. Following directions
g. Predicting outcomes
h. Evaluating what is read
i. Reading graphical material
j. Getting the meaning of phrases
k. Comprehending sentences
l. Comprehending paragraphs
Based on the explanation above, it can be concluded that reading skill is a
person‟s ability that is used to comprehend a text that involves the following
components:
a. Finding the main idea
b. Comprehending paragraphs including the vocabularies, the graphical
material, and the sentences
c. Finding the details information
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There are some skills to develop by the teacher in teaching reading to the
first grade students of MA PPMI Assalaam Sukoharjo that are based on Syllabus
of first grade of MA PPMI Assalaam Sukoharjo . The skills are as follows:
a. Identifying the topic of the text
b. Identifying the main idea of paragraphs in the text
c. Identifying communicative purpose of the text
d. Identifying the chronology of events in the text
e. Identifying the meaning of certain words in the text
f. Identifying the meaning of certain sentences in the text
g. Identifying certain information of the text
3. Teaching Reading
There are some principles should be grasped and be applied by the teacher
when he or she teaches reading in the classes. According to Burns (1954: 20)
principles of teaching reading are generalizations about reading instruction based
on research in the field of reading and observation of reading practices. He
proposes some principles of teaching reading. The other expert, Heilman (1961:
6-13) also states some principles of teaching reading. To sum up the principles of
teaching reading are as following.
a. Reading is a complex act with many factors that must be considered. The
teacher must understand all parts of reading process if he or she is to plan
reading instruction wisely.
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b. There is no one correct way to teach reading. Each child is an individual who
learns in his or her own way. The teacher should differentiate instruction to fit
the diverse needs of children in the class.
c. Learning to read is a continuous process.
d. Reading and the other language arts are closely related. Reading is closely to
all other major language arts. Those are listening, speaking, and writing. The
process of the teaching and learning the skills should be integrated.
e. The student needs to see why reading is important. Learning to read takes
effort, and children who see the value of reading in their personal activities
will be more likely to work hard than those who fail to see the benefits.
Teacher should demonstrate the importance of reading to the students.
f. Enjoyment of reading should be considered of prime importance. Reading
can be entertaining as well as informative. Teachers can help children to
realize this by reading interesting material to them and by making available
good books of appropriate difficulty for them to read on their own.
g. Proper reading instruction depends on the diagnosis of each child‟s weakness
and needs. This principle is applicable to ordinary classroom teaching as well
as to remedial reading.
h. Readiness for reading should be considered at all levels of instruction.
i. Reading should be taught in a way that allows each child to experience
success.
j. Reading problems should be detected early and corrected before they
deteriorate into failure-frustration-reaction cases.
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Teaching reading is a process where the teacher should help the students to
comprehend the text. In doing this, teacher should apply the teaching reading
mechanism. According to Williams (1984: 37-39) there are three phases in
teaching reading. Those are pre-reading, while-reading, and post-reading.
Pre-reading is a phase in which the teacher starts the lesson. What the pre-
reading phase tries to do is:
a. To introduce and arouse interest in the topic
b. To motivate learners by giving a reason for reading
c. To provide some language preparation for the text
The other experts, Aebersold and Field (1997: 96) state that pre-reading
activities can help the teachers in guiding the students to build predictions and
expectations for the text they are going to read. Predictions and expectations are
important to build the students‟ interest in reading.
While reading phase draws on the text, rather than the learner‟s ideas
previous to reading. The aims of this phase are:
a. to help understanding of the writer‟s purpose
b. to help understanding of the text structure
c. To clarify text content.
The other expert, Aebersold and Field (1997: 96), state that in the while
reading phase, teachers can help the students by using top-down and bottom-up
strategies. Using top-down and bottom-up strategies, readers use pre-reading
information to make some predictions about the text. Ueta (2005) defines top-
down or conceptually-driven strategy as a process in which readers who have
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expectation about text information and infer it by means of making use of their
previous knowledge or experience in understanding a text. While Bottom up
strategy is a strategy in which readers recognize and analyse perceived linguistic
information like words and sentences and understand what a text means piece by
piece with little interference of background knowledge. Efficient readers employ
both strategies, moving from one to the other as they read (the interactive
strategy).
Post-reading phase is aimed to: (a) consolidate or reflect upon what has
been read, and (b) relate the text to the learner‟s own knowledge, interests, or
views. The work of this phase does not refer directly to the text, but „grows out‟ of
it. Post-reading may also include any reactions to the text and to the while-reading
work, for example, learners say whether they liked it, and found it useful or not.
B. Jigsaw Technique
Before understanding the nature of jigsaw technique, it is better to
understand the definition of technique. According to Brown (1994: 160) technique
is any of wide variety of exercises, activities, or devices used in the language
classroom for realizing lesson objectives.
Jigsaw technique was invented by Aronson in 1971. It is one of techniques
of cooperative learning strategy in teaching learning process.
Jigsaw is a cooperative learning that the success of the learning objectives
depends on the group members themselves. Each member of the group is
essential. They have the same important role to achieve the goal altogether. The
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jigsaw process encourages listening, engagement, and empathy by giving each
member of the group an essential part to play in the academic activity. Group
members must work together as a team to accomplish a common goal; each
person depends on all the others. No student can succeed completely unless
everyone works well together as a team. This "cooperation by design" facilitates
interaction among all students in the class, leading them to value each other as
contributors to their common task (Schreyer Institute for Teaching Excellence,
2007).
Brown (2001: 185) defines jigsaw technique as a special form of
information gap in which each member of group is given specific information and
the goal is to pool all information to achieve some objectives. The jigsaw structure
promotes positive interdependence and also provides a simple method to ensure
individual accountability.
Jigsaw is also defined as a cooperative learning technique used in small
group in which teacher is involved in putting students into situations where they
must depend on one another. The teams are heterogeneous with regard to ability
level, sex and cast, and religion (Social Psychology Network, 2012).
Jigsaw is also defined as cooperative learning strategy that enables each
student of a “home” group to specialize in one aspect of a learning unit. Students
meet with members from other groups who are assigned the same aspect, and after
mastering the material, return to the “home” group and teach the material to their
group members (Saskatoon Public Schools, 2009)
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There are some steps in implementing jigsaw technique like. The class is
divided into jigsaw groups (basic groups). They receive a task that consists of
several aspects/segments. Each member of the group chooses one of the
aspects/segments and prepares it individually and then assembles with the
students of the other jigsaw groups that have chosen the same aspect. In these
temporary expert groups (which should preferably not be larger than 5 students)
each theme is acquired, discussed and a presentation is prepared. The experts
return to their jigsaw group and inform each other about the aspects unknown to
the others. The working materials (e.g. working sheets, literature, the internet)
have to be chosen according to the ability, knowledge and experience of the
students (“Gruppenpuzzle (jigsaw learning technique)”, n.d.). The picture of these
steps can be seen in the following picture.
Picture 1.1 Jigsaw Learning Technique For A Topic Divided into Three
Segments (HEROLD and LANDHERR 2001c).
According to Tewksbury (2009) jigsaw technique is a cooperative learning
technique in which the class is divided into several teams, with each team
preparing separate but related assignments. When all team members are prepared,
the class is re-divided into mixed groups, with one member from each team in
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each group. Each person in the group teaches the rest of the group what he/she
knows, and the group then tackles an assignment together that pulls all of the
pieces together to form the full picture (hence the name "jigsaw").
The procedure is described in the following picture.
Picture 1.2 Procedure of Jigsaw According To Tewksbury
Johnson et al. (1998: 1) explain the procedure of implementing jigsaw
strategy in teaching learning process. According to them Jigsaw teaching is as
follows: the teacher assigns students to cooperative groups, gives all groups the
same topic, and takes the material and divides it into parts like a jigsaw puzzle so
that each student has part of the materials needed to complete the assignment.
Teacher gives each member one unique section of the topic to learn and then teach
to the other members of the group. Members study the topic and teach their part to
the rest of the group. The group synthesizes the presentations of the members into
the whole picture. In a jigsaw each student then has to participate actively in order
for his or her group to be successful. The task for students is to learn all the
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assigned material. The cooperative goal is for each member to ensure that
everyone in their group learn all the assigned material.
By considering the explanation above, it can be concluded that jigsaw
technique is a cooperative learning strategy that provides any activities in form of
information gap in which each student of the heterogeneous group make a home
group to specialize in one aspect of a learning unit and expert group to pool all
information to achieve some objectives in learning.
C. Teaching Reading by Using Jigsaw Technique
There are some competencies should be achieved by the students when
they study English including reading. Teacher should teach the students based on
the competencies they should achieve. This teaching also should be done by the
researcher when he or she conducts a research to the students. In this research,
researcher teaches the students reading that is based on the Standard Competence
and Basic Competence of reading that is mentioned in Syllabus of MA PPMI
Assalaam Sukoharjo for first grade students. The Standard Competence is
“Understanding the meaning of short functional text and simple essay in the form
of narrative, descriptive, and news item texts in the daily life context and in
accessing knowledge.” While the Basic Competence is “Responding the meaning
and the rhetorical steps of simple essay accurately, fluently, and acceptably in the
daily life context and in accessing knowledge in the form of narrative, descriptive,
and news item texts.
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To understand what should be achieved when teaching the students in this
research, it is important to understand the some subjects of the mentioned
competencies that is essay and narrative text. Here the writer discusses the
definition of essay and the kinds of essay.
Essay is a short literary composition on a single subject, usually presenting
the personal view of the author (Farlex, Inc., 2012). Based on Cambridge
Advance Learner‟s Dictionary (Oxford University, 2003) essay is defined as a
short piece of writing on a particular subject, especially one done by students as
part of the work for a course. From these two definitions it can be concluded that
essay is someone‟s short writing that presents the personal view of particular
subject.
There are some kinds of essay. The common essay types include the
following (The New York Times Company, 2012):
1. Persuasive/argumentative essay.
In writing persuasive/ argumentative essay, the writer/author makes a claim
or takes a position and backs it up with statistics, expert opinions, and other
evidence.
2. Comparison essay.
When a writer writers a comparison essay, he or she demonstrates similarities
and differences between two topics in writing comparison essay.
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3. Descriptive essay.
In writing descriptive essay, the writer explains the aspect of what, why, how,
when, and where of a topic. For example, a descriptive essay about a tree
would explain what it‟s made of, why it grows, when it grows, and so on.
4. Evaluation essay.
To write an evaluation essay, the writer describes a thing or event and
explains its importance, value, and/or relevance.
5. Narrative essay.
Tells a story in a sequence of events. There should be some point, lesson, or
idea gleaned from this narrative to make the essay meaningful.
There is no enough time to teach all of simple essays and the short
functional texts that are mentioned in this research. So, the researcher chose one
of the simple essays that are narrative text to be taught to the students.
There is a procedure of teaching reading by using jigsaw that can be
applied by the teachers. Tewksbury (2009) explains the procedure of jigsaw
technique. According to her the procedure is as follows:
1. Divide the class into teams of three to five people.
2. Devise two to five different team assignments. The number of different
assignments depends on how many teams you want to have, because each
team will receive a different assignment. You might give teams different
reading, different data sets, samples, maps or problems, different issues for
discussion, different field sites, and so on.
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3. With a small class, give a different assignment to each team. If there are four
different assignments, there will be four teams
4. Unless you plan to give teams time to work during class, ask each student to
prepare individually before class.
5. Give each team time in class to discuss the preparation and to develop a
strategy for teaching the material to members of other teams
6. Guide the students in doing the assignments
7. When all teams are ready, reassemble the class in groups.
8. Each member of the group will then teach the rest of the group whatever was
discussed or prepared by his/her team.
9. If the size of the class permits, evaluate students in the group setting.
10. Have each group complete a task that requires the group to bring all of the
pieces together to form the “picture”.
11. Bring everyone back together toward the end of the class, and ask each group
for its most important point. Make a list of main points on the board, going
around a second time to each group if people still have points to make. Use
the time to elaborate or to emphasize important issues.
The steps in the table below provide the activities to do in jigsaw
classroom during the reading process, those are pre-reading, while-reading, and
post-reading (Think Literacy: Cross-Curricular Approaches, Grades 7-12, n.d.)
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Table 2.1 The Steps of Jigsaw Technique in Teaching Reading
What Teachers do What students do
Pre-reading
1. Choose an entire textbook chapter or
article and divide it into smaller
segments, or pick a series of reading
on the same topic.
2. Assign each student to a “home group”
of three to five students.
3. Assign each student to an “expert
group,” with a focus on a particular
segment of the task.
1. Meet briefly in the home groups
before breaking off into the expert
groups.
While-reading
1. Establish guidelines for the
information that students should
include in their summaries (e.g., for a
series of readings on chemical
compounds, identify the following: the
types of compounds, how they are
formed, what reactions are caused,
etc.)
2. Have expert groups meet to read a
selection or work on a task, review and
discuss what was read, and determine
essential concepts and information,
using a question sheet or graphic
organizer to guide them.
3. Remind students that the experts will
have to consider how they will teach
the material to the home group
members.
4. Convene home groups so that each
student can share his or her expertise
with all members of the home group.
1. Work together to make sure that all
group members become “experts” on
their particular part of the reading task,
and help each other to decide how to
report the learning to the home group
(e.g., as a series of a questions and
answers; in chart or template form; or
some other way.)
2. Use small-group discussion skills to
share “expert” knowledge with the
home group until all members have
arrived at a common understanding of
the entire task.
3. When presenting information, monitor
the comprehension of the group
members by asking questions and
rephrasing until it is clear that all
group members understand the points.
4. If appropriate, fill out a graphic
organizer in the home group to gather
all the information presented by each
expert.
Post-reading
1. If appropriate, convene the class as a
whole group to review and share
learning or to enable expert groups to
present to the entire class.
2. Have students reflect on the
communication they used to help all
group members understand the
material.
1. Ask the teacher to clarify any
information or ideas that are still
unclear or confusing.
2. Discuss what communication helped
them to understand the material
explained by others.
(Source: Think Literacy: Cross-Curricular Approaches Grades 7-12, n.d.)
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From the explanation above, it can be concluded that jigsaw technique is
applied by designing the students to make a home group and expert group to
achieve the goals or objectives in learning reading. In the home group the students
get specialization in the aspects of learning unit. Then they meet the other students
of same specialization in the expert groups to discuss the learning unit. Each
student of the expert groups should achieve the full understanding of the subject
matter they discuss. Students then back to their home group to share the
information and the understanding they achieve from their expert groups. The
success of the reading learning process by using jigsaw technique depends on the
participation of the students in the group. The goal of the learning is achieved
altogether.
D. The Advantages and Disadvantages of Jigsaw Technique
There are some advantages and disadvantages of teaching reading by using
jigsaw technique proposed by some experts.
Jigsaw technique improves the learning experience and social skills of the
students. The use of jigsaw technique increases the variety of learning
experiences, supplementing relatively passive experiences like listening to lecture
with in-class collaborations that student‟s value and from which they learn not just
course content but also cooperative social skills (Saskatoon Public Schools, 2009).
The other advantages (Social Psychology Network, 2012) are as follows.
1. Learning revolves around interaction with peers and build group
Accountability.
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2. Students take ownership in the work and achievement.
3. Learning revolves around interaction with peers and build group
accountability.
4. Students are active participants in the learning process and enhances the
individual accountability.
5. It Builds interpersonal and interactive skills.
6. It improves the social skills like leadership and communication skill, decision
making and trust building, and active listening.
The both, the advantages and the disadvantages og teaching by using
jigsaw technique is by Parker (n.d.). The advantages are as follows:
1. It is an efficient way to learn the material.
2. It builds a depth of knowledge
3. It discloses a student's own understanding and resolves misunderstanding
4. It builds on conceptual understanding
5. It develops teamwork and cooperative working skills.
The disadvantages are:
1. Uneven time in expert groups
2. Students must be trained in this method of learning.
3. Requires an equal number of groups.
4. Classroom management can become a problem.
The possible plan to overcome the disadvantages is the good management of the
teacher in applying jigsaw technique to teach reading.
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E. Rationale
Reading is very important to learn by the students. It is impossible to
master the other skills in English if someone cannot master reading skill. By
reading we can widen our horizon. A more important consideration is that the
students should want to read, whether it is for information, interest, or enjoyment.
To become better readers, students need to become aware of how they are
reading and what they could do to improve their reading skill. They should
develop their understanding about the processes of knowing, or how readers know
and perceive.
In fact, there are some students who get difficulties in learning reading.
They cannot achieve some skills in reading. This problem is also faced by the first
grade students of MA PPMI Assalaam Sukoharjo. They encounter some problems
in learning reading. After the observation to the first grade students of MA PPMI
Assalaam Sukoharjo, the writer found two major problems related to the teaching
and learning process of reading. First, the teacher only focused in vocabulary
building and he did not provide enough reading experience to get the main idea,
detail information, either explicit or implicit information. There are no enough
reading-related activities in the class. Secondly, the class is not conducive at all. It
is very noisy when the teaching learning process occurs. The problems are arisen
because the teacher cannot manage the class well and the students feel bored to
the less various teaching-learning activities.
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A proper technique is needed to solve the problems above. Jigsaw is a
technique in form of grouping in which the students make home group and expert
group that can be used to teach reading. Each student should master his/her
assignment in the group so that he or she is able to teach the others in his or her
home group. It is a technique which builds depth of understanding through
grouping and discussion within the groups. The teacher also explains the students
about the material dealing with the indicators that students should achieve. This is
expected to solve the problems of main idea, detail information, either explicit or
implicit information. Besides, jigsaw technique gives a chance to the students to
be more active in learning teaching process. They also build a teamwork and
effective communication during the lesson. The success of the group depends on
the participation of each member of the group. Jigsaw technique can be applied to
teach reading to the first grade students of MA PPMI Assalaam Sukoharjo. The
writer makes a hypothesis that jigsaw technique can improve the reading skill of
the first grade students of MA PPMI Assalaam Sukoharjo.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
The research was conducted at MA PPMI Assalaam Sukoharjo. It was
conducted from February until May 2011.
MA PPMI Assalam Sukoharjo is located in Sukoharjo, It is surrounded by
some other education institutions like Universitas Muhammadiyah Surakarta
(UMS), SMP AL Firdaus, and SD Al Firdaus Sukoharjo. It is a strategic place. It
is near with the main road where the transportations operate. It can be reached
easily by any means transportation.
There are 14 classrooms in MA PPMI Assalaam Sukoharjo. Seven
classrooms are for male students and seven classrooms for female students. Each
of them is divided into the following category: two classrooms are for regular first
grade students and one classroom is for Takhasus first grade students; two other
classrooms are for second grade students; and the rest classrooms are for the third
grade students.
MA PPMI Assalaam is supported by some facilities that enable students in
their learning process. There are some laboratories. Those are science laboratory
and computer laboratory. The other facility that supports the students
learning is the multimedia room that is also available in MA PPMI
Assalaam Sukoharjo. This multimedia room supports the students in learning
language subjects. Besides, there are other facilities that support the students‟
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needs in MA PPMI Assalaam Sukoharjo. There are Assalaam Medical Centre and
Wisma Asssalaam that supports the students‟ need in keeping the healthy life and
supports their need of living in the comfortable place.
B. The Subject of the Research
The subject of this research was the first grade students of MA PPMI
Assalaam Sukoharjo in the academic year of 2010/2011. There are two classes of
first grade in MA PPMI Assalaam Sukoharjo. Those are class X-3 that consists of
30 students and class X-4 that consists of 28 students. They are all female
students. This research was conducted to students of X-4
C. Method of the Research
This research was carried out using a collaborative classroom action
research. There are some definitions of action research. Mills (2000: 6) defines
action research as any systematic inquiry conducted by teacher researcher,
principals, school counselors, or other stakeholders in teaching/ learning
environment, to gather information about the ways that their particular schools
operate, how they teach, and how well their students learn.
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Kemmis and Mc Taggart in Nunan (1992: 17) defines action research as a
research that is carried out by practitioners (for our purposes, classroom teachers)
rather than outside researchers; secondly, that it is collaborative; and thirdly, that
it is aimed at changing things.
While Burns (1999: 30) states some characteristics of action research.
Those are as following:
1. Action research is contextual, small-scale and localized – it identifies and
investigates problems within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and
improvement in practice.
3. It is participatory as it provides for collaborative investigation by teams of
colleagues and researchers.
4. Changes in practice are based on the collection of information or data which
provides the impetus for change.
In conducting this collaborative classroom action research, the researcher
was in collaborating with the English teacher of class X of MA PPMI Assalaam
Sukoharjo and also with the other researcher who conducted the similar research
in MA PPMI Assalaam Sukoharjo. The English teacher conditioned the class in
the beginning of the research; while the other researcher helped the researcher to
observe the class when the process of teaching reading by using jigsaw technique
was conducted in this research.
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This research was contextual, small-scale and localized. It identified the
problems dealing with the teaching learning process of reading in class X-4 of
MA PPMI Assalaam Sukoharjo. It described the teaching learning process of
reading by using jigsaw technique. The result of this research showed the change
in teaching learning process of reading when jigsaw technique was applied in the
class.
D. Model and Procedure of Action Research
According to Kemmis and McTaggart in Burns (1999: 32) action research
occurs through dynamic and complementary process, which consists of four
essential „moments‟: of planning, action, observation, and reflection. These
moments are fundamental steps in a spiraling process through which participants
in an action research group undertake to do the following actions.
1. Develop a plan of critically informed action to improve what is already
happening.
2. Act to implement the plan.
3. Observe the effects of the critically informed action in the context in which it
occurs.
4. Reflect on these effects as the basis for further planning, subsequent critically
informed action and so on, through a succession of stages.
The further explanation about the procedure of action research is stated by
Ferrance (2000). He says that in conducting action research, there are five phases
of inquiry:
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1. Identification of problem area
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection
The following picture shows the cycle of action research.
Picture 3.1 Action Research Cycle
By considering some explanations above, the researcher did the following
steps in conducting the collaborative action research in class X-4 of MA PPMI
Assalaam Sukoharjo. The steps are:
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1. Identifying the problem
To identify the problems faced by the students of class X-4 of MA
PPMI Assalaam Sukoharjo the researcher did an observation. This
observation focused on the teaching management in the class, class situation,
and students‟ activities during the lesson. The interview to some students was
also done to know the students opinion towards the English teaching in the
class.
Pre test was also conducted to know the students‟ skill in reading. The
pr-test shows that the students score in reading is still low. The students‟
mean score is 41.77. It is lower than the Standar Ketuntasan Minimum (SKM)
of English subject that is 70.
The researcher then identified the problem that would be conducted
based on some inquiries she found. It was about how to improve reading skill
of the first grade students of MA PPMI Assalaam Sukoharjo through jigsaw
reading.
2. Collecting and interpreting the data
Collecting and interpreting the data were done to decide what actions
to be taken. The data that are collected are students‟ worksheet and field
notes.
3. Planning the action
The researcher did a planning by preparing the lesson plan and some
texts to teach reading. The schedule of the research as follows:
Table 3.1 Research Schedule
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No. Research Schedule Feb Mar Apr May
Jun-
Jul„12
Sept„12
1. Research Approval
2. Writing Proposal
3. Conducting the action
4. Writing Chapters
5. Presenting the results
4. Implementing the action
The action was done based on the lesson plan that has been prepared.
The action consists of some sequences.
Those are:
a. Preparing the texts and cut it out into some segments.
b. Dividing the students into some groups which are called as “home” group
and giving them the task segments.
c. Asking the students to make the new groups based on the similar task
segments which are called as “expert group”.
d. Asking the students to discuss the task until all students understand the
material.
e. Asking the students to regroup in “home” group.
f. Asking the students to present the result of the discussion in “expert”
group.
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The researcher also prepared post test to compare the result of students‟
reading score before the action and after the action was conducted.
5. Observing the action
Here the researcher and her collaborator did the observation to the
action. The observation was conducted during the teaching of reading by
using jigsaw technique to the students of class X-4 of MA PPMI Assalaam
Sukoharjo. The observation focused on student‟s participation and students‟
activities during the lesson. Besides, it also focused on students‟ worksheet to
know the result of the students‟ reading skill by using jigsaw technique.
6. Reflecting the result of the observation
After doing observation the researcher analyze the teaching learning
process of reading by using jigsaw technique involving the strength and the
weaknesses of her teaching and the students‟ learning result.
7. Revising the plan for the following step.
The plan was revised based on the data that have been collected. The
revision focused on the plan to make the better steps in taking the action of
teaching reading by using jigsaw technique that based on the students‟ skill
that still needed to be improved.
E. The Technique of Collecting Data
There are some techniques used in this research. Those are as following.
1. Observations
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According Schmuck (1997: 54) observations involve attentively
watching and systematically recording what is seen and heard. In this
research, the observation was done by the researcher as the teacher and the
collaborative observer. It begun on 20th
February and it continued during the
action of teaching reading by using jigsaw technique was conducted to the
students of class X-4 of MA PPMI Assalaam Sukoharjo. Student‟s behavior
and activities were observed during the reading teaching. The observation
was focused on the student‟s attention, the teaching process, and the class
situation. It was recorded on the field note.
2. Interview
Schmuck (1997: 53) says that interviews are conversations in which
interviewers pose questions to interviewees. In this research, the researcher
held the interview with individuals. It was begun in the beginning of the
research, on 20th
February. It was done informally after the English class.
The researcher asked about the student‟s feeling when attending the reading
class. The questions also related with the student‟s opinion about the reading
material. The interview continued in the end of the action in the class. The
interview focused on the students‟ feeling during the action of teaching
reading by using jigsaw technique and the material.
3. Document
Schmuck (1997: 56) argues that documents are public records, press
clippings, and private journal and diaries. Curriculum materials, textbooks,
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and instructional strategies also can be analyzed to understand the themes and
meanings that are being presented to students. Researcher used the curriculum
materials used in MA PPMI Assalaam Sukoharjo and students‟ worksheet in
this research. The curriculum materials were used to determine the standard
competence, based competence, and the materials of reading would be taught
to improve students‟ reading skill.
4. Test
The writer conducted pre test and post test to know the student‟s
comprehension on reading skill and to determine the action will be taken to
implement the research.
F. The Technique of Data Analysis
There are some processes of analyzing data in action research. Mc Kernan
in Burns (1999: 157) suggests the following processes.
1. Assembling the data
In this stage the researcher assembles the data that has been collected over the
period of the research: field notes, journal entries, questionnaires, and so on.
In conducting this research, the researcher assembles the data including field
notes, students‟ worksheets, the recording of interview, and the photographs
during the action.
2. Coding the data
Coding is a process of attempting to reduce the large amount of data that may
be collected to more manageable categories of concepts, themes, or types.
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This process can be developed to identify patterns more specifically. In this
stage, the researcher reads all of the gathered data and then she marks the data
showing the class situation, students‟ participation and language skill
improvement. Then she writes the notes about it.
3. Comparing the data
Comparing the data is conducted to see whether themes or patterns are
repeated or developed across different data gathering techniques. In
comparing the data, the researcher maps the data, analyzes it and compares
the data to know the result of students‟ improvement in learning reading
before the action and after the conducted action.
4. Building interpretation
This is the point where the researcher moves beyond describing, categorizing,
coding, and comparing to make some sense of the meaning of the data. This
stage demands a certain amount of creative thinking as it is concerned with
articulating underlying concepts and developing theories about why particular
patterns of behaviors, interactions, or attitudes have emerged. Here, the
researcher interprets the result of the research and then checked them with the
underlying concepts and theories.
5. Reporting the outcomes
In this final stage the researcher should ensure that the report sets out the
major processes of the research, and that the data findings and outcomes are
well supported with examples from the data.
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In conducting the action research, the researcher should analyze both, the
qualitative and quantitative data.
There are some techniques that were used to analyze the qualitative data as
suggested by Burns (1999: 156). She says that there are various techniques
developed from qualitative research approaches which can be used for data
analysis, such as identifying patterns, categories or themes that are repeated across
the data and making connections between these categories. In this research the
qualitative data was analyzed by identifying the process of teaching reading by
using jigsaw technique that involved the class situation, the students‟
participation, the students‟ attention, and the process of teaching itself. The data
were been collected from the students, the collaborator, and the researcher herself.
The quantitative data were analyzed by comparing the mean scores of the
pre-test and the post-test to know the difference before and after the cycle. In
analyzing the data in the form of numbers as the result of the test, the researcher
found the mean scores of the pre-test and post-test. Then, the researcher compared
those scores. The improvement could be seen from the score in post-test which
was higher than the score in the pre-test.
The mean scores of pre-test and post-test can be calculated by using the
formula as follows.
In Which:
= Mean of the pre-test score
= Mean of the post-test score
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N= Number of subject
∑x= The sum of the pre-test score
∑y= The sum of the post-test score
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer discusses about the implementation of the
research. It consists of the introduction, the description of the research, and
discussion. In the introduction the writer discusses about the problems of reading
faced by the students. Then the writer tells about the implementation of the
research in the description of the research in the field. In the discussion the writer
describes the implementation of action of teaching reading by using jigsaw
technique.
A. Introduction
As described in Chapter 1, there are some problems faced by the first
grade students of MA PPMI Assalaam Sukoharjo in learning reading. The
researcher finds two major problems. Firstly is that the teacher only focused in
vocabulary building and he did not provide enough reading experience to get the
main idea, detail information, either explicit or implicit information. Secondly, the
class is not conducive at all. It is very noisy when the teaching learning process
occurs. The teacher cannot manage the class well.
Through this collaborative action research, the writer hopes to be able to
improve the students‟ reading skill and to create conducive situation in the
English teaching.
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B. The Description of the Research
Here the writer describes the research she conducted from the pre research
until the reflections of the research. The description is shown in the following
table.
Table 4.1 The Description of the Research
Class X-4
Problem The students‟ low reading skill
Solution Jigsaw teachnique
Pre-Research The writer conducted an observation and interview, collected the
documents like student‟s worksheet, and conducted pre-test to know
the student‟s problem in reading.
1. Observation
The writer observed the teaching and learning process of
English on 20th
February 2011
2. Interview
This interview was conducted on 20th
February 2011
informally with some students of class X-4.
Implementation of the
Research
This research was conducted in one cycle. There was no permission
from the school to conduct the research more than one cycle.
Cycle 1 Five meetings
1st meeting: Teacher gave a pre test for the students of class X-4
2th
meeting: Teacher shows a presentation and divides the students into
four groups based on students‟ number to make jigsaw groups.
3th
meeting: Teacher asks the students to present the groups‟ work and
make a new jigsaw group.
4th
meeting: Students present their group works and the teacher
explains some materials dealing with the result of the group work.
5th
meeting: Teacher gives a post test.
Overall Reflection There is improvement in the teaching-learning process in class X-4
MA PPMI AssalaamSukoharjo. The class situation is more conducive
than before the research was conducted. The improvement also
happens to the students‟ reading skill.
The implementation of the action was conducted in five meetings. That
was on 10th
April 2011, 11th
April 2011, 24th
April 2011, 25th
April 2011, and 1st
May 2011.
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This research was conducted based on the procedure of action research.
The procedure is as follows:
1. Identifying the problem
2. Planning the action
3. Implementing the action
4. Observing the action
5. Reflecting the result of the observation
6. Revising the plan for the following step.
The process of the research is explained as follows.
1. Identifying the Problem
To identify the problem, the researcher did observation, interview, and
document analysis. Those activities were conducted from February to April
2011.
From the observation, the researcher found out the following
problems:
a. The teacher only focused on vocabulary building and gave less
experience to find the main idea and detail information in the text. It can
be seen from the students‟ worksheet that the researcher got during the
observation. It consists of some Indonesian vocabulary. Students should
find out its meaning in English vocabulary by choosing the correct
answer of the multiple choices.
b. The students did not pay attention to the lesson. They made noise during
the lesson. They asked the teacher to play a video of „boyband‟ named
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„Smash‟. There were some students who read a magazine in the class.
Besides, some students made a chat with their friends and some of them
also ate snacks in the class. Those are noted in the field note on 20th
February 2011. It is stated that Sebuah video berisikan soundtrack lagu
Smash dengan judul “Cenat-cenut” diputar. Murid-murid tertawa
melihat video tersebut dan berkumpul kedepan. CatatanTerkait kondisi
siswa: (a) Siswa mengobrol sendiri dengan teman sebangku….(b)
Beberapa murid membaca majalah remaja dengan judul “Gaul”.Siswa
yang duduk di bagian belakang makan snack ringan sambil mengobrol
dengan temannya.
After doing the observation, researcher conducted a pre test on 10th
April 2011. Pre test is used to measure the students‟ reading skill before the
research is implemented. The score is then compared with the post test score
to know the improvement of students‟ reading skill after the research was
implemented. From the pre test it is known that the highest score was gotten
by one student that is 80. The lowest score is 11. The writer also counted
down the mean score. Mean score shows us the students‟ average ability in
reading. The mean score is only 41.77. This mean score is lower than the
passing grade score for English in MA PPMI Assalaam Sukoharjo. The
passing grade or Standar Ketuntasan Minimal (SKM) is 70.
By conducting pre research, the writer found that the students‟ reading
skill and their motivation to learn English is still low. Besides, the class
situation was not conducive at all. During the lesson, the students did non
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academic activities. They were less interested to learn English. They often
asked the teacher to play video. Besides, there is less good communication
and interaction between the students and the English teacher.
2. Planning the Action
There were some planned steps in teaching reading by using jigsaw
technique. The steps are described as follows.
a. The writer prepared lesson plan as the teaching guidance in the class. The
lesson plan consists of the steps of teaching reading by using jigsaw
technique. The main steps in practicing jigsaw technique in teaching
reading are described as follows:
1) Dividing the students into nine groups based on the students‟
numbers.
2) Distributing the texts to every member of the group (Home group).
3) Asking the students to divide the texts to each member of the groups.
4) Assign every student to deal with the chronology events, the
meaning of certain words, and certain information of the text.
5) Asking each student to meet the other members of other groups that
have the same assignment and make sub groups.
6) Asking the students to discuss the answers of the questions in the
same sub group (Expert group).
7) Controlling the groups.
8) Asking the students to back to the home group.
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9) Asking the students to present the result of discussion in the expert
group.
10) Asking some students of some groups to present the result of
discussion in the last home group.
b. The writer prepared some texts to be taught in reading class. The texts
are narrative.
c. The writer prepared the power point that will be used in teaching reading.
The power point consists of the pictures and video dealing with the
teaching material and the teaching material itself.
All of the teaching learning process by using jigsaw technique is
hoped to be able to solve the problem of teaching learning process of reading
in class X-4 MA PPMI Assalaam Sukoharjo. The list of teaching learning
process in reading by using jigsaw technique is described in the table 4.2.
Table 4.2 List of Teaching Learning Activities in Reading by Using Jigsaw
Technique
No. Activities Objectives Addressing to
problem 1. a. Students watch the
pictures dealing with the
teaching material in the
power point slide
a. Students give opinion
about the pictures.
To give warming up reading
and to attract students‟ interest
in reading
B1, B2, B3, B4
2. Students answer the
teacher‟s question dealing
with the text.
To make students have
description about the text they
will learn.
A1, A2,
3. Students answer the
teacher‟s question about the
strategy in answering
questions of the texts they
will learn.
To make students understand
the strategy of answering
questions of the text they will
learn.
A1, A2
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4. a. Students make a home
group based on students‟
serial number.
b. Leaders of the home
group divide the text to the
group members.
c. Students divide the
assignment dealing with text
into some segments: the
chronology events, the
meaning of certain words,
and certain information of
the text.
d. Students meet the other
group members with the
same assignment segment
and make expert group.
To create the good
communication and
interaction among the students
and the teacher.
B5
5. a. Students discuss the
assignment which consists
of same segment in the
expert group.
b. Students shared the
discussion result of the
expert group to the member
of home group.
c. Students present the
discussion result in front of
the class.
d. Students give some
questions and opinion
dealing with the discussion
result that is presented in
front of the class.
To make the students
understand the reading
material deeply
A1, A2, B1, B2,
B3, B4, B5
The writer also proposes the list of problems which are faced by the
students in reading and the activity list that is proposed to solve the problems. It is
listed in table 4.3.
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Table 4.3 List of Indicators of Problems as Being Improved By the Learning Activities
Using Jigsaw Technique
Problems of teaching learning process in reading Activity Number
A. Indicators of reading skill 1. The students only focused to learn
vocabulary in reading.
2. Students had no enough reading
experience to get the main idea, detail
information, either explicit or implicit
information.
2, 3, 5a, 5b, 5c, 5d
B. Classroom climates 1. Students made noise during the
lesson.
2. Students read the magazine in the
class.
3. Some students made a chat with
their friends when the teacher
explained the material.
4. Some students eat snacks in the
class.
1a, 1b, 5a, 5b, 5c, 5d
5.There was less good
communication and interaction
between the students and the English
teacher.
4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d
3. Implementing the Action
After preparing the action plan, the writer implemented the action.
There were four meetings in this cycle. Each meeting spent 80 minutes. It
consisted of three parts. Those were opening, main activity, and closing. It is
described as follows.
a. The First Meeting (Monday, 11th
April 2011)
1) Opening
This meeting started at 11.30 a.m. and finished at 12.40 p.m.
At 11.35 a.m. the writer and her collaborator came into the class. As
usual, there were some students who have not entered the class. The
writer opened the meeting by greeting, “Assalamu‟alaikum
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Warahmatullahi Wabarakatuh....” the students answered,
“Wassalamu‟alaikum Warahmatullahi Wabarakatuh”.
When the students seemed unmotivated in answering the
greeting, the writer repeated her greeting once again. Then the writer
checked the students‟ attendance.
The writer continued by writing “unforgettable story” on the
white board as the topic of the lesson.
2) Main Activity
After telling the topic to the students, the writer presented
some pictures in the power point slide. She asked the students,
“Students, do you have any idea where it is?” Some students
answered the question enthusiastically, “Parangtritis,”. The other
students answered, “Baron”. The other students answered the other
names of beach. There were some students who tried to answer the
questions. It was noisy, so the writer tried to make the class situation
more conducive.
The writer then explained the relationship between the picture
and the material they would learn. She told that there was a story
dealing with Parangtritis. That was “Ratu Pantai Selatan”. In the day
they learnt Narrative text. “Ratu Pantai Selatan” was just an example
of narrative text. She also asked what story that students ever heard or
read. Most students answered that they ever heard about “Cinderella,
Malin Kundang, Si Kancil, and sleeping beauty”.
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W continued the lesson by explaining the students that they
would have reading activity by using jigsaw technique. Some students
seemed unhappy with reading activity. They wanted to watch video
instead of reading. The writer tried to explain the students about the
importance of reading. After the students were silent, the writer asked
the students about the strategy of answering questions of reading. The
students answered that they ever heard about skimming and scanning.
The writer then explained about skimming and scanning strategy. She
explained that skimming is fast reading. It is just like reading
information in the newspaper. Scanning is a strategy in reading to
search for specific information by using key words. It is just like
reading dictionary or phone book.
The writer continued teaching by using jigsaw technique. She
divided the students into nine groups based on students‟ serial
number. Each group consisted of three students, but one group
consisted of four students. This group was called as home group. The
writer distributed text and worksheet for each student. The text titled
“The Princess of Fire”. She then asked the students to choose the
group leader. The students chose the group leader.
The writer then assigned every student to deal with assignment
segments. Those are the chronology events, the meaning of certain
words, and certain information of the text.
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After the students got their assignment segment, the writer
asked them to meet the students from the other groups with the same
assignment segment and made group. This group was expert group.
The students discussed the assignment. They asked each other in the
group. Some students opened the dictionary to search for the meaning
of the words in the text.
There was an aspect in doing the assignment the students did
not understand so one of the students asked to the writer, “Miss, nyari
arti katanya, semua artinya yang di kamus ditulis semua atau
bagaimana”. This question deals with the segment of the meaning of
certain words. The writer then explained to all students that they
should find out the proper meaning of the words based on the context
of the text. The other question was given by the students dealing with
the “chronology events”. A student asked, “Miss, ini untuk
mengerjakan yang chronology events, tinggal dikasih panah-panah
sampingnya atau bagaimana?” The writer answered that they should
give the sign in the text and should write the main idea of each
paragraph as the identifier of chronology events.
The students have not finished yet the discussion until the bell
rung.
3) Closing
The writer asked the students to finish the assignment as their
homework. She then asked the students whether they had questions or
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not about the material. There was no question from the students. The
writer closed the lesson by saying the greeting and it was answered by
the students together.
b. The Second Meeting (Sunday, 24th
April 2011)
1) Opening
At 07.05 a.m. the writer and her collaborator entered the class.
Some students have not entered the class. The writer greeted the
students and asked students‟ condition. In the day the writer wanted to
have a lesson by using power point, but the LCD was broken and it
could not be fixed. Some students asked the writer to have the class in
the language laboratory. The writer explained that they could not have
the class in the language laboratory in that day because she has not
made appointment about the use of laboratory. She promised to have
the class in the laboratory on the other day.
2) Main Activity
The writer continued teaching by asking the students to back to
the home groups and asked them to share the discussion result of the
expert group to the group members. The students responded the
instruction well. Some students did not understand the instruction. Her
collaborator helped the writer by explaining the instruction to the
students.
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After all students backed to the home group, they shared their
each discussion result of the expert group by reading the result to the
group members. They did it for about 15 minutes.
The writer then asked the students to present the discussion
result in front of the class. A student came to front of the class to
present the discussion result about the meaning of certain vocabulary
in the text. There were some students who did not pay attention to the
presentation. The writer reminded them to pay attention to the
presentation.
After the student finished presenting the meaning of certain
vocabulary in the text, the writer asked the other student to present the
discussion result on certain information segment. A student presented
the discussion result on certain information segment.
After the student presented the discussion result, the writer
asked the students whether they had questions or opinion about the
presentation. The other student conveyed the opinion about the
presentation. She said, “Hampir sama Miss jawabannya. Paling beda
sedikit.”
The writer asked the student to share her opinion. She shared
the different opinion to the question number 2 on certain information
segment. She told the class, “Jadi, kalau jawaban kami „pebble‟
represents the most valuable thing one can give - it is the man‟s
heart.”
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The writer responded the student‟s opinion by saying, “Yes,
good, thank you, Mba‟. I think there is just little difference between
the answer of the group of NA, and the answer of group of Miss IA.
The answer of NA is more complete than the IA‟s. But I think both of
you has answered the question well, thank you. Is there any other
opinion for the answers?” There was no more opinion from the
students.
The presentation continued by presentation about the
chronology events that were read by a student that was chosen by the
writer.
Teaching learning process of reading was continued by using
jigsaw technique. In this session, the writer asked the students to back
to the Home Group to continue reading activity. She distributed the
text titled “Snow Bride” to the group. She assigned the students to
deal with the assignment segment that was just the same as before.
The students should get the different segment from the previous
segment.
The students then discussed to divide the assignment. After
each student got the assignment they met the other students from the
other groups with the same assignment segment and made expert
group. Some students asked permission from the writer to take
dictionary in their boarding house. The writer let them.
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Most students were active in the discussion. Some students
who were not active in the discussion were reminded to be more
active. In doing the assignment, students stated a strategy. They
divided the text into some segments based on the number of the
paragraph. They divided the group members to read certain paragraph
carefully. So they comprehend their each paragraph segment deeply.
When they did not understand the meaning of certain vocabulary in
the text, they opened the dictionary.
3) Closing
At 08.20 the students have not finished the discussion. The
writer asked the students to continue the discussion at boarding house
and in the next meeting. The writer closed the lesson by greeting.
c. Third Meeting (Monday, 25th
April 2011)
1) Opening
The lesson started at 11.20 a.m. The writer opened the lesson
by greeting. The students requested the writer to have the lesson in the
language laboratory. The lesson was conducted in the language
laboratory. The writer has been permitted to use the laboratory.
2) Main Activity
The writer asked the students to group with the expert group.
They sat in the booths which were close each other. The students did
the writer‟s instruction. The writer let the students to turn on the
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computer and access the internet to search for the narrative text they
have discussed. The writer asked the students to open site
http://mariannh.com to search narrative text titled “Snow Bride”.
The writer asked the students to finish the discussion. She said
to the students, “Okay, class you may access the internet, but please
finish your assignment first. After you finish your assignment I will
ask some of you to present your discussion result. I will choose you
randomly. Do you understand?” The students answered together and
happily, “Okay, Miss”.
The reader then turned the computer on and started to access
the internet. They accessed site http://mariannh.comas asked by the
writer. But, there were some students who accessed the other sites like
„facebook‟ and „youtube‟. The writer reminded the student to be more
active in the discussion. Students paid attention to the writer‟s asking
then they backed to their group to discuss the assignment
There were some computers which cannot be turned on. The
students complained it. The writer asked them to try some passwords.
But, the passwords were still incorrect so the computers cannot be
turned on. Suddenly there was sound reminded the students to learn
instead of turning the computer on. The sound was from the staff who
maintains the laboratory. The staff then tried to give some passwords.
The students tried to enter the passwords. It did not work. The writer
solved the problem by asking them to write the number of booth
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which the computer cannot be turned on. She promised to report it to
the staff who maintains the laboratory to fix it. The students
understood it. Then they discussed the assignment with their group.
The writer walked around the laboratory to check students‟
discussion. When she got the expert group who discussed about
certain segment she gave an advice to the students to answer the
questions completely by writing some parts of question into the
answer. She said, “Mbak, kalau menjawab pertanyaan yang berkaitan
dengan detail information, tolong dijawab lengkapya. Dalam reading
yang berbentuk essay kalian harus menjawab dengan menulis kembali
apa yang ditanyakan dalam text. Misal nomor 1 ini, kan
pertanyaannya What does the text tell you about?.... nah cara
menjawabnya tidak langsung seperti ini, tapi sebaiknya seperti ini the
text tells me about bla…bla…bla… sesuai jawaban kalian. Paham
ndak?” Student then answered, “jadi sebagian pertanyaan ditulis
lagi, gitu ya Miss?”
The writer gave the same advice to the other expert groups.
After the discussion in the expert home finished, the writer
asked the students to back to their home group. The students move to
their home group. Some students did not move. They still browsed the
internet. The writer asked them to discuss their discussion result of
expert group to the members of the home group. They did the writer‟s
instruction.
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The students then shared the discussion result of the expert
group in the home group. They did the discussion by reading the
discussion result the group members and asked the members whether
they understood the discussion result or not. The discussion happened
in the good situation. All students seemed understand the information
shared by the group members. When the writer asked them, “Ada
kesulitan memahami hasil diskusi yang disampaikan tidak?” The
students answered, “Tidak ada, Miss… insya Alloh sudah paham”.
The discussion spent little time. The writer then asked the
students to present the discussion result in front of the class. Some
student present their discussion result about the text titled “Snow
Bride”. The writer chose some students to present it. The first turn was
the presentation in the segment of “Finding out the meaning of certain
vocabulary”. A student, with initial WA read the vocabulary and its
meaning in Indonesian. She said, “Okay, friends I will read the
meaning of the words in the text. „Pellets‟ is butir, „Sharp‟ is tajam,
„spears‟ is lembing, then „pierce‟ means menembus, „cloak‟ means
mantel, „blindly‟ is untung then „cold‟ is dingin.” This presentation
was continued by the other student, IA. She read the discussion result.
The vocabulary been read were: „tiny‟, „reluctantly‟, „sheltered‟,
„discovered‟, „grazing‟. The meanings are: „kecil‟, „dengan segan‟,
„perlindungan‟, „dilindungi‟ dan „merumput‟.
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Then the writer asked the other student to present the
discussion result about the segment of detail information. A student
presented it by reading it. She said, “Untuk yang nomor 1 jawaban
kelompok kami adalah about a snow bride and a samurai named
Hikaru”. The writer reminded the student to try to use English. The
student then presented the discussion result by using English. She
continued, “Number two, the answer is „from Japan‟, then, number
three is „he is a samurai‟. Number four „He lost his way in a sudden
winter storm‟. The last is number five, „The Snow pellets sharp as
spears pierced his cloak and drove him blindly into the deep woods‟.”
After the student finished doing the presentation, the writer
asked the student to choose the other student to present the next
discussion result in the segment of detail information. The result is as
follows:
6. Hikaru lived with Yuki for several times. Yuki treated him
so well.
7. Because she kept him prisoner in the hut far too long
8. He jerked from her grip. Hikaru asked her to leave him.
9. The door swung shut between her and Hikaru.
10. No, I don‟t. In the end Hikaru died and Yuki could not
married with Hikaru.
(Student‟s Worksheet)
The writer continued the teaching by discussing the last
segment that has not been presented by the students. The segment was
“Chronology Events”. The conclusion of the discussion in brief is that
the events consist of some parts. The first part is orientation that is on
the first paragraph, than complication. Complication is on paragraph 2
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until paragraph 8. Paragraph 9 and paragraph 10 is resolution and the
last paragraph is the reorientation.
After the discussion, the writer asked the students whether they
had questions about the material on narrative. There were no questions
from the studets. The teacher then asked the students to turn the
computer off and put the tools they used in the proper places.
3) Closing
The writer closed the meeting by greeting. After the students
left the laboratory, she and her collaborator checked the booth and
turned all tools off. She left the laboratory and locked the door.
d. Fourth Meeting (1st May 2011)
1) Opening
The writer and her collaborator entered the class at 07.00 a.m.
All students entered the class. The writer opened the meeting by
greeting. The writer and her collaborator prepared the answer sheets to
distribute to the students. The writer asked the students to do the test
well. She said, “Okay, class. Today we have a post test. So, please do
it well. I will submit the mark to Mr. Syarif as your daily test mark.”
Some students protested to the writer. They said, “Jangan hari ini
mba. Kita hari ini banyak ulangan…” The students complained the
writer to have the post test on the day. They had the other tests on the
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day. Some students informed the writer that on the next Monday they
would have final test, so it was the last meeting of the semester.
2) Main Activity
The writer kept asking the student to do the test well. The
students started doing the test in not too conducive situation. Some
students made noise. There was a student who did the post test
without seeing the question sheet. The writer reminded the students to
do the test individually and seriously. The class situation was more
conducive.
3) Closing
After the students finished doing the test, the writer and her
collaborator collected the students‟ answer sheet. She closed the
meeting by saying forgiving to the students. She then greeted the
students just as usual.
4. Observing and Monitoring the Action
In implementing the research of teaching reading by using jigsaw
technique, the writer observed the teaching learning process. The
observation was done simultaneously. The result of the observation and
monitoring were recorded in the field notes.
After the pre test was conducted, the writer taught the students in
cycle 1. There were four meetings in this cycle. The teaching was focused
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to achieve some indicators in reading. The indicators are stated in the
lesson plan.
The indicators are as follows:
a. Identifying the topic of the text
b. Identifying the main idea of paragraphs in the text
c. Identifying communicative purpose of the text
d. Identifying certain information of the text
e. Identifying the meaning of certain words in the text
f. Identifying the chronology of events in the text
g. Identifying the meaning of certain sentences in the text
In the first meeting of cycle 1 the writer taught about narrative text.
She stated a topic titled “Unforgettable Story” in starting the teaching. She
presented a power point slide. She asked some questions dealing with the
pictures in the slide. Students seemed highly motivated. They seemed so
enthusiastic when answering the questions. It can be seen from the Field
Notes on 11th
April 2011. It is stated that ”Siswa memperhatikan gambar
dengan seksama. Beberapa siswa menjawab pertanyaan, dengan
antusias.“Parangtritis…” Siswa yang lain menjawab, “Baron…”,
“Kukup…” Kelas agak ramai dengan jawaban yang menyebutkan
beberapa nama pantai.”Students answered the other questions well.
The teaching continued with the jigsaw technique. When the writer
asked the students to have jigsaw reading, some students seemed
unmotivated. They wanted to watch video instead of having reading
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activity. The writer then explained the importance of reading skill and she
explained strategy to answer the questions of reading test. The students
wrote the writer‟s explanation. The students understood and they did the
writer‟s instruction to make home group in doing the jigsaw reading based
on students‟ serial number.
After making home group, the students chose a leader for their
group, and then they accept the text and worksheet from the writer. The
students divided the assignment segment to the group members. The
segment consisted of detail certain information in the text, vocabulary, and
chronology events. Then the students met the other students from the other
group with the same segment. This group is called as expert group. In the
expert group, the students discussed the assignment. They read the text.
Some of the students opened the dictionary to look for the meaning of
certain vocabulary.
When the students did not know how to do some assignment, they
asked the writer. It is stated in the field notes that Seorang siswa dari
group vocabulary menemui sedikit kebingungan. Dia kemudian bertanya
kepada W “Miss, nyari arti katanya, semua artinya yang di kamus ditulis
semua atau bagaimana?”…..Siswa lain dari kelompok yang mendapat
jatah mengerjakan segment “Chronology Events” kemudian mengajukan
pertanyaan bagaimana mengerjakan segment “Chronology Events”.
“Miss, ini untuk mengerjakan yang chronology events, tinggal dikasih
panah-panah sampingnya atau bagaimana” The writer answered the
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students‟ questions and she explained how to do the assignment to all
students. Some students did not discuss with their group. They did non
academic activity like reading mini magazine and did talking with the
other students. The writer reminded them to discuss with their own expert
group. The students paid attention to the writer‟s warning. They backed to
their expert group and did the discussion. The discussion was continued in
the next meeting.
In the second meeting of cycle 1 the students continued discussion
in the home group. On the day, the LCD cannot be turned on, so there was
no presentation of power point. When the writer explained the students
that they would continue the discussion, some students seemed dislike.
They wanted to have the class in the language laboratory. After the writer
explained them that they could not use the laboratory on that day, the
students understood and they continued the discussion in their own home
group. In the home group the students shared their discussion result of the
expert group. The students shared the discussion result in the home group
to the members of group for about 15 minutes. After the discussion, some
students presented their discussion result in front of the class. They
presented the discussion of vocabulary segment by reading certain words
in the text. Some students did not pay attention to the presentation. They
talked with their friends. Students reminded them to pay attention more to
the presentation. There was no question from the students dealing with the
vocabulary.
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The presentation was continued by sharing the discussion result of
certain information in the text. A student, who has initials N.A., presented
it. The students responded the presentation well. The other student shared
her different opinion about her answer on certain information segment. It
is stated in the field notes on 24th
April 2011. It is stated that “jadi, kalau
jawaban kami pebble represents the most valuable thing one can give - it is
the man‟s heart.”
Students continued the presentation by sharing the discussion result
of chronology events of the text. The student explained that the text was
organized into orientation, complication, resolution, and reorientation.
After the presentation the jigsaw reading was continued. The writer
asked the students to be on the home group. She distributed the texts
titled”Snow Bride” to the students. She assigned the students to deal with
the assignment segment like the previous meeting. The assignment
segments were detail certain information in the text, vocabulary, and
chronology events. When dealing with the assignment segment, the
students asked a question to the writer about the assignment segment. The
students asked whether they had to do the same assignment segment or the
different segment. The writer told the students that they had to do the
different assignment from the previous. By this, hopefully the students
have enough reading experience. The students did the writer‟s instruction
well.
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When the students did the discussion in the expert group, the writer
found that the students did a strategy in doing the assignment. They made
the sub segment of the assignment. They deepen their understanding of the
text by reading their reading part based on their sub segment of the
assignment. Then, they discussed their reading result to the members of
their expert group.
Some students did non English academic activity. They read non
English book. The writer reminded them to join their expert group and do
their assignment. The students then joined their expert group and did the
assignment. The discussion has not finished yet in those day meeting. The
students were asked to continue the discussion at their boarding house as
their group homework.
In the next meeting, that was on 25th
April 2012, the lesson was
conducted in the language laboratory. The students sat on the booth based
on their expert group. The students in the same expert group sat in the
same row. They accessed the website the writer shown to them to open
the text they have read in the website. Some students accessed social
media like „facebook‟, „youtube‟, etc. The writer reminded them to focus
on the discussion. Then they discussed with the other members of their
own expert group. When the writer checked the students‟ discussion result,
she gave some explanation dealing with the skill in answering the reading
questions. The students tried to understand the writer‟s explanation. A
student asked a question to deepen her understanding about the writer‟s
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explanation. It was recorded in the field notes of 25th
April 2012.It is stated
as follows.
W meneliti jawaban siswa. Ketika meneliti jawaban yang terkait
menjawab pertanyaan tertentu yang berkaitan dengan informasi detail
dalam text yaitu segment “Certain Information”, W memberi beberapa
masukan kepada siswa. “Mbak, kalau menjawab pertanyaan yang
berkaitan dengan detail information, tolong dijawab lengkap ya. Dalam
reading yang berbentuk essay kalian harus menjawab dengan menulis
kembali apa yang ditanyakan dalam text. Misalnomor 1 ini,
kanpertanyaannya What does the text tell you about?.... nah cara
menjawabnya tidak langsung saeperti ini, tapi sebaiknya seperti ini the
text tells me about bla…bla…bla… sesuai jawaban kalian. Paham ndak?”
seorang siswa dengan inisial DP menganggukkan kepala, sambil
bertanya, “jadi sebagian pertanyaan ditulis lagi, gitu ya Miss?”W
menjawab, “Ya, kurang lebih seperti itu.”
After some minutes, the students backed to their Home Group.
They shared their discussion result of expert group to the members of the
Home Group. The discussion ran well. It took just some minutes.
In the session of presentation, some students presented the
discussion result in front of the class. In the first turn, a student, W.A.,
presented her discussion result in the segment of Vocabulary. She read the
meanings of some certain vocabulary in the text. The other student, I.A.,
continued the presentation of vocabulary segment. The vocabulary and its
meaning that they presented are stated in the field notes dated 25th
April
2011. It is stated that‟pellets‟is butir, „sharp‟is tajam, „spears‟is lembing,
then„pierce‟ means menembus, „cloak‟means mantel, „blindly‟is
untungthen „cold‟is dingin.” It is also stated that “IA membacakan hasil
diskusinya terkait makna vocabulary tertentu di paragraph three dan four
antara lain makna kata „tiny‟, „reluctantly‟, „sheltered‟, „discovered‟, dan
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„grazing‟ yang diartikan sebagai „kecil‟, „dengan segan‟, „perlindungan‟,
„dilindungi‟ dan „merumput‟.”
The presentation was continued with the presentation of detail
information. When presenting it, the student used Indonesian. The writer
asked the student to try to use English. The student continued the
presentation by using English. The assignment segment of Chronology
Events was not presented, but it was discussed by the writer and the
students. There was no question about the material from the students.
On 1st May 2011, the writer conducted a post test for the students.
At first the students protested the post test. They said that they would have
the other two tests on the day. They also explained that the meeting was
the last meeting of the second semester. The writer then kept asking the
students to do the post test well. It would be their daily test score. The
students did the test. The class situation was not as conducive as the
situation in which the students did the pre-test. However it was better
gradually.
5. Reflecting the Result of the Observation
There are two major problems related to the teaching and learning
process of reading in class X-4 MA PPMI AssalaamSukoharjo. First, the
teacher only focused in vocabulary building and he did not provide enough
reading experience to get the main idea, detail information, either explicit
or implicit information. Secondly, the students did not pay attention to the
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lesson. It is very noisy when the teaching learning process occurs. The
teacher cannot manage the class well.
After conducting the action, the writer found some improvement in
two aspects; those are the class situation aspect, and the reading skill
aspect.
In the class situation aspect, the writer found that the class situation
when the action was implemented was better than before the action was
implemented. The detail is shown in table 4.4
Table 4.4 Improvement of Situation
Class Situation
Before the research After the research
1. Students did not pay attention. They read
magazines, ate snacks, and made a chat with
their friends during the lesson.
1. The students paid attention to the lesson.
There were no students who read the
magazine in the class. There were fewer
students who chatted with their friends
during the lesson. After the writer asked
them to pay attention to the lesson they
did it. No students ate snacks during the
lesson. In addition, they made a note for
the writer‟s explanation
2. Communication and interaction between the
students and the English teacher was not
good. The students did not respect the teacher
during the lesson. They ignored the teacher‟s
warning. There was no group work that
enables the students to interact with each
other during the lesson.
2. The communication was well built. Most
students were active during the lesson.
They did good discussion in the groups.
During the action, the students paid good attention to the
writer‟s explanation and they made the note for it. When some students
made a chat or doing the other non academic activities during the lesson,
the writer asked them to focus during the lesson. The students then focused
to the lesson. Besides, most students were active during the lesson. In the
presentation session, some students could present their discussion result
well. When there was different opinion about the discussion result, the
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students conveyed their opinion well. They shared their own opinion to the
others. When the discussion was felt monotonous for the students, the
writer conducted the lesson in the language laboratory. They could access
the internet. They seemed enthusiastic when they had the class in the
language laboratory.
The communication was well built during the lesson. It can be seen
when the students did jigsaw reading. The communication happened when
the students chose the leader for the group and when they assigned the
assignment segment. Besides, they did the discussion well. They
determined a strategy in their expert groups to do the assignment.
Although there were some students who did not the discussion in the
beginning, they joined the group and did the discussion after the writer
reminded them to do the discussion.
In the reading skill aspect, the improvement can be seen from the
increasing score of the total amount of mean score of the indicator
achievement. The detail is described in table 4.5.
Table 4.5 Mean Score of Indicator Achievement
Indicator Mean Score
of Pre Test
Mean Score
of Post Test
Passing
Grade
Identifying the topic of the text 57.7 74.4 70
Identifying the main idea of paragraphs in the text 28.6 56.4 70
Identifying communicative purpose of the text 60.7 75.0 70
Identifying certain information of the text 34.5 58.9 70
Identifying the meaning of certain words in the text 37.5 48.8 70
Identifying the meaning of certain sentences in the text 41.0 35.1 70
Identifying the chronology of events in the text 49.9 45.2 70
Total amount of average score 44.3 56.3 70
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It can be seen from the table that there are improvements on some
indicators. Those are:
a. Identifying the topic of the text
b. Identifying the main idea of paragraphs in the text
c. Identifying communicative purpose of the text
d. Identifying certain information of the text
e. Identifying the meaning of certain words in the text.
There are two indicators that are above the passing grade. Those
are:
a. Identifying the topic of the text
b. Identifying communicative purpose of the text.
The other indicators are still under the passing grade. The
indicators are:
a. Identifying the main idea of paragraphs in the text
b. Identifying certain information of the text
c. Identifying the meaning of certain words in the text
d. Identifying the meaning of certain sentences in the text
e. Identifying the chronology events in the text.
The decreasing score is on the two indicators; identifying the
meaning of certain sentences in the text and identifying the chronology of
events in the text.
The facts above can be explained by using the results of
observation and interview as follows:
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a. The material selection is not good. According to the students some
texts are too long.
b. Assuming that the students‟ English teacher has given good
vocabulary building, the writer has not taught strategy to answer the
questions dealing with the vocabulary meaning.
c. Lack of exercise. The writer has not given enough reading experience
for the students.
These facts indicate that better planning and implementation is
needed in the next cycle. However, the writer decided to stop the cycle
because there was no permission from the school institution to conduct the
research more than one cycle. Yet, there are some positive results that can
be gained in the cycle 1 although they are not satisfying. Those are as
follows:
a. The students are able to achieve some indicators of reading skill
during the teaching learning process when the action was
implemented.
b. After the action was implemented, the class could be managed well.
The noise in the class can be reduced.
c. There was increasing participation in learning reading. The students
asked some questions to the writer when they did not know any
material or how to do the assignment in the group. They made a note
for the writer‟s explanation when she explained the material.
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d. The communication was built well. They could manage their group in
very good way. It can be seen when they chose the leaders of Home
Group and when they assigned the assignment to the group members.
Besides, they did the discussion well.
C. Research Findings
From the description above, it can be concluded that there are strengths
and weaknesses of this research including the reading skill and the class situation
aspect. It can be seen from the following table.
Table 4.6 Strengths and Weaknesses of the Research
The Strengths The Weaknesses
1. There are two indicators score which are
above the passing grade.
2. Most of the students involved in the teaching
learning process and they did the given task.
3. The students could build good
communication during the lesson.
4. Most students paid good attention to the
lesson
1. There are two indicators score of post test
which decreased
2. The writer did not provide enough
explanation about the strategy to understand
the meaning of certain vocabulary
3. Lack of reading exercise.
4. There were some students who did not
respect the writer during the lesson.
The table can be described as the following.
From the reading skill aspect the improvement includes the increasing
mean score of two indicators achievement which is above the passing grade. The
indicators are identifying the topic of the text and identifying communicative
purpose of the text. The increasing mean score of identifying the topic of the text
is 22.4 percent. The indicator achievement of identifying communicative purpose
of the text increases 19.1 percent.
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There is decreasing mean score of two indicators; those are identifying the
chronology of events in the text and identifying the meaning of certain sentences
in the text. The first indicator score percentage decreases 14.4 percent. While the
mean score of the second indicator achievement decreases 9.4 percent. From the
interview that the writer conducted to some students of Class X-4 MA PPMI
Assalaam Sukoharjo, it is known that they could not do the question of post test
dealing with indicator of identifying the chronology of events in the text and
identifying the meaning of certain sentences in the text because they did not know
the meaning of some vocabularies in the text. Besides, for them the text is too
long. They felt confused when they should arrange the jumbled paragraphs.
In the class situation aspect, the improvement includes the conducive
situation of teaching learning process and the increasing participation of the
students. The conducive situation of teaching learning process can be seen from
the discussion that ran well. Besides, when the writer gave instruction almost
students did it. There were just some students who complained the instruction.
However, they could be warned and then did the instruction. They paid good
attention when the writer explained the material and they made note for the
explanation. There were just some students, who did non-academic activities
during the lesson like making a chat with their friends or reading non-English
material book. Nevertheless, they could be managed well. After the writer
reminded them to pay attention to the writer‟s explanation and to have
participation in the discussion, they did it. The increasing participation of the
students in teaching learning process can be seen from the discussion that they did
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in the Home Groups and in the Expert Groups. When doing the assignment, they
assigned the assignment to the group members. They made a strategy to do the
assignment by assigning the assignment into some sub segment of assignment.
When they did not know the meaning of certain words, they tried to look for the
meaning in the dictionary. They shared their opinion in the discussion and in the
presentation. From this, it can be seen that the communication between them was
built well. It made the teaching learning process in the class was alive.
D. Research Discussion
The research finding is acquired from the observation, the interview, and
the result of the test. There are two aspects of improvement. The first is the class
situation aspect and the second is reading skill aspect. From the observation and
the interview it can be seen that the class situation is quite conducive for the
teaching learning process. The communication between the students and the
teacher was well built. The discussion ran well. The students could manage their
group well. They built team work in the group. It can be seen when they made a
strategy in doing the assignment the writer gave by assigning the assignment into
some sub assignment segments. In the group discussion and presentation, they
shared their own opinion. It shows their interpersonal skill and interactive skill.
Reading by using jigsaw technique can help the students to build their
interpersonal skill and interactive skill. When the students choose the group leader
and assign the assignment to the group members, it means that they build
communication and relationship between the group members. They also do team
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work in jigsaw reading. From these, it can be said when the students do reading
activities, they build their interpersonal skill and interactive skill. There are some
advantages of reading by using jigsaw technique (Social Psychology Network,
2012).
Those are as follows:
1. Learning revolves around interaction with peers and build group
Accountability.
2. Students take ownership in the work and achievement.
3. Learning revolves around interaction with peers and build group
accountability.
4. Students are active participants in the learning process and enhances the
individual accountability.
5. It builds interpersonal and interactive skills.
6. It improves the social skills like leadership and communication skill, decision
making and trust building, and active listening.
From the post test result it is known that students‟ reading skill was
improved. The mean score of post test that is higher than the mean score of pre
test shows that there is improvement of students‟ reading skill. Besides, from the
interview and the observation, it is known that the students get improvement in
understanding the text. When they did not understand any material in reading,
they asked the other students who understood the material in the group discussion.
Jigsaw reading helps the students to deepen their understanding of the
reading material when they do discussion and presentation. When they share their
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opinion about the discussion result, they learn to convey their understanding about
the material. Their understanding is completed by the other students‟ opinion. It is
like stated by Parker (n.d.). He said that the advantages of reading by using jigsaw
technique are as follows:
1. It is an efficient way to learn the material.
2. It builds a depth of knowledge
3. It discloses a student's own understanding and resolves misunderstanding
4. It builds on conceptual understanding
5. It develops teamwork and cooperative working skills.
Related to the weakness of the research, they can be explained as follows.
1. There are two indicators score of post test which decreased.
2. The writer did not provide enough explanation about the strategy to
understand the meaning of certain vocabulary
3. Lack of reading exercise.
4. There were some students who did not respect the writer during the lesson.
The indicators which the score decreased are; (a) identifying the meaning
of certain sentences in the text and (b) identifying the chronology of events in the
text. The indicators achievement deals with the reading comprehension. That is
word recognition and decoding. It means that the students found difficulty in the
word recognition and decoding. It is caused by the lack strategy of understanding
the meaning of words and sentences. In this case, the writer has not taught the
students the strategy to understand the meaning of certain vocabulary. Besides,
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the students lack of reading exercise. The lack of reading exercise deals with the
lack of reading engagement.
Regarding the facts above, Duke (2003) stated an opinion. He said that
comprehension difficulties have many causes.
The causes are as follows:
1. Difficulties with word recognition and decoding
2. Difficulties with fluency
3. Poor short-term and/or working memory
4. Lack or poor use of strategies
5. Lack of reading engagement
Regarding to the last weakness that is there were some students who did
not respect the writer during the lesson, the writer found that it is caused by the
difficulty in monitoring the students at once. Sometimes some students made the
noise in the class and did not join the class well. This fact is one of disadvantages
of jigsaw technique implementation in the class. It can be said that
implementation of jigsaw technique in class not only has the advantages but also
disadvantages (HubPages Inc., 2012) such as follows:
1. It takes much time to organize the group. The teacher should make groups
that combine the students who have different intelligences.
2. If students do not get into their group quickly enough or read their initial texts
quickly enough, it will run out of time.
3. If one or two obstinate students don‟t participate a whole group or two will
lose out on a piece of the text.
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4. The class situation become noisy, so the teacher needs to control the students
5. A teacher cannot monitor all groups at once.
After justifying the research findings based on theories above, the writer
concludes that teaching reading by using jigsaw technique is good to be
implemented. It can improve students‟ reading skill in some aspects and make the
class situation more conducive.
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CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
This chapter presents the conclusion, implication and suggestions of the
action research conducted to the first grade students of MA Assalaam Sukoharjo
in the Academic Year of 2010/2011. They are presented as the final discussion
from the research findings.
A. Conclusion
After conducting the research, the writer found some research findings to
answer the research questions in Chapter 1. Those are: (1) Can the use of jigsaw
technique improve the students‟ reading skill? And (2) what is the situation when
jigsaw technique is implemented in reading classes? The details are as follows.
By analyzing the result of action research, the writer concluded that the
implementation of teaching reading by using jigsaw technique can improve the
students‟ reading skill in some aspects. In this research, jigsaw can improve two
indicators achievement of reading. The indicators are identifying the topic of the
text and identifying communicative purpose of the text. By this, the writer
concludes that reading by using jigsaw technique can improve students‟ skimming
technique that the writer taught during the action. It enables the students to guess
the context of the text without inferring the sentence meaning. The students still
lack of skill of inferring sentences meaning in the texts. When jigsaw technique is
applied to teach reading,the students still needs more material explanation and
reading exercises.
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In the class situation aspect, the writer concludes teaching reading by
using jigsaw technique can make the class situation better. When the action was
implemented, the class situation is more conducive than before the action was
implemented. The students paid good attention to the lesson and did the given
tasks. They made the note for the writer‟s explanation although the writer did not
ask them to do that. When some students made noise, the writer could make the
class situation conducive by reminding them to be active in the discussion. After
the writer reminded them, they joined the class well. The students gave good
participation in the discussion and in the presentation. When they did not
understand some materials and did not know how to do the assignment, they
asked the material to the writer or to their friends in the groups. In the group
discussion and presentation,the students built good communication and team work
during the lesson.
B. Implication
Based on the conclusion of the research, there is improvement of students‟
reading skill and the class situation. It implies that teaching reading by using
jigsaw technique is basically good way to improve students‟ reading skill and the
class situation. Yet, to support the teaching by using jigsaw technique teachers
should provide enough reading exercise and material explanation to building
depth knowledge especially on reading strategy.
Building reading strategy is important to improve the students‟ reading
skill. Besides, it is necessary for the students to be in conducive situation to
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support their learning process. Those things can be supported by using jigsaw
technique to teach reading.
There are some steps in teaching reading by using jigsaw technique. The
detail is as follows.
There are some steps in teaching reading by using jigsaw technique. The
details of the steps are as follows.
1. The writer prepared lesson plan as the teaching guidance in the class.
The lesson plan consists of the steps of teaching reading by using jigsaw
technique. The main steps in practicing jigsaw technique in teaching reading
are described as follows:
a. Dividing the students into nine groups based on the students‟ numbers.
b. Distributing the texts to every member of the group (Home group).
c. Asking the students to divide the texts to each member of the groups.
d. Assign every student to deal with the chronology events, the meaning of
certain words, and certain information of the text.
e. Asking each student to meet the other members of other groups that have
the same assignment and make sub groups.
f. Asking the students to discuss the answers of the questions in the same
sub group (Expert group).
g. Controlling the groups.
h. Asking the students to back to the home group.
i. Asking the students to present the result of discussion in the expert
group.
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j. Asking some students of some groups to present the result of discussion
in the last home group.
2. The writer prepared some texts to be taught in reading class. The texts
are narrative.
3. The writer prepared the power point that will be used in teaching
reading. The power point consists of the pictures and video dealing with the
teaching material and the teaching material itself.
C. Suggestion
After conducting the research and obtaining the conclusion and
implication above, the writer would like to give some suggestions for the teachers,
the students, the institutions, and the other researchers related with the teaching
learning process of English especially reading. Hopefully the suggestions will be
useful to improve students‟ English skill.
1. For the teachers
a. The teachers should be good in managing the class. When the students did
non-academic activities during the lesson, the teachers should guide them
to join the class well.
b. The teachers should choose and apply a proper strategy in facing the
students who did not enjoy the lesson. When the students feel the
monotonous during the lesson, the teachers could conduct the lesson in
non-class area but is still in school area like the laboratory. They should
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optimize the media available in the class surroundings or the media in the
laboratory.
c. When applying jigsaw technique to teach reading, the teachers should
guide the students to do the process well. The students should be well
involved in the discussion of the group. Jigsaw technique can be combined
with the video or pictures to support the teaching materials. Besides, the
teacher should provide enough learning experience and material
explanation.
2. For the Students
a. In order to improve their English skills, the students should encourage
themselves to join the class well when the jigsaw reading is implemented.
They should build good communication and team work with their friends.
It will support the success of the teaching learning process by using jigsaw
technique.
b. When the students do not understand any material of English, they can ask
the materials to the teacher or to their friends who master the material. To
deepen their understanding of the materials, it is necessary for the student
to make notes for the teacher‟s explanation related with the material.
c. The students should avoid non-academic activities during the lesson to
create conducive class situation. It will support the success of teaching
learning process in the class.
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d. When the students use the language laboratory tools, they should keep
them well. They should follow the instruction of using the tools or media
of the language laboratory.
3. For the Institution
a. The school institution should maintain the teaching media that are
available in the class and in the laboratory to support the teaching learning
process at school.
b. It is necessary for the school to enable the students and the teachers to
access the language laboratory to improve the students‟ and the teachers‟
skills.
c. The school institution should give good attention and respond the
complaint from the students or the teachers to improve the school
management.
4. For Other Researchers
This research discusses the implementation teaching reading by using
jigsaw technique to the senior high school students. This study is just one
effort to improve students‟ reading skill and the class situation. It is hoped
that the finding of this study could be used as the additional reference in the
future research on similar problems.