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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


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.

http://homeworktips.about.com/od/paperassignments/tp/statistics.htm


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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.


accountability.

4. Students are active participants in the learning process and enhances the


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:


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

http://mariannh.com/

http://mariannh.com/


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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:




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:




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:


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:


Accountability.

2. Students take ownership in the work and achievement.


accountability.

4. Students are active participants in the learning process and enhances the


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:


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.

improving students‟ reading skill by using · pdf fileattention to the writer‟s...

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