SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2010

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Using the Jigsaw Technique to Improve the Ability of the Eleventh Graders of MAN Lamongan in Reading Narrative Texts.

Ima Millati Luthfillah

Abstrak


ABSTRACT

 

Luthfillah, Ima Millati. 2010. Using the Jigsaw Technique to Improve the Ability of the Eleventh Graders of MAN Lamongan in Reading Narrative Texts. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dra.Sri Andreani, M.Ed.

 

Key words: jigsaw technique, reading comprehension, and narrative texts.

 

This study was conducted at MAN Lamongan that is located at Jl. Veteran 43, Lamongan. This study focused on improving the ability of the eleventh grade BHS-2 MAN Lamongan in reading narrative texts since the result of the preliminary study showed that only 10 out of 34 students (29.41%) met the minimum standard of mastery. In this study, the researcher used the jigsaw technique to improve the ability of the eleventh graders of MAN Lamongan in reading narrative texts.

This study was a collaborative action research which consisted of two cycles. Each cycle was conducted in two meetings. The subjects of the study were the students of the eleventh grade of BHS-2 of MAN Lamongan in the academic year of 2009/2010. There were three research instruments, i. e. observation checklist, field notes, and a student questionnaire.

The result of this study shows that the jigsaw technique was an effective learning activity. This technique helped the students in comprehending the narrative texts easily and quickly, and enable them to reach the minimum standard of mastery. Thirty students (88.24%) got equal to or greater than 70. Three students (8.82%) scored greater than 60 and lower than 70, and 1 student (2.94%) scored equal to or lower than 60. There is an improvement of 38.24% from the preliminary study to cycle I, and 20.59% from cycle I to cycle II in the number of students who met the minimum standard of mastery, from 10 students (29.41%) in the preliminary study to 23 students (67.65%) in cycle I and 30 students (88.24%) in cycle II. There is also an improvement of 20.59% from the preliminary study to cycle I, and 11.77% from cycle I to cycle II in the number of students who scored greater than 60 and lower than 70, from 14 students (41.18%) in the preliminary study to 7 students (20.59%) in cycle I and 3 students (8.82%) in cycle II. An improvement of 17.65% from the preliminary study to cycle I, and 8.82% from cycle I to cycle II also occurred in the number students who scored equal to or lower than 60, from 10 students (29.41%) in the preliminary study to 4 students (11.76%) in cycle I and 1 student (2.94%) in cycle II. In terms of attitude, the students showed positive responses toward the jigsaw technique. All of the students liked the jigsaw technique. Thirty one out of 34 students (91.18%) stated that the jigsaw technique and the group work helped them in comprehending the narrative texts.

Based on the findings, the researcher suggested that English teachers use the jigsaw technique to improve the students' ability in reading narrative texts. The researcher also suggested that further researchers explore the use of the jigsaw technique on different kinds of narrative texts, grades and levels of education, such as junior high school.