SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

Using Jigsaw Technique to Improve the 10th Grade Students’ Ability in Reading Comprehension in SMKN 1 Pogalan Trenggalek

Neysa Wardani Wardani

Abstrak


ABSTRAK

 

Learning English as a foreign language is very important for any level of education in Indonesia nowadays. In helping students mastering English, teachers have to provide a good way that can enhance students’ motivation and ability in learning English. This study is aimed to know whether or not the use of Jigsaw technique really improves students’ ability in reading comprehension.

In the preliminary study which was conducted in X AKUNTASI-2 of SMKN 1 Pogalan, I found out that the students’ ability in reading comprehension was poor. Their reading comprehension score was low; they lacked of vocabulary, and did not master tenses. Besides that, they were less active in the learning process because the class activities were teacher-centered.

To overcome these problems, I used Jigsaw technique. This strategy was chosen because the results of the previous study by Mengduo&Xiaoling (2010) showed that this strategy could motivate students to study English especially in communicating using English. Besides that, the result of another previous study by Husseini,Maleki, and Haeri (2014) said that students can learn in a supportive environment, and they are not passive learners.

This study used Classroom Action Research where I implemented the strategy and the English teacher of class X AK-2 acted as an observer. This study was conducted in one Cycle. The research subjects were 36 students of X AK-2 of SMKN 1 Pogalan. The data of this study were obtained through two instruments, i.e. the students’ reading comprehension test, and an observation sheet filled by the English teacher.

Based on the findings, it showed that the implementation of Jigsaw technique met the criteria of success in Cycle 1. This was because 88.9% or 32 out of 36 students got more than ten points improvement in their final reading comprehension test score. The result of the observation sheet showed that the students were active in the implementation of Jigsaw technique, and gave positive feedback toward the use of Jigsaw technique.

 

This study proposes Jigsaw technique as an alternative strategy to English teachers who face similar problem related to the students’ reading comprehension. The teachers may need to modify the activity depending on the atmosphere of the class and the problems of the class. For further researcher, I suggest that the further researchers use Jigsaw technique to improve the students’ reading comprehension and ability in different text types.