SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2007

Ukuran Huruf:  Kecil  Sedang  Besar

Using the Jigsaw Technique to Increase the Eleventh Graders’ Motivation in Reading Narrative Texts at SMAN 12 Malang

Ive Emaliana

Abstrak


This study is intended to use the jigsaw technique to increase the motivation of the eleventh graders in reading, narrative texts. The narrative text is chosen because the problem occurs when the class was discussing it. In a jigsaw reading activity, the students are divided into jigsaw groups. The students then form expert groups so that at least one member of each jigsaw group is in each expert group. Each group then reads one piece of written story and becomes the “expert” of that part of the story. After that, they return to their jigsaw group to share their part with the other members of the group. Each student then was given an individual quiz to check their comprehension on the complete version of the story.

            The study is designed as a classroom action research, following Kemmis and Mc Taggart’s model. The study is conducted in two cycles, each of which consists of four steps, namely planning, implementation, observation, and reflection. The subjects are the eleventh graders of Ilmu Alam 2 of SMAN 12 Malang. The instruments used to collect the data are observation sheet for the researcher, observation checklist, quiz, students’ response journal, students’ questionnaires, informal interview, and field notes.

            The results of this study show that the jigsaw technique increases the students’ motivation in comprehending narrative text. First, through the series of activities, the jigsaw technique activates the students as well as the teacher during the class activities taken place. Second, jigsaw procedure provides the students  with a wide chance to practice their English. Third, it makes the class more lively. Fourth, it also increases the students’ achievement in comprehending the narrative text. It is proven by the students’ scores that are above the minimum mastery-learning standard (SKBM). Fifth, the jigsaw activities let the students increase their self-confidence and self-esteem. Sixth, this technique promotes cooperation and appreciation among the students.

There are several suggestions that ought to be considered by the teachers when they conduct the teaching and learning English. First, it is important for teachers to have various teaching techniques in order to avoid students’ boredom; and it is recommended that the teacher include jigsaw as one of the teaching techniques applied in the class. Second, the teacher should design class activities that do not only activate the teacher but also the students. Third, simple English is required to make it easy for the students to get the points of teachers’ explanation. It is tolerable to use Indonesian to let the students do comprehend the instructions.