CHAPTER I

INTRODUCTION

A. Research Background

There are four English basic skills, to be able to communicate, they are

listening, speaking, reading and writing. Reading holds the important rule because

reading is one activity which cannot be released from our live to search some

information or knowledge from printed text. Thus, the students should have good

reading skills.

Reading, the one of cooperative skill is important so that students needto

further develop, refine, extend, and apply their reading strategies to avariety of

different text. Reading is very important for Indonesian students because it help

sthem to understand many books written English, either to obtain information and

message for scientific purpose or just for relaxation. Success in reading is very

important for students, both for academic and vocational achievement.

Harmer (2007:99) said that reading is useful for language acquisition.

Provided that students more or less understand what they read, the more they read,

the better they get at it.

Teaching English needs some method which suitable with the purpose of

learning to build up the motivation of students. “Teacher will not be able to do his

task if he does not mastery any method of teaching which has been formulated by

the psychologist and education scientist” (Djamrah, 1996:72).

Usually there are some reasons why someone reads. First, they oftenhave

reading as one of their most important goals. They want to be able to read for in

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formation and pleasure, for their career, and for study purpose. Second, written

texts serve various pedagogical purposes. Good reading texts also provide good

models for writing, and provide opportunities to introduce new topics, to stimulate

discussion, and to study language.

As that Harmer (2004:70) state that, reading is an incredibly active

occupation, to do it successfully, we have to understood what the words means,

see the pictures the words are painting, understand what the arguments, and work

out if we agree with them. If we do not do these things and if students do not do

these things then we only just surface of the text and we quickly forget it. It means

that to master reading, the teachers and students need to understand the meaning

of the words, understand the arguments, and understand the pictures that included

in the words. If the teachers and students do not understands about the thing

above, mastering reading will be very difficult to do. Because of that reasons, it is

the duty of English teacher to encourage and motivate students to read English

lesson. The teachers need to build the spirit of their students by motivating them

presenting the suitable materials by employing attractive methods.

Westwood (2008:32) states there are several other factor that cause student

lack in comprehension of text such as limited vocabulary knowledge, lack of

fluency, lack of familiarity with the subject matter, difficulty level of the text

(readability), weak verbal reasoning, problems with processing information. It can

showed by the result of the student’s achievement in comprehension is not good

enough. The student’s mark in English reading was under Kriteria Ketuntasan

Minimum (KKM), which is 70.

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In Thesis of Agustina Dwi R (2011), she had done an research with the

title ‘‘Improving Students’ Reading Comprehension Using Jigsaw” she found the

problem to the students that they had some difficulties in reading comprehension,

such as identifying main idea of a text, identifying supporting details, guessing

meaning of new words, identifying communicative purpose of a text, identifying

cohesive device and the last, identifying reference.

Therefore, the teacher should be able to divide students into some group to

reach the learning goals in cooperative learning method. Cooperative learning is

cooperating method in efforts to help each other between two or more, individual

and group, in finishing the problem which is faced Majid (2007).

Slavin (1995:5) stated the techniques that are applied in the cooperative

learning, such as STAD (Students Team Achievement Division), CIRC

(Cooperative Integrated Reading and Composition), TAI (Team Accelerated

Instruction), TGT (Teams – Games –Tournaments), and Jigsaw Technique.

In this research the writer focuses on the jigsaw technique in teaching

reading. Brown (1994:179) states “Jigsaw technique is a special form of

information gap in which each member of a group is given some specific

information and the goal is to pool all information to achieve some objective.”

Jigsaw technique is a cooperative learning method in which students work

in small groups. Jigsaw can be used in a variety of ways for a variety goals, but it

is primarily used for the acquisition and presentation of new material, review, or

informed debate. In this method each group member assigned to become an

“expert” on some aspect of a unit of study. After reading about their area of
 4

expertise, the experts from different groups meet to discuss their topic, and then

return to their groups.

Beside of that, the writer also found the problem of students in reading,

when did teaching practice (PPL) in 2015. The students cannot read a text well

and the students do not have good knowledge in reading ability, so that they

students not interested to read a text.

The writer assumes that jigsaw technique is suitable way to motivate

students in reading text. By using jigsaw technique, they acquire basic knowledge.

Then, they apply that knowledge in their expert groups to discuss the guiding

questions. It also gives every student a chance to be an expert. They are forced to

synthesize their previous discussion into something meaningful activities.

However, many students of senior high school often have difficulties and

less of motivation in reading, especially in reading long text and they are still

difficult to find the passage in the printed text. Lack of vocabularies is other

problem of students to understand the passage; they invite the writer to be

interested in analyzing jigsaw technique which can help the students each other in

their own group, to complete their weakness in reading, as one of cooperative

learning model.

They are as problem, how we motivate the students mastering reading

well. So the writer is really interested in investigating “THE EFFECT OF

JIGSAW TECHNIQUE TO THE STUDENTS’ READING ABILITY AT

GRADE X IN SMA NEGERI 1 BANDAR’’. The writer assume that through this

technique, the students’ will be better prepare to understand to read well.

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B. Research Scope and Limitation

There are many strategies that can be used in teaching reading

comprehension. The scope of this study focuses on JIGSAW in relation to reading

ability which is done at grade X in SMA NEGERI 1 Bandar,

Reading comprehension has some level of comprehension. In this study, the

writer uses Burns’ level comprehension. Burns (1984:177-198) stated the levels of

reading comprehension are literal reading, interpretive reading, critical reading,

and creative reading. Here, the writer focuses on interpretive reading.

C. Research Problem

Based on the background of the study, the research problem of this study

was formulated as the following:

1. Is the effect of Jigsaw technique more significant though the effect of

conventional technique to the students’ reading ability at grade X in SMA
Negeri 1 Bandar ?

D. Research Objective

Related to the problem of the study, the objective of this research:

1. To find out whether any Jigsaw is more significant the conventional

technique to the students’ reading ability at grade X in SMA Negeri 1

Bandar.

E. Research significances

The findings of the research were expected to have both theoretical and

practical significances.
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1. Theoretically

- For the writers: the result of the study may develop student’s knowledge,

especially in reading ability.

2. Practically

- For teachers: provide useful information to English teacher in teaching

reading.

- For further researchers: the result of this study is expected when it can

be used as a reference and for the researchers, can improve her

knowledge.

F. Hypothesis

Ha : There is effect of Jigsaw technique to the students’ reading ability

at grade X in SMA Negeri 1 Bandar.

Ho : There is no effect of Jigsaw technique to the students’ reading

ability at grade X in SMA Negeri 1 Bandar.

G. Key Terms

There are some key terms of this study, as follows:

1. Effect: the result of particular influence in fact.

2. Jigsaw technique: is the learning which grouping students in small group.

3. Reading: is the understanding of the text when someone reading.

4. Reading Comprehension: is a process of making sense or written ideas

through meaningful interpretation with language.

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H. Theoretical Framework

The research uses some theories to support the writer ideas which relevant

to the variable or the case. The theories that the writer uses are based on:

Westwood (2008), Harmer (2004), Brown (1994),Djamrah(1996), Majid

(2007),Slavin (1995), Harmer (2007).

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

In conducting a research, the terms are needed to explain some concepts

which are related to the research. This theoretical framework which is presented in

order to give some clearer concept applied in this research is the function to give a

limited concept which is especially meant in particular context. This chapter

includes some literatures, which is relevant to the research.

1. Reading

Reading skill is important in language skills. Every students must study and

become master on it. Reading is a basic tool of learning. Reading is an accurate

tool in promoting life-long learning. By mastering reading skill, learners have a

technique to explore "world" and a chance to achieve their goals in life.

According to Donna (2008:15) Reading is essential. It is the process by

which people gain information and ideas from books, newspapers, manuals,

letters, contracts, advertisements and a host of other materials. Using strategies for

constructing meaning before, during and after reading will help students connect

what they read now with what they have learned in the past. Students who read

well and widely build a strong foundation for learning in all areas of life.

Brown (2001:264) states “reading is a process interrelated with thinking and

with other communication abilities listening, speaking, and writing. Reading is the

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process of reconstructing from the printed pattern on the ideas an information

intended by the author”.

According to Moreillon (2007:10) reading is making meaning from print

and from visual information. But reading is not simple. Reading is an active

process that requires a great deal a practice and skill.

Based on the opinion above the writer concludes that reading is the reader’s

activity in order getting information and comprehend from printed text using eyes

and brain to understand what the writer thinks in his/her written.

2. Reading Comprehension

According to Moreillon (2007: 132) Reading comprehension can be

defined as an active thinking process through which a reader intentionally

constructs meaning to form a deeper understanding of concept of information

present in a text. Reading comprehension is required in order to understand and

remember the information of the text. It is an active thinking process that depends

not only on comprehension, but also on students’ experience. So, reading

comprehension means comprehending what has been read.

A successful comprehension occurs if it involves the reader to discover the

meaning needed to achieve the particular purposes in the text. It is a process of

putting the reader in contact to the ideas.

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3. The Purposes of Reading

Grabe (2002:27) on his books concludes the purpose of reading into some

point,they are:

a) Reading to search for simple information.

b) Reading to skim quickly.

c) Reading to learn from texts.

d) Reading to integrate information.

e) Reading to write (or search for information needed for writing).

f) Reading to critique texts.

g) Reading for general comprehension.

4. Principle of Reading

According to Harmer (2007:101-102) the are principles of reading:

1) teachers encourage students to read as often and as much as possible,

2) students need to be engaged with what they are reading,

3) teachers encourage students to respond to the content of a text and explore

their feelingsabout it, not just concentrate on its construction,

4) prediction is a major factor in reading,

5) teacher has to match the task to the topic when using intensive reading texts,

6) good teacher exploit reading texts to the full.

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5. Types of Reading

There are two types of reading that are usually applied inreading class,

extensive and intensive reading.

a) Extensive reading

Extensive reading is carried out to achieve a generalunderstanding of a

usually some what longer text (book, longarticle, or essays, etc). Extensive

reading is also to obtain a general understanding of a subject and include reading

longer text forpleasure; use extensive reading is to improve general [Link]

is reading activity that in teacher encourages students to choose for them selves

what they like to read and to do so for pleasure and general language

improvement.

b) Intensive reading

Intensive reading is usually a classroom-oriented activity inwhich students

focus on the linguistic or semantic details of apassage. Intensive reading call

students attention to grammatical form, discourse markers, and other surface

structure details for the purpose of understanding literal meaning, implication,

rethorical relationships, and the [Link] this reading activity, the teacher chooses

and directed what the students read and it is designed to develop specific receptive

skill.

Intensive reading as an activity to take a text, study it line,referring at

every moment to our dictionary and our grammar, comparing, analyzing,

translating and retaining every expression that it contains.

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Based on the type of reading above, the researcher thinks that extensive

reading is very useful for increasing student because by extensive reading the

students will know lots of vocabulary. In the other hand, extensive reading is one

of the best and a simple ways to learn foreign language in all levels of learners

especially in reading.

6. Level of Reading Comprehension

According to Burns (1984:177-198) the levels of reading comprehension

are described as follow:

a. Literal Reading

It means that we acquire information that directly stated in a text.

Examples of skill involved are the ability to follow directions and the

ability to restate the author’s material in order words.

b. Interpretive reading

According to Burns (1984:183), interpretive reading involves reading

between the lines or making inference. Sometimes interpretive is called

with Inferential Reading, in which the skills include:

1) The ability to infer unstated main ideas of the passage.

2) The ability to infer cause-effect relationship when they are not

directly stated.

3) The ability to infer the referents of pronouns.

4) The ability to infer the referents of adverbs.

5) The ability to infer the referents omitted words.

6) The ability to detect mood.

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7) The ability to detect the author’s purpose in writing,

8) The ability to draw conclusion.

c. Critical Reading

According to burns (1984:190), critical reading is evaluating written

material-comparing the ideas discovered in the materials with known

standards and drawing conclusion about their accuracy, and timeliness.

The reads of this level must be an active reader, questioning, searching for

facts and suspending judgment and personal reacting about the idea and

the information the writer offers in a passage.

d. Creative Reading

Creative reading involves going beyond the material presented the author

(Burns, 1984:198). Creative readings require the readers to use their

imagination. The skill needed in creative reading involve understanding

cause-effect relationship in a story, solving problem, and producing new

creations.

7. Assessment Reading

Namdi (2005:57) states that assessment is a tool that measures a learner’s

knowledge and ability. It shows the areas in the reading program where learners

have weakness and strengths. It shows they are able to extract information and

analyze what are reading.

There are two form of reading assessment. The first to find out how well

children are reading in order to help them improve (diagnosis). Diagnostic

assessment is about giving feedback and assistance to learners. The second is to

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measure how much progress has been made. Both forms of assessment are needed

for effective reading instruction. In beginning reading, assessment is normally

done by listening to students reading aloud.

B. Cooperative Learning

Cooperative learning or group work method has several activities in the

teaching learning. Richards and Rodgers (2001:192) state that Cooperative

learning is an approach of teaching that makes maximum uses of cooperative

activities involving pairs and small groups of learners in the classroom. It has

been defined as follows:

Cooperative learning is group learning activity organized so that learning

is dependent on the socially structured exchange of information between learners

in groups and in which each learner is held accountable for his or her own

learning and is motivated to increase the learning of others.

According to Jacobs and Stephen in Richard and Willy’s book (2002:52)

cooperative learning is more than just putting students into groups and gives them

something to do. Cooperative learning principles and techniques are tools that

teachers use to encourage mutual helpfulness and the active participation of all

group members.

Cooperative learning creates the opportunities for students to help their

group members to solve their learning problems because in small group students

feel more comfortable to asking for help. In cooperative learning students can do
 15

their assignment, when students are actively involved in sharing ideas and work

cooperatively to complete academic tasks.

The success of cooperative learning depends on organization of group

work because cooperative learning has a goal to enhance learning and

achievement by encouragement of interaction and cooperative from each other.

Based on statements above, the writer summarized that cooperative

learning is a learning model which provides opportunity to interact and

communicate each other. Cooperative learning is not just putting students into

groups but they should learn social skills. The cooperative learning requires the

students to be active in the group achieve the main goal of every member in the

group.

1. The Elements of Cooperative Learning

According to Richards and Rodgers (2001:196) there are five elements of

cooperative learning that should be understood in order to cooperative learning are

successful :

a) Positive interdependence

Positive interdependence occurs when group members feel that what helps

one member helpall and what hurts all. It is created by the structural of CL tasks

and by building a spirit of mutual support within the group.

b) Group formation

Group formation is an important factor in creating positive

interdependence. Factor involved in setting up groups include.

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- Deciding on the size of the group: this will depend on the tasks they

have to carry out, the age of the learners, and limits for the lesson.

Typical group size is form two for four.

- Assigning to the students to groups: group can be teacher-selected,

random, or students selected, although teacher selected is recommended

as the usual mode so as to create groups that are heterogeneous on such

variable as past achievement, and ethnicity.

- Students‘ role in group: each group member has a specific to play in a

group, such as noise monitor, turn-taker monitor, recorder or

summarizer.

c) Individual accountability

Individual accountability is encourages through the assignment of specific

role or tasks, and individual are help accountable for the success of each of the

other members. Accountability is also developed through activities which asks

learners to engage in self-evaluation concerning their participation in the group ,

the value of their contributions and their attitudes and actions towards the other

members. While all models encourage individual responsibility to the group, the

degree to which students are evaluated in terms of their group participations varies

in the different cooperative models.

d) Social skills

Social skills for cooperative group to success, individual members need to

trust and enhance communication, leadership, problem solving and decision

making in group interaction. They need to learn how to work together as a term
 17

and how to help each other, assuming responsibility for their own and each others

learning.

e) Group processing

Beside engaging in group tasks, learners also need to reflect upon their

group’s experiences, nothing how group members interacted doing that tasks, the

kind and number of contributions each made, and difficulties that were

encountered as different views were suggested of one member was notice ably

silent or vocal. Through this processing, learners acquire of refine meta-cognitive

and socio-affective strategies of monitoring, learning from others, and sharing

ideas and turns. In that reflection they also engage in language use that is not

typically available or fostered in traditional language classrooms or activities.

From all explanation above, the writer believe that in order to cooperation

learning become more effective; teacher must understand the nature of

cooperation and the essential components of cooperative learning. Teachers also

have to understand the process of five elements cooperative learning as mentioned

above.

2. The Principle of Cooperative Learning

Freeman (2000:167-168) in Cooperative learning the teacher and students

should knew and understood some principles in cooperative learning, they are :

a) Students are encouraged to think of positive interdependence which means

that the students are not thinking competitively and individualistically, but

rather cooperatively and in terms of the group.

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b) In cooperative learning, students often say together in the same group for a

period of time so they can learn how to work better together.

c) The efforts of an individual help not only the individual to be rewarded, but

also others in the classroom.

d) Social skills such as acknowledging another’s contribution, asking others to

contribute, and keeping the conversation calm need to be explicitly taught.

e) Language acquisition is facilitated by students interacting in the target

language.

f) Teacher not only teaches language they teach cooperative as well.

Based on the principles of cooperative learning above, the writer

resumed that when students have not been taught how to work with others,

teachers should not expect to be able to put them together in groups and ask them

work together effectively but teacher should consider skill of students. Teachers

have understood that students can adapt with other students.

3. Types of Cooperative Learning

Cooperative learning has several types of techniques that have been

developed over years and put into practice in the classroom. Slavin (1995:5-7)

stated the techniques that are applied in the cooperative learning, such as STAD

(Students Team Achievement Division), CIRC (Cooperative Integrated Reading

and Composition), TAI (Team Accelerated Instruction), TGT (Teams – Games –

Tournaments), and Jigsaw Technique.

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a. STAD (Student Team Achievement Division)

In STAD, students are assigned to four-member learning teams that are mixed in

performance level, gender and ethnicity. The teacher presents a lesson, and then

students work within their teams to make sure all team members have mastered

the lesson. Then, all students take individual quizzes on the material, at which

time they may not help one another.

b. CIRC (Cooperative Integrated Reading and Composition)

CIRC is a comprehensive program for teaching reading and writing in the upper

elementary and middle grades. In most CIRC activities, studentsfollowa sequence

of teacher instruction, team practice, team pre-assessments, and quiz. Students do

not take the quiz until their teammates have determined that they are ready.

c. TAI (Team Accelerated Instruction)

This kind of cooperative learning shares with STAD and TGT the use of four

member mixed ability learning teams and certificates for high-performing teams.

TAI also combines cooperative learning with individualized instruction.

d. Teams Games Tournament (TGT)

TGT uses the same teacher presentations, and team work as in STAD, but replaces

the quizzes with weekly tournaments which students play academic games with

members of other teams to contribute point to the team scores (Slavin,2009: 13).

e. Jigsaw Technique

In jigsaw technique, students work in the same four-member, heterogenousteams

as in STAD and TGT. The students are assigned chapters, short books,or other
 20

materials to read. Each team is randomly assigned to become an “expert” on some

aspect of the reading assignment.

C. Jigsaw Technique

Jigsaw is one of the activities in the cooperative learning. In cooperative

learning, students cooperate with their friends to discuss the topic the study but

when the students are given to study their own topic, it is the danger because the

students tend only to study their own topic and the students do not want to study

their friends topic. Jigsaw is one of activities of cooperative methods which can

solve this problem.

Slavin (1994:56) say thatjigsawrequires students to help each other learn.

It canbeused when students are reading a text, listening to a presentation,

orcarrying out a group investigation.

According to Brisk and Harrington (2000:83) define” the jigsaw approach

is a way for students to work cooperatively and help each other to learn new

material. Students take an active role their learning as they teach other students

what they have learned”. As a cooperative learning method, jigsaw has to consist

of group member about five to six students in one group.

The Jigsaw was developed as one way to build a classroom as a

community of learners where all the students are valued. All employees, board

members, owners and perhaps clients are acknowledged as valued participants in

the ongoing organizational tasks of finding and solving problems.

At last, the writer conclude that Jigsaw technique is a technique of learning

which grouping students in small group. Then each group will assign to solve the
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learning material that given to them by theteacher, each group get different part of

learning material. After the students solve the learning material of their own

group, they have to combine their learning material with other group’s learning

material until each group has all learning material from all other groups.

In a Journal, according to Aronson (1997), the jigsaw classroom is very

simple use. These are the steps of jigsaw:

a) Dividing students into 5-6 person jigsaw groups. The groupsshouldbe

diverse in terms of gender, ethnicity, race, and ability.

b) Appointing one student from each group as the leader. Initially, thisperson

should be the most mature student in the group.

c) Assigning each student to learn one segment, making sure studentsshave

direct access only their segment giving students time to read the topic at

least twice and becomefamiliar with the topic.

d) From temporary “expert group” by having one student from eachjigsaw

group join other students assigned to the same segment. Givestudents to the

expert groups time to discuss the main point of theirsegment and to rehearse

the presentation they will make to theirjigsaw group.

e) Bringing the student back into their jigsaw group.

f) Asking each student to present her or his segment to the [Link]

others in the groups to ask questions for clarification.

g) At the end of the session, give a quiz on the material so that studentsquickly

come to realize that these sessions are not just fun and gamebut really count.
 22

Based on opinion above, we can conclude jigsaw is model learning

technique of cooperative learning, with students learn in small group consist of

four or six person, diverse inter gender ethnicity, race and ability, cooperative in

positive interdependence and responsible to present the task for each member.

1. The Teaching Reading by Using Jigsaw Technique

There are some activities in teaching reading by using jigsaw technique,

that is:

a) Grouping and division of the task.

The teacher divides the class into groups of four to six depending on the

number of the pieces of the text. These are the home teams. The teacher

distributes the pieces of the text and each student receives a piece from the text

consisting of different information that related each other constructing a story or a

topic.

b) Working in the expert group.

Each student leaving his/her home teams, then make a new group with

students from other groups who have the same piece of text. These group called

expert teams. Students in the expert group discussing the piece of the text they

have: first, student in expert group have to study the text and secondly, they listen

to opinion of the other students in their expert group. And the last, they take

conclusion.
 23

c) Working in the jigsaw group.

The students return to their home teams, which is called jigsaw group. The

teacher asks the members of each other what they have learned in the expert

group. The time to teach each other in a jigsaw group is limited. The teacher

emphasizes the students that they have a responsibility to teach teammates, to be a

good teacher as well as good listener. Teacher will give few questions, to see that

they have understood the material and ready for the quizzes and teacher allows a

time for everyone to finish the questions, it can be a group or individual task.

From the statement above, the writer abridges that the teacher has to do all

steps of jigsaw technique. If one of the steps does not apply in the classroom, the

process of teaching will not effective because all of the techniques related each

other.

2. The Advantages and Disadvantages of Jigsaw Technique

a. Advantages

Aronson (2013) stated some advantages of jigsaw technique, that is:

a) Most teachers find jigsaw technique easy to learn.

b) Most teachers enjoy working with it.

c) It can be used with other teaching strategies.

d) It works even if only used for an hour per day.

Aronson assumed that jigsaw technique is a really simple technique to

apply as itis free for the taking and most teachers enjoy working with jigsaw

technique. From the description above, jigsaw technique is considered to have

 24

both advantages and disadvantages. The advantages are seen to be useful for both

teachers and students. Many teachers that have ever applied jigsaw technique

enjoy in applying it.

b. The Disadvantages

Aronson (2013) also identified some of the disadvantages of

jigsawtechnique, such as:

a) The problem of dominant student, the self interest of the group

eventuallyreduces the problem of dominance.

b) The problem of the slow student, teachers must make sure that students

with poor study skills do not present an inferior report to the jigsaw group.

c) The problem of bright students becoming bored, boredom can be a

problemin any classroom, regardless of the learning technique being used.

d) The problem of students who have been trained to compete, it

canhappenwhen the students have already undergone the cooperative

learning before.

D. Previous Relevant of Research

In this research, the writer summarizes the previous relevant of researches

to provides originality of the research:

1. Ika Kusriani (2013)

“Using Jigsaw Technique to Improve Reading Comprehension Skill at

grade Eighth Students of SMP Negeri 3 Melati Yogyakarta”

 25

The results of this research show that using jigsaw technique can

improvethe students’ reading comprehension and the students’ reading

involvement in the reading class because the findings reveal three results.

The different with this research she applied the principle of actions

research. Were reconnaissance, planning, conducting action and observation, and

having reflection.

2. Kadek Winten (2013)

“Improving Reading Comprehension Throught Jigsaw Technique to the

Students’ at grade Eighth of SMP Negeri 1 Atap Jungutan”

This research use Jigsaw technique to give the students more comfortable,

free to have discussion with their group, and have a new fresh situation in the

classroom.

The different of this research she will use or apply a new technique in

teaching learning process especially in improving reading comprehension by

using classroom action research and then the researcher is highly motivated to

find out effectiveness of jigsaw reading technique in improving the students

reading comprehension skill at the grade Eighth students of SMP Negeri 1 Atap

Jungutan.
 CHAPTER III

RESEARCH METHODOLOGY

A. The Research of Design

This research was quantitative research on the use cooperative learning

about jigsaw to teach reading to the students. According toArikunto (2006 : 12)

quantitative is the use of numbers ranging from data collection, and interpretation

of [Link] this research, is about population of steps of research by using CL, of

research, technique of collecting data and the source of certain data the reason

why that cooperative learning by jigsaw technique is used.

The design of this research is based on quantitative research dealing with

using numbers, statistics process and structure. This research uses the

experimental design, which consist of Pre-test, treatment and Post-test in order to

know the effect of jigsaw technique to the students’ reading ability. The

experimental research is divided into 2 groups. They are control group, which will

be taught by using conventional technique (lecturing) and the experimental group,

which will be taught by jigsaw technique.

Table 3-1
Research design

Groups Pre-Test Treatment Post-test

Experimental Group   
Control Group  - 

26
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B. Research Population and Sample

1. Population

Arikunto (2006:130) said that population is the whole subjects or people

under in a research. In other word, population is the big research group chosen to

represent all members of group. The population of the study is the first grade

students of SMA Negeri 1 Bandar in the academic of 2016/2017,which consists of

8 classes. The total numbers of the students are 224students. The population is

described as follows:

CLASS POPULATION
X-3 28
X-4 28

2. Sample

According to Arikunto (2006:131) sample is representative of population

that will be observed. The sample of this population is the grade X-3 consist of 28

students it is a experimental group and X-4 consist of 28 students it is a control

group.

To make it more clearer data sample we can see from the following table :

Class Quantity of students

X-3 28 Students
X-4 28 Students
Total 56 Students

Random sampling gives the same chance for each population to be

experimental and control class. So, the writer took two classes to be researched
 28

where experimental group consists of 28 students (X-3), and control group

consists of 28 students (X-4) and the sums of the students are 56.

C. Instrument for Collecting the Data

a. Data

The data is the scores or the result of the tests for both groups. The data is

collected by making multiple choice tests. Multiple-choice is the most popular

objective test items in which the students think they are fun to answer. They do

the task as a puzzle, putting pieces together: doing easy pieces first, saving the

hard pieces last. Multiple choice formats has two mayor advantages for course

such as test is designed to measure the recall understanding and applying

specific concepts, or principle because the students can answer the large number

of such questions in a short time, a large number of items can be incorporated in

the test.

Table 3-2
Specification of Jigsaw on Students’ Reading Ability

Total
Content Area Composition Test Items
Items
Students’ reading 1. Inferring instated main ideas 7, 8, 13 3
comprehension 2. Inferring cause-effect 6, 16 2
interpretive relationship
reading 3. Inferring referents pronoun 9, 10 2
4. Inferring referents of adverb 19, 17 2
5. Inferring omitted words 3, 15, 11 3
6. Detecting mood 18, 14 2
7. Detecting the author’s 2, 12, 20 3
purpose
8. Drawing conclusion 1, 4, 5 3
Total 20
 29

From the table above we can conclude that composition text number 1, 2,

7, and 8 are the recall understanding because this item drawing the understanding

and comprehend of the students to the text. And the composition text number 3, 4,

5 and 6 are the applying specific concepts. Because the students cannot answer the

questions in a short time.

D. Validity and Realiability of the Test

The validity and realiability determined how well a test is. The

establishment and procedure of each aspect was discussed in the following parts:

1. The Validity

Arikunto (2006:168) stated the validity is a measurement which shows the

levels of instruments’ validity. An instrument can be said valid if it can measure

what is supposed to be measured. Validity referred to the extent to which the

result of an evaluation procedure serves the particular used for which they were

intended.

It can be said that validity of a thesis to extent to which the test measures

what was intended to measure. There are three types of validity: (1) content

validity, (2) criterion validity, (3) construct validity. Content validity refers to

extent to which a test measures a representative sample of the subject matter or

the behavioral changes under consideration. It means that content validity

concerns with how well the test measure the subject matter and learning outcomes

covered during the instruction period.

N ∑ XY−(∑ X) (∑ Y)
𝑟𝑋𝑌 =
√{ N ∑ X − ( ∑ X )2 } { N ∑ Y − (∑ Y)2 }
 30

2. Realiability

Arikunto (2013: 100) said that a realiable measure in one that provides

consistent and stable indication of the characteristic being investigated.

Realiability was one of the characteristics of good test. It referred to the

consistency of the measurement. A good measurement will not be tendencies to

lead the respondents in choosing certain answers. If the data is appropriate to the

fact, the result will be same although it is exercised many times. It means that

reliability refers to the consistency of the measurement.

Ornstein (1990:112) said that test reliability can be improved by some

factors, as the following:

1. Increased number of test items

Reliability is higher when the number of the items is increased, because

the test involves the larger material.

2. Heterogeneity of the students group

Reliability is higher when test scores are spread over a range of abilities.

3. Moderate item difficulty

Reliability is higher when test items are of moderate difficulty because

this spreads the scores over a greater range than a test composed mainly

of difficult or easy items.

4. Objective scoring

Reliability is higher when the tests can be scored objectively. With

subjective scoring, the same responses can be scores differently on

 31

different occasions, even if the same person. A machine-scored test is

more reliable than a hand-scored because it is less subject to humor error.

5. Limited time

A test in which speed is a factor is more reliable than attest that all

students can complete in the time available.

In order to find out whether the test is realiable or not, the writer used

objective test with 20 items. The writer used the formula of Kunder Richardson

(KR) 20 (Arikunto, 2013: 115) as follows:

𝑛 𝑠 2 − ∑ 𝑝𝑞
r11 = ( )( )
𝑛−1 𝑠2

Where:

r = Reliability of the test

n = Total of the student
p = Total of the right answer
q = Total of the wrong answer
S2 = Standard Deviation

According to Arikunto (2013:225) the category of correlation are as the

following:

0.00 – 0.20 = the realiability is very slow

0.21 – 0.40 = the realiability is low
0.41 – 0.60 = the realiability is fair
0.81 – above = the realiability is very high

E. Technique of Collecting Data

Technique collecting data is the technique that used to collect the data,

Arikunto (2006:222). There are some steps in collecting the data in this study:

pre-test, and post-test. To collecting the data, a reading test was used it was a
 32

teacher made test based on the topic already taught. And constructing the test the

consideration made is based on the suitable level between the students and

material given. In the collecting data, the writer used group namely the

experimental and control group. The experimental group was the group that

received treatment with the cooperative learning by jigsaw technique.

1. Pre-test

The pre-test is conducted to find out the homogeneity of the sample and its

result is available to arrange the groups as supposed. The function of pre-test is to

know knowledge of the students.

In the pre-test, the following steps will be used:

- The question and answer sheet are distributed to students.

- They are asked to write down their names.

- The students’ seats are arranged in such a way to prevent them from

cheating.

- The writer reads the instruction once and explains how to do the tests.

- The writer makes sure whether the students have really understood the

procedure or not.

2. Treatment

a. Treatment for Experimental Class

Treatment in this research is a group experimental group and control group.

1) Predicting

In this step, the teacher guides the students’ attention to the reading text to

discuss the topic, to predict what the text is about.

 33

2) Skimming

In this step, the teacher asks the students to find out the gist or the whole

text.

3) Scanning

In this step, the teacher asks the students to find out specific information,

the events.

4) Reading between the lines

In this step, the teacher asks the students to find out the implicit meaning

of the text.

5) Detecting References

In this step, the teacher asks students to find out the referents of the text.

6) Deducting Meaning

In this step, teacher asks the students what the unfamiliar word they found

in the text and teachers ask them to produce the meaning of the unfamiliar

word used in selection under consideration.

The teaching-learning activities are shown below:

Table 3-3
Treatment for Experimental Class
Teacher Students Time
Opening 5
1. Greets students 1. Give response minutes
2. Checks attend list 2. Give information
Teaching-Learning Activities 75
1. Predicting 1. Predicting minutes
- Asks students to read the title - Read the title
of the text.
- Asks students what they know - Give information
about text.
- Asks the students to predict the - Predict the text
text.
 34

Teacher Students Time

2. Skimming 2. Skimming
- Asks the students to glance at - Glance to the text to get
the text to get the gist of the the gist o the paragraph
paragraphs pr the whole text. or whole text.
3. Scanning 3. Scanning
- Asks the students to get - Get the specific
specific information of the information from the
text. text.
- Asks the students for bits of - get for bits of information
information conveyed by the conveyed by the material.
material.
- Asks the students the events in - Get the events in order of
their order of occurrence in occurrence in reading
reading text that they read. text that they read.
4. Reading between the lines 4. Reading between the lines
- Asks the students to get - Get the implicit meaning
implicit meaning or or conclusion of the text.
conclusion from the text.
5. Detecting Reference 5. Detecting Reference
- Asks the students to identify - Identify pronouns refer to
the pronouns refers to the the context.
context. 6. Deducing meaning
6. Deducting Meaning - Get the meaning of
- Asks the students to get the unfamiliar words.
meaning of the unfamiliar
words in the text.
Closure
1. Measuring students’ 1. Measuring students’ 10
comprehension comprehension minutes
- Asks the students to reread the - Reread the text.
text.
- Asks the students to answer - Answer the comprehension
comprehension question. question.
2. Closing

b. Treatment for Control Class

The control class is treated by using conventional technique. The steps are

described as follow:

1) The teacher asks the groupto read the text in turn.

2) The teacher asks the group to underline unfamiliar words.

 35

3) The teachers explain the unfamiliar words.

4) The teacher makes some questions to find out if the group have

comprehended the reading text.

The teaching-learning activities are shown below:

Table 3-4
Treatment for Control Class
Teacher Students Time
Opening
1. Greets the students 1. Give response. 5
2. Checks the students’ 2. Give information. Minutes
attendance list.
Teaching Learning Activities
1. Asks the students to read the 1. Read the text loudly. 70
text loudly in turn. Minutes
2. During the reading, corrects 2. Improve their
the pronunciation of the pronunciation.
students.
3. Explain the unfamiliar words. 3. Make notes
Closure
1. Measuring students’ 1. Answer the 15
comprehension by asking the comprehension question. Minutes
students to answer
comprehension questions.
2. Closing.

3. Post test

After explaining the material, a post-test is given to the experimental and

control class. The writer asks the students of experimental group based on jigsaw

and asks the students of control group without using jigsaw technique. The writer

uses the same test. It is giving order to know the students’ ability in reading after

they taught in different ways in reading ability. The scores of students obtained

analyzed from students’ test. At last, the writer will know and find the effect of
 36

jigsaw technique to the students’ reading ability at grade X in SMA Negeri I

Bandar.

F. Technique of Analyzing the Data

The following are the steps how the data will be analyzed. First, after the

test taken from the students, the analyzed started by scoring the result of the test.

Then, the process was about finding the level of their reading ability.

Generally, the research technique is done into two group, first is

experimental group and second is control group after the research have finished

done, the result of the two groups observe with compare the mean.

The highest score which would be reached by the students be able to

answer all the test correctly are 100.

Scoring multiple choice tests Arikunto (2012 : 187).

𝑅
S=𝑁 𝑋 100

Note :
S = Score
R = Right answer
N = The total number of items

The following are the steps how the data will be analyzed. First, after the

test take from the students, the analyzing start by scoring the result of the test. In

this research the researcher uses t test to analyze the data, this research will use

the test formula.

t=
 37

Note:

t = test formula
Mx = the mean of group A (control group)
My = the mean of Group B (experimental group)
dx = the standard deviation of score A (control group)
dy = the standard deviation of score B (experimental group)
Nx = the total sample of A (control group)
Ny = the total sample of B (experimental group)

According to Sudjana (2005:67), the formula to get the Mean is:

∑ 𝑥𝑖
Mean (𝑥̅ ) = 𝑛

Note:

= the means
= the sum of all the scores
n = number of the scores

According to Sudjana (2005:94), the formula to get the mean and standard

deviation is:

S=

Note:

S = standard deviation
N = number of sample in X1 or X2
∑xi = the sum of the score X
 38

CHAPTER IV

DATA ANALYSIS, FINDING AND DISCUSSION

A. Data Analysis

The data has been collected by giving the test as instrument. The data

come from the students’ score in multiple choice testfor this research. The scores

were obtained simply by counting the total score of the correct answer.

In collecting the data, the writer gave the test to the students at grade X of

SMA Negeri 1 Bandar, and the test was reading ability test in multiple choice

forms. Then, the writer analyzed the score of the students by using the formula as

stated in chapter III.

1. Data Analysis of the Students’ Score in Reading Test

The data were taken from the sample in SMA Negeri 1 Bandar from the

test. There were 64 samples which are divided into two classes. The tests given

are pre-test and post-test in experimental class and control class. Both classes are

given the same material. The students’ work will be analyzed by the writer. The

result of the data presented as following:

Table 4.1
The Scores of Pre-Test and Post-Test of Experimental Group
No Students’ Initial Pre-test Post-test
Name (X) (Y)
1. A. S 40 55
2. A. M 40 50
3. A.S 35 60
4. AN 30 45
5. A.S 35 55
6. A.N.T 70 80
7. B.L 60 70
8. C.T 40 60
 39

No Students’ Initial Pre-test Post-test

Name (X) (Y)
9. C.R 45 60
10. C.A 35 50
11. D.N 25 40
12. D.A 40 65
13. D.K 45 50
14. E.S 50 60
15. F.S 35 60
16. F.S 55 65
17. F.D 50 60
18. G.N 35 45
19. L.H 40 45
20. N.S 40 55
21. N.S 55 60
22. N.Z 55 70
23. P.A.N 35 55
24. R.S 60 70
25. R.S 50 60
26. R.S 60 65
27. [Link] 60 70
28. T.N 50 65
Total ∑X =1275 ∑Y=1645
a. Mean of Pre-test experimental groups:

∑𝑥 1275
Mx = = = 45.53
𝑛 28

b. Mean of Post-test experimental groups:

∑𝑌 1645
My = = = 58.75
𝑁 28

The researcher has listed the marks of the samples in the table. After the

researcher listed the name and the scores, the researcher calculated the sum of all

the samples’ scores. The result showed the sum of the samples’ score of pre-test

was 1275 and post-test was 1645. From data above the result showed the mean in

pre-test was 45.53, the median was 40, the mean in post-test was 58,75, and the

median in post-test was 60.

 40

Below, the researcher listed the scores pre-test and post-test of control

group as can be seen in the table:

Table 4.2
The Scores of Pre-Test and Post-Test of Control Group

No. Students’ Initial Pre-test Post-test

Name (X) (Y)
1. A.P 35 45
2. A.Y 45 55
3. C.M 30 40
4. C.P 45 60
5. D.S 40 50
6. D.A.P 25 45
7. D.F 55 65
8. D.N 55 65
9. D. S 45 55
10. D.H 50 55
11. D.S 40 45
12. D.S 55 55
13. D.H 55 60
14. D.S 50 65
15. D.L 50 65
16. E.S 45 50
17. E.T 25 30
18. E.R 35 40
19. E.S 25 45
20. E.S 45 60
21. F. A 45 60
22. H.D 70 80
23. I.S 40 55
24. L.P 45 60
25. L.I 40 45
26. L.S 50 60
27. N. R.D 60 70
28. N.S 55 65
Total ∑X=1295 ∑Y=1575

a. Mean of Pre-test control groups:

∑𝑥 1295
Mx = = = 46.25
𝑛 28
 41

b. Mean of Post-test control groups:

∑𝑦 1575
My = = = 56.25
𝑛 28

The researcher has listed the marks of the samples in the table. After the

researcher listed the name and the scores, the researcher calculated the sum of all

the samples’ scores. The result showed the sum of the samples’ score of pre-test

was 1295 and post-test was 1575. From data above the result showed the mean in

pre-test was 46.25, the median was 40, the mean in post-test was 52.65and the

median in post-test was 60.

 Table 4-3
Item Analysis for Validity of the Test
N0 initial X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 Y
1 1 0 0 0 1 1 0 0 1 1 1 0 0 0 1 0 0 0 0 0 0 6
2 2 1 0 1 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 1 0 12
3 3 0 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 14
4 4 1 0 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 15
5 5 1 0 0 1 1 0 0 1 1 1 1 0 1 0 0 1 0 0 0 0 9
6 6 1 0 0 1 1 0 0 1 0 0 1 0 0 1 0 0 0 0 1 0 7
7 7 1 0 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 1 0 11
8 8 0 0 0 1 1 0 0 1 1 1 1 1 1 0 0 0 0 0 1 0 9
9 9 1 0 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 1 0 11
10 10 0 0 0 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1 1 9
11 11 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 14
12 12 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 0 0 1 14
13 13 1 1 1 1 1 1 0 0 1 1 0 1 1 0 0 0 1 0 1 1 13
14 14 1 1 1 1 0 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 13
15 15 1 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 0 0 0 1 13
16 16 1 1 0 0 0 1 0 1 1 1 1 1 0 1 1 0 1 1 0 1 13
17 17 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 13
18 18 1 1 1 0 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 13
19 19 1 1 1 1 1 1 0 0 1 1 0 1 0 1 0 1 0 1 1 1 13
20 20 1 1 0 1 1 1 0 1 1 1 1 1 0 0 0 0 1 1 1 0 13
21 21 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 0 1 1 0 13
22 22 1 1 0 0 1 0 1 1 1 1 1 1 0 0 0 0 0 1 1 0 12
23 23 1 1 0 1 1 1 0 0 1 1 0 0 0 1 1 1 1 0 0 1 12

42
 43

N0 initial X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 Y
24 24 1 1 0 0 0 0 0 1 1 1 1 1 1 0 0 1 1 1 0 0 12
25 25 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 0 1 0 0 0 12
26 26 0 0 1 0 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 12
27 27 1 1 1 1 0 0 0 0 1 1 0 1 1 1 1 1 0 0 0 1 12
28 28 1 1 1 1 0 0 1 1 1 0 0 1 0 1 0 0 1 0 1 1 12
X 23 18 12 22 19 10 9 19 26 25 13 19 16 18 12 16 11 14 17 13
 44

B. The Validity of the Test

Arikunto(2010:168) stated the validity is a measurement which shows the

levels of instruments’ validity. An instrument can be said valid if it can measure

what is supposed to be measured. Validity referred to the extent to which the

result of an evaluation procedure serves the particular used for which they were

intended.

𝑁 ∑ 𝑋𝑌−(∑ 𝑋)(∑ 𝑌)
rxy =
√{ 𝑁 ∑ 𝑋 − (∑ 𝑋)2 }{ 𝑁 ∑ 𝑌 − (∑ 𝑌)2 }

Validation Item 1
28 .138−23.6 3726
rxy = = −12523 = −0.29
√{28.23−(23)2 }{ 28.6−(332)2 }

Validation Item 2

28 .216−18.12 5832
rxy = = −19779 = −0,29
√{28.18−(18)2 }{ 28.12−(332)2 }

Validation Item 3
28 .16−12.14 4536
rxy = = 21087 = −0,21
√{28.12−(12)2 }{ 28.14−(332)2 }

Validation Item 4

28.330−22.15 8910
rxy = = −14494 = −0,61
√{28.22−(22)2 }{ 28.15−(332)2 }

Validation Item 5
28 .171−19.9 4617
rxy = = −18805 = −0,24
√{28.19−(19)2 }{ 28.9−(332)2 }

Validation Item 6
28 .70−10.7 1890
rxy = = −19805 = −0,9
√{28.10−(10)2 }{ 28.7−(332)2 }
 45

Validation Item 7
28 .99−9.11 2673
rxy = = −18795 = −0,14
√{28.9−(9)2 }{ 28.11−(332)2 }

Validation Item 8
28 .171−19.9 4617
rxy = = −18915 = −0,24
√{28.19−(19)2 }{ 28.9−(332)2 }

Validation Item 9
28 .286−26.11 7722
rxy = = −57156 = −0,13
√{28.26−(26)2 }{ 28.11−(332)2 }

Validation Item 10

28 .225−25.9 6075
rxy = = −7244 = −0,8
√{28.25−(25)2 }{ 28.9−(332)2 }

Validation Item 11
28 .182−13.14 4914
rxy = = = −0,22
√{28.13−(13)2 }{ 28.14−(332)2 } −21417

Validation Item 12
28 .266−19.14 7182
rxy = = −18110 = −0,39
√{28.19−(19)2 }{ 28.14−(332)2 }

Validation Item 13

28 .208−16.13 5616
rxy = = −10986 = −0,51
√{28.16−(16)2 }{ 28.13−(332)2 }

Validation Item 14
28 .234−18.13 6318
rxy = = −19774 = −0,31
√{28.18−(18)2 }{ 28.13−(332)2 }

Validation Item 15

28 .156−12.13 4212
rxy = = −21093 = −0,19
√{28.12−(12)2 }{ 28.13−(332)2 }

Validation Item 16

28 .208−16.13 5616
rxy = = −21093 = −0,26
√{28.16−(16)2 }{ 28.13−(332)2 }
 46

Validation Item 17
28 .143−11.13 3861
rxy = = −5712 = −0,6
√{28.11−(11)2 }{ 28.13−(332)2 }

Validation Item 18
28 .182−14.13 4914
rxy = = −21532 = −0,22
√{28.14−(14)2 }{ 28.13−(332)2 }

Validation Item 19

28 .221−17.13 5967
rxy = = −20543 = −0,29
√{28.17−(17)2 }{ 28.13−(332)2 }

Validation Item 20

28 .169−13.13 4563
rxy = = −21442 = −0,21
√{28.13−(13)2 }{ 28.13−(332)2 }

C. Testing Realiability

Arikunto (2010:178) says that realiability shows an instrument that can be

trusted used as a tool of collecting the data because it has already well enough.

Realiability was one of characteristics of good test. It referred to the consistency

of the measurement. So to find out the realiability, it is needed the students’ scores

of try out in reading comprehension. The following is the students’ scores of try

out in reading comprehension.

Then calculation of the reliability of the test was analyzed by using the

Arikunto formula as follows:

𝑛 𝑠2 − ∑ 𝑝𝑞
R11 = (𝑛−1) ( )
𝑠2

28 141.32 −4,81
= (28−1) ( )
141.32

136.49
= (1, 037) ( 19965 ) = 0,70
 47

Based the calculation of realiability, it claims that the realiability of items

classifies as follows :

0.00 – 0.04 : the realiability is low

0.41 – 0.70 : the realiability is significant
0.71 – 0.90 : the realiability is high
0.91 - 1.00 : the realiability is very high
The realiability of the test was 0.70 and it means that the validation is

high.

2. The students’ scores in pre-test and post-test calculating by mean and

standard deviation.
Table 4.4
The Scores of Experimental Group
Standard
Pre- Test Post Test T2-T1
No. deviation
(T1) (T2) (d)
(d²)
1. 40 55 15 225
2. 40 50 10 100
3. 35 60 25 625
4. 30 45 15 225
5. 35 55 20 400
6. 70 80 10 100
7. 60 70 10 100
8. 40 60 20 400
9. 45 60 15 225
10. 35 50 15 225
11. 25 50 25 625
12. 45 65 20 400
13. 45 50 5 25
14. 50 60 10 100
15. 35 60 25 625
16. 55 65 10 100
17. 50 60 10 100
18. 35 50 15 225
19. 40 45 5 25
20. 40 55 15 625
21. 55 60 5 25
22. 55 70 15 225
 48

Standard
Pre- Test Post Test T2-T1
No. deviation
(T1) (T2) (d)
(d²)
23. 35 55 20 400
24. 60 70 10 100
25. 50 60 10 100
26. 60 65 5 25
27. 60 70 10 100
28. 50 65 15 225
Total 1275 1645 389 6385
Mean 45.53 58.75

∑𝑑
Mx = 𝑁

389
Mx = 28

Mx = 13.89

(∑ 𝑑)2
dx2 = ∑ 𝑑2 – (𝑁𝑥)
(389)2
dx2 = 6385 – 28
2
dx = 6385 - 5404
dx2 = 981

Table 4.5
The Scores of Control Group

Standard
T2-T1
No. Pre-test Post-test deviation
(d)
(X) (Y) (d²)
1. 35 45 10 100
2. 45 55 15 225
3. 30 40 15 225
4. 45 60 20 400
5. 40 50 10 100
6. 25 45 20 400
7. 55 65 10 100
8. 55 65 10 100
9. 45 55 10 100
10. 50 55 5 25
11. 40 45 5 25
12. 55 55 0 0
 49

Standard
T2-T1
No. Pre-test Post-test deviation
(d)
(X) (Y) (d²)
13. 55 60 5 25
14. 50 65 15 225
15. 50 65 15 225
16. 45 50 10 100
17. 25 30 10 100
18. 35 40 5 25
19. 25 45 20 400
20. 45 60 15 225
21. 45 60 15 225
22. 70 70 10 100
23. 40 55 15 225
24. 45 60 15 225
25. 40 45 5 225
26. 50 60 10 400
27. 60 70 10 225
28. 55 65 10 100
Total 1295 1575 335 4850
Mean 46.25 56.25

∑𝑑
My = 𝑁
335
My = 28

My = 11.94
(∑ 𝑑)2
Dy2 = ∑ 𝑑 2 – (𝑁𝑦)

(335)2
Dy2 =4850– 28

Dy2 = 4850- 4008

Dy2 = 1.2100

From the data above, it is obtained that:

Mx : 13.89 ∑dx2 :981 NX :28

My : 11.94 ∑dy2 : 1.210 NY :28
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To calculation of t-test can be seen as in the following:

𝑀𝑥−𝑀𝑦
𝐷𝑥2 + 𝐷𝑦2 1 1
√[ 2 ][ + ]
𝑁𝑥 + 𝑁𝑦−2 𝑁𝑥 𝑁𝑦

13.89−11.94
t= 981+1.210 1 1
√[(28+ 28)−2][28+ 28]

1.95
t= 982.21 2
√[ ][ ]
28 56

1.95
t=
√[35.07][0.04]

1.95
t=
√1.4028

1.95
t=
1.18

t = 1.65

df = (Nx + Ny – 2)

= 28 + 28 – 2

df = 54

t0, 1=1.297

From the t-test above, t-test is higher than t-table (1.65>1.297), so the

method is accepted.

D. Testing Hypothesis

Based on the calculation of the t-test above. The t-test is higher than the t-

table at the level of significance (1,297). It means the use students’ teams

achievement division is more sufficient affect in teaching reading ability at grade

X in SMA Negeri 1 Bandar.

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If the result of t-test is higher than t-table (1.65>1,297), the null hypothesis

(H0) is rejected and alternative hypothesis (Ha) is accepted. It means that there is a

significance difference between Experimental and Control class.

E. Research Finding

Based on the calculation, the result of the research shows that the mean

score of the experimental class (58,75) is higher that control class (56.25). The

difference was tasted by using t-test formula. The result of the t-test calculation

shows that the t-observe (1.65) higher that t-table (1,297). It can be concluded that

the students were taught by using Jigsaw technique significantly effect on

students’ reading ability. While, there is no significantly improvement for control

class that was taught without Jigsaw technique.

F. Data Interpretation and Discussion

1. Data Interpretation

Based on analyzing of the data, the writer found the problems of this research

are:

1. Effect of Jigsaw technique to the students’ is improving their reading

comprehension ability. It is proved based on the writer found that the mean

of experimental group in pre-test is 40 and the post-test is 60, and the mean

in control group in pre-test is 46.25, and post-test is 56.25. From the result of

control and experimental group it is proved Jigsaw technique effect the

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students to improved their ability in reading, and there is significant affect to

the students.

2. The effect of conventional technique on the students’ reading ability it is not

significant to the students, because based on the writer experiences the using

of conventional technique it is not enough for students reading

comprehension ability, it can seen from post-test in experimental group 80

and post-test in control group 56.25.

3. Jigsaw technique is significant affect than conventional technique. Because

the use of Jigsaw can improved students ability especially in reading

comprehension. It is proved from the data analysis the writer find out the

score of experimental group is higher than the control group. The score of

experimental group is 58.75 and the score of control group is 56.25, it means

there is significant effect of using Jigsaw technique on the students’ reading

ability at grade X in SMA Negeri I Bandar.

2. Discussion

Moreillon (2007: 132) say that reading comprehension can be defined as

an active thinking process through which a reader intentionally constructs

meaning to form a deeper understanding of concept of information present in a

text. Before the writer apply the treatment to the students the writer saw there was

so many students become bored and noisy in the class. It happened because the

teacher in SMA Negeri 1 Bandar always used conventional teaching-method so

the learning focus to the teacher. So, mostly students did not understand what they
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learn. And because of the problem the writer apply the strategy in experimental

class. The writer used jigsaw technique in learning processto get the goal of tea.

The writer divided the students into a group and let the students expostulate before

the tests get started. The writer used multiple choice text. Multiple choices format

have to mayor advantages for course such as test is designed to measure the recall

understanding and applying specific concept (Ornstein, 1990:136). Mostly of the

students become friendly and more responsible and also jigsaw besides being

great fun, jigsaw is an excellent way to build their new-knowledge and also their

self-confidence. Jigsaw can be effective teaching tools. Jigsaw technique can

encourage they responsible, logic, knowledge and also their vocabulary, because

they always share want they know in their group.

Such the writer does in this thesis, the writer found out the effect of using

jigsaw technique to the students’ reading ability at grade X in SMA Negeri 1

Bandar.
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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding, the researcher draws some conclusions as

follow:

1. Jigsaw technique gave positive effect on the students’ at SMA Negeri I

Bandar in reading ability.

2. The students in experimental group at grade X of SMA Negeri 1

Bandar are more effective after using Jigsaw technique than before.

3. The mean of the experimental class in pre-test is 45.53 and post-test is

58.75. It means in experimental class post-test is more effective than

pre-test.

4. The result of the tobs>ttabledf(54), or tobs(1.65) >ttable(1.297). It means

that Ha is accepted.

Thus it can be concluded that there is significant effect of jigsaw

technique in reading ability with jigsaw.

B. Suggestion

The success in teaching does not depend on the lesson program only, but

more important is how the teacher presents the lesson and uses various techniques

to manage the class more lively and enjoyable.

Regarding to the teaching reading by using jigsaw technique significantly

effects the students’ ability in reading comprehension.

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During the application of the media, the writer found some problem:

1. Students are not able to comprehend the text because the teacher can

presents the lesson well and uses various techniques for make the

learning become comfort and interesting.

2. Students waste their time to cheat the answer of their friends rather

than create their own answer.

3. Students are not able to create their answer based the text because they

does not understand the story.

So to solve the problem the researcher used jigsaw in Reading ability.

Therefore, as a teacher should:

1. Applying jigsaw in the teaching learning process can train the students

to be creative. Therefore, they can be able to get information from the

text more comprehension.

2. To provide and use strategy by using jigsaw technique in teaching

process especially in teaching reading ability.

3. To provide the jigsaw technique can give the students invaluable

benefit because it helps them to concentrate their intention to the

reading which guide them to comprehend teaching reading text better.