THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE IN

TEACHING READING COMPREHENSION TO SEVENTH GRADE

STUDENTS OF SMP N TLI’U SOUTH CENTRAL TIMOR REGENCY IN

THE ACADEMIC YEAR 2024/2025

RESEARCH PROPOSAL

By

DEBI LODIA TEFNAY

1801020249

ENGLISH STUDY PROGRAM

FACULTY TEACHER TRAINING AND EDUCATIONAL

NUSA CENDANA UNIVERSITY

KUPANG

2025
 TABLE OF CONTENT

Page

CHAPTER I INTRODUCTION .......................................................................1

1.1 Background.................................................................................................1

1.2 Research Problem.......................................................................................4

1.3 Aims and benefits.......................................................................................4

1.3.1 Aims.........................................................................................................4

1.3.2 Benefits....................................................................................................4

1.4 Scope and limitation...................................................................................4

1.5 Definition of Terms....................................................................................5

1.6 Organization of Writing..............................................................................6

CHAPTER II REVIEW OF RELATED LITERATURE...............................7

2.1. Teaching Strategy......................................................................................7

2.2. Reading......................................................................................................9

2.3. Teaching Reading Comprehension............................................................10

2.4. Teaching Reading Comprehension by Using Jigsaw................................11

2.5. Jigsaw Technique.......................................................................................12

2.6. Previous studies.........................................................................................15

CHAPTER III RESEARCH METHOD .........................................................16

3.1 Research Design.........................................................................................16

3.2. Research Procedures..................................................................................18

3.3. Subject of the Study...................................................................................18

3.4. Research Location.....................................................................................19

ii
3.5 Methods and Techniques of Data Collection..............................................21

BIBLIOGRAPHY...........................................................................................20

iii
 CHAPTER I

INTRODUCTION

1.1 Background

Language is the most important means of communication. It has many

functions, such as communicating with others, making a relationship, giving

information, to express our feeling.

In the globalization era, English is used as an international language,

which is spoken in international events and it used as a medium of

transferring information flow on science, technology, and culture as well. It is

the most widely spoken and distributed language in the world, it becomes a

global language.

There are many teachers’ still use traditional methods in teaching

English. Teachers just explain the material and students just listen to what the

teacher explained and as a result, students feel bored with the existing

learning and students feel uncomfortable learning English eventually, student

achievement will not be good.

According to Renandya (2002: 227), reading comprehension is the

primary purpose of reading. Therefore, students are always asked to

comprehend reading texts by their teacher. In order to do that, it is expected

that students should become good readers who are able to comprehend a text

effectively and efficiently.

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 Unfortunately, the teacher is still the center of learning. According to

Wichadee (2003:3), the teacher-centered approach takes place in traditional

classrooms not produces active recipients and result from fossilized language

learning. It is not effective enough to promote language acquisition. Based on

the information from the teacher and the researcher's observation, teacher

center learning is still happened to the seventh grade students in SMP N Tli’u

and the students tend not to listen to the teacher because there is not a variety

of teaching. There are many students are less motivated and feel bored in

learning English reading skill in the classroom. They seldom discuss and

share the materials with each other because the reading activity still depended

on the teacher's explanation.

Since students often feel bored doing the reading activity above, they

need new activities which are more challenging and interesting. Many reading

strategies need to be used to make them active in doing reading

comprehension activities. Harmer (2002) states that teaching reading at

schools by using many kinds of methods should be applied by English

teachers. Cooperative learning may be considerably more effective for the

students. Working in a group, therefore, is believed solve students problem.

According to Wichadee (2003:1-2), the students who do not like to

speak in a large class are comfortable speaking out in a small group. A group

member can complete their strength and weakness in learning English reading

because each student has a different background and ability in learning

English which he or she can bring to the group. For example, one student may

2
 have strength in vocabulary that can supply the students with a solid

background in grammar. Furthermore, the slow student will benefit from

interaction with a better one, and the good student will feel proud they play an

important role in helping their weaker classmates.

The jigsaw technique facilitates students' interaction in the class

enabling the students to value each other as contributors. The students have

already had the capability to get the knowledge based on constructivist views.

Students can get knowledge from working together with their friends as

teamwork. They can share knowledge with others.

Moreover, there are various methods or techniques that can be used in

teaching and learning activities. Teachers should choose effective teaching

methods to achieve the goal of teaching. Choosing a suitable method for

language teaching is very difficult because each method has strengths and

weaknesses. Based on the background above the researcher intends to study a

topic entitled: ‘The Effectiveness of Using Jigsaw Technique in Teaching

Reading Comprehension to Seventh-Grade Students of SMP N TLI’U

South Central Timor Regency in the Academic year 2024/2025.

1.2 Research Problem

The problem of this study is: Is it effective in using jigsaw technique in

teaching reading comprehension to the seventh-grade students of SMP Negeri

Tli’u South Central Timor Regency in the Academic Year 2024/2025?

3
1.3 Aim and Benefits

1.3.1 Aim

Based on the problem above the aim of this research is to know whether

it is effective in using jigsaw technique in teaching reading comprehension to

seventh grade students of SMP Negeri Tli’u South Central Timor Regency in

the academic year 2024/2025

1.3.2 Benefits

There are some benefits of this research, as follows:

1. The result of this study is expected to become a source of information that

can give information to English teachers about the ways to improve the

teaching and learning quality.

2. The result of this study is expected to become evidence that represents

students' ability in learning a foreign language.

3. It is may become a reference for future researchers who will study similar

topic.

1.4 Scope and Limitation

This study is about teaching strategies. There are many teaching

strategies or techniques in teaching reading. The researcher limits her study

on the effectiveness of using jigsaw techniques in teaching reading

comprehension to seventh grade students of SMP Negeri Tli’u South Central

Timor regency in the Academic year 2024/2025.

4
1.5 Definition of terms

There are some terms in the title of this study should be defined to help

readers understand the topic. Those terms are, as follows:

1. Effectiveness

According to Siagan (2001:24), effectiveness is utilization of

facilities and infrastructure resources in a certain amount that is

consciously determined in advance to procedure a number of goods for

the service of the activities carried out. Effectiveness shows success in

terms of whether or not the targets that have been set are achieved. If the

results of the activity are closer to the target, it means the effectiveness is

higher.

2. Jigsaw technique

According to Slavin (1995:111), jigsaw most of working group

include a procedure where by students share information they have

gathered with group mates and, in many cases, with the class as a whole.

Students are quizzed on all topics and the quiz scores are averaged to

form team scores. and if the team is to succeed, team members must not

only accomplish their subtasks but also do a good job of sharing

information with their teammates.

3. Reading comprehension

Klingner (2007:2) states that reading comprehension is the process

of constructing meaning by coordinating a number of complex processes

5
 that included word reading, word and world knowledge, and fluency”. It

refers to the ability in interpreting the words, to understand the meaning

and the relationships between ideas conveyed in a text.

1.6 Organization of writing

This writing is organized into three chapters. Chapter one is

introduction consists of background, research problem, aim and benefits,

scope and limitation, definition of term and material organization. Chapter

two is about review of related literature that consists of teaching strategy,

types of teaching strategy, types, reading comprehension, teaching reading

comprehension by using jigsaw, previous studies. Chapter three is research

methodology consists of research design, research procedures, instrument,

and data analysis technique.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Teaching Strategy

Strategy is the important thing in teaching and learning process.

Strategy is an overall plan for the orderly presentation of language

material. No part of which contradicts, and all of which is based upon, the

selected approach. According to Rusman (2002), teaching strategy is

assumed as the way of achieving something in teaching process. It is

appropriated with the strategy that teacher used, teacher are able to

achieve the objective of the teaching plan.

Teaching strategies can also be called instructional strategies as

will be explained below concerning the previous statement. Instructional

strategies are several methods that teachers use to assist students become

independent and strategic learners, and according to Alberta Learning

students independently choose the suitable ones and use those strategies

effectively to complete their assignments (Learning, 2002:67)

According to Issac (2010) as cited in (Tumanggor, et al, 2018:.

131), teaching strategies are also the behavior of teachers, such as giving

proper stimulus for timely responses, drilling the learning responses, and

increasing the responses with additional activities.

It can be concluded that teaching strategy is the key in preparing a

lesson and the essence of the term is that teaching strategy is a plan

7
 consisting of instructions, objectives, and frameworks during a learning

activity.

2.1.1 Types of Teaching Strategy

There are some types of teaching strategies from various source.

According to Wehrli (2003) as cited in (Tumanggor, et al, 2018:132), there

are several types of teaching strategies as follows:

1. Brainstorming

Brainstorming is the creativity platform for common ideas

(AlKhatib, 2012:31). Al-Khatib also explains some concerns of

brainstorming for the students, such as to help students to resolve

problems, to get advantage from the ideas of others through the

development, to help the cohesion of students, and to build

relationships among them.

2. Case-based Small-Group Discussion

The small group discussion can contain five to ten students

that can target case-based tasks and convert points of view while

working through a problem-solving process. In carrying out this

strategy, each group focuses on creative problem solving with

some advanced preparation.

3. Demonstration

A demonstration is an activity of asking students to give

their thoughts in front of their friends so that they can observe how

it is done to help students to transfer theory to practical

8
 application. According to Adekoya and Olatoye (2011) as cited in

(Tumanggor, et al, 2018:132) , demonstration strategy involves

the teacher shows students how to do something. It also can help

students promoting the students’ self-confidence and they can

learn by modeling others.

2.2 Reading

Reading is a whole process that requires concentration so that the

comprehension of reading can be achieved properly. Reading also has

many benefits and it is not just a single process and also it can be said that

reading activities are activities that have deep meaning. The following are

some explanations and expert views about the meaning of reading.

According to Johnson (2008) as cited in (Junaidin, 2017: 6), reading is the

practice of using the text to construct the meaning. Moreover Harmer

(2007:99) explains that reading has many benefits not only in education

but also for language acquisition. In addition, he states that reading

provides the opportunity to learn more and demonstrates how to develop

the sentence, the paragraph, and the whole text.

The conclusion for reading is a comprehensive activity and it does

not just stop when someone finishes reading the last paragraph but the

benefits and understanding gained to have a deeper meaning than that.

2.3 Reading Comprehension

It is very important to talk about reading comprehension. Based on

McNeil (1992:16) comprehension is making sense out of the text. An

9
interaction perspective, reading comprehension is acquiring information

from context and combining disparate elements into a new whole.

According to Cahyono (2011:55) reading is means of transferring

information between the writer and the reader. Therefore reading

comprehension understands a written text means extracting the required

information from it as efficiently as possible (Grellet,1981:3). Reading is

the construction of meaning from a printed or writing message. Reading

begins with the accurate swift and automatic visual recognition of

vocabulary, independent of the context in which it occurs. Comprehension

is the process of generating meaning from varied sources directly

observing phenomena; reading, looking at the sign, cartoon painting,

listening to the teacher or discussion, viewing the film.

According to Broek and Espin (2004) in Amy (2012), reading

comprehension is a complex interaction among automatic and strategic

and cognitive processes that enables the reader to create a mental

representation of the text. According to Cahyono, et al (2011:55) reading

is means of transferring information between the writer and the reader.

According to Prado and Plourde (2005),reading comprehension is

not a single step or easily acquired skill. It is a very complex process that

teachers find difficult to teach. Comprehension is a process that involves

thinking, teaching, past experiences and knowledge.

According to Klingner (2017:2), reading comprehension is the

process of constructing meaning by coordinating a number of complex

10
processes that included word reading, word, and world knowledge, and

fluency. It refers to the ability in interpreting the words, to understand the

meaning and the relationships between ideas conveyed in a text. He

summarized reading comprehension instruction for the teacher as

following a three-step procedure: mentioning, practicing, and assessing.

That is, the teacher will mention the skills that the students want to use,

then will give them opportunities to practice those skills through

workbooks or worksheets, and finally assess whether or not they use the

skill successfully

According to Alderson (2017: 28), reading as an enjoyable,

intense, private activity in which the readers get much pleasure and can

totally absorb the reading. According to Pang (2018:14), comprehension

is the process of making sense of words, sentences, and connected text.

He says that comprehension is the process of deriving the meaning of one

word from another in a text. Readers typically make use of background

knowledge, vocabulary, grammatical knowledge, experience with a text,

and other strategies to help them understand written text.

Based on the definitions above, the researcher concludes that

reading comprehension is the ability to find the stated or unstated writer's

idea in the text. The essence of reading comprehension is understanding

all information delivered by the writer. It also refers to the ability to

connect between the words in a text and to understand the ideas and the

relationships between ideas conveyed in a text.

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 2.4 Teaching Reading Comprehension by Using Jigsaw

Cooperative learning or group work method has several activities

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

learning. In cooperative learning, students cooperate with their friends to

discuss the topic they 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 (1995:111) states that jigsaw includes a procedure

whereby students share information they have gathered with their group

mates and with the other group mate in the class. Students are quizzed on

all topics and the quiz scores are averaged to form team scores. The team

wants to be successful, the team members must not only accomplish their

subtasks but also do a good job of sharing information with their

teammates..

2.5. Jigsaw Technique

Cooperative learning or group work method has several activities in the

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

cooperative learning, students cooperate with their friends to discuss the topic

they 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 the

activities of cooperative methods which can solve this problem. Slavin

12
(1995:111) states that jigsaw includes a procedure whereby students share

information they have gathered with their group mates and with the other

group mate in the class. Students are quizzed on all topics and the quiz scores

are averaged to form team scores. and if the team wants to be successful, the

team members must not only accomplish their subtasks but also do a good job

of sharing information with their teammates.

Slavin (1995:122) also states that jigsaw is one of the working group or

cooperative activities which are applicable in teaching reading

comprehension. It is one type of the simplest method of cooperative learning.

It is developed by Elliot Aronson at the University of California. This is the

way to give stimulus for the students to be motivated to learn so that they will

be able to read better and get the better achievement. Teaching reading will

be easier because this way asks the students to be active in the class. They

will be in a team consisting of various good students and weak students.

Every team consists of 5-6 students and they will study together to get better

achievement in the form of individual improvement scores after taking the

individual quiz. Every member of a team should be responsible for her/his

own material the member of his/her own team.

The jigsaw classroom is very simple to use. According to Aronson

( 2008 ), there are ten steps considered important in the implementation of the

jigsaw classroom, as follows

a. Divide students into five or six person jigsaw groups. The groups should

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

13
 b. Appoint one student from each group as the leader. Initially, this person

should be the most mature student in the group.

c. Assign each student to learn one segment, making sure students have

direct access only to their own segment.

d. Give students time to read over their segment at least twice and become

familiar with it. There is no need for them to memorize it.

e. From temporary “expert groups” by having on students from each Jigsaw

group join other student assigned to the same segment. Give students in

the expert groups time to discuss the main point of their segment and the

rehearse the presentation they will make the their jigsaw group.

f. At the end of the session, give a quiz on the material so that students

quickly come to realize that these sessions are not just fun and games but

count.

Based on the opinion above, the researches concludes that jigsaw is

a model learning technique of cooperative learning, with students learning

in small groups, consisting of four or six people, of diverse inter-gender

ethnicity, race, and ability, cooperative in positive interdependence and

responsible sto present the task for each member.

2.6. Previous studies

There are some previous studies related to this study.

First, a study by Saputra (2003) entitled: The Effectiveness of

Using Jigsaw Technique in Teaching Narrative Text, the objective of

this study is to known the use of jigsaw in improving students, the subjects

14
of this is to known of this research are the second grade students of SMP

Al-Hidayah, Lebak Bulus which consists of one class and it is location in

Lebak Bulus. The technique of data collection was done by observation,

written test, interview, and questionnaire. It means that there is significant

improvement in the result of teaching narrative text through jigsaw

technique.

Second, a study by Nurmadia Sarjani (2017) entitled: An Analysis

on The English Reading Comprehension at the Second Grade

Students of Junior High School 1 of Wonomulyo. Therefore, the

problem of the research: What are Strategies in Teaching Reading

Comprehension at the second Grade of Junior High School 1 of

Wonomulyo, this research aims to find out the teachers strategies in

teaching reading comprehension at the second grade of junior high school

1 of wonomulyo, to find out the English teacher strategies in teaching

reading comprehension used at the Second Grade of Junior High School 1

of Wonomulyo. Research Scope, based on the problem above, this

research particularly focuses on English teacher’s strategies in teaching

reading comprehension. To conduct this research, the research focus on

what kinds of teaching strategies employed by English teacher in teaching

reading comprehension and how the implement of the strategies.

15
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The research design will be used is Classroom Action Research

(CAR). According to Burns, (1994:293).Classroom Action Research is the

application of fact find to practical problem solving in a social situation with

a view to improving the quality of action within it, involving the

collaboration and cooperation of researchers, practitioners and laymen

3.2. Research Procedures

3.2.1 Library Research

In this stage, the researcher goes to find some sources, such as book,

journals and other sources in internet to find out theories of experts that

are relevant to the topic of this study.

3.2.2 Research Location And Time

The research will be conducted at SMP Negeri Tli’u South Central

Timor Regency, especially seventh grade students in the academic year

2024/2025, on May 2025.

3.3. Subject of the Study

The subjects of the study will be seventh grade students of SMP Negeri

Tli’u South Central Timor Regency. There are one class that consists of 12

students. Therefore, the total number of subjects of this research consists 12

students

16
3.4 Methods and Techniques of Data Collection

In the following section, the researcher explains about procedures of

teaching reading. They are introducing guessing games to the students

individually or in group, and asking question and giving answer. The pre-test

is conducted as the preliminary study before Classroom Action Research

(CAR) to identify the student real competence and problems in reading. After

giving the treatment, the researches will give some test (post-test) then making

calculation of result from both test.

According to Arikunto (1993:21-23), there are four steps in conducting

the Classroom Action Research as follows:

1. Planning

Planning means the program of action to be done. Plan is needed to

arrange and to prepare everything that is needed in action stage. The

arrangements and preparations include making lesson plan, and

preparing the teaching facilities, preparing the research instrument, and

preparing the best to measure students reading comprehension.

2. Observation

Observation is the most important thing the get information of action

during the teaching learning process. In this phase, the writer observed

the activities during teaching learning process. The observation is

down by the writer and collaboration (English teacher in research

17
 school) the observed and noticed everything happening during

teaching learning process.

3. Reflection

It is a feedback process of the action. It is used to help the teachers

make decision because the reflection is done in order to analyze the

situation and make conclusion. In this phase, the writer reflected on

everything that has been done in the first cycle and made conclusion.

In this case, students should be able to guess what the teacher told

about something by applying word wheel.

3.6 Teknik of Data Analysis

The students’ score of pre-test and post-test obtained from the process

are used to saw the improvement of understanding and the students’

achievement the formula of individual success

18
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