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IMPROVING STUDENTS’ READING COMPREHENSION THROUGH JIGSAW TECHNIQUE (A Classroom Action Research at Second Grade of SMA Negeri 1 Gombong in Academic Year 2010/ 2011).

ABSTRACT

Etika Sapto Palupi. NIM K2207005. IMPROVING STUDENTS’ READING COMPREHENSION THROUGH JIGSAW TECHNIQUE (A Classroom Action Research at Second Grade of SMA Negeri 1 Gombong in Academic Year 2010/ 2011). Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, February, 2012.

The objectives of this research are (1) to find out and to describe how far the use of Jigsaw technique improve students’ reading comprehension (2) to describe the classroom situation when Jigsaw technique is implemented in reading class

Related to the objectives of the study, the research design used in this study is an action research done collaboratively with the English teacher. In this action research, the researcher is as the teacher in teaching learning process. Meanwhile, the observer is the English teacher. The action research was conducted from February to June 2011 by implementing jigsaw technique in teaching reading comprehension. The subject of the study was the students of class XI IPS 1 of SMA Negeri 1 Gombong in the academic year of 2010/2011. There were 29 students as the subject. There were two cycles of action. In each cycle, the procedure of the research consists of identifying problems, planning the action, implementing the action, observing the action, reflecting the action, and revising the plan. In collecting the data, the researcher uses qualitative and quantitave methods. The qualitative data are obtained from observation, field notes, questionnaire, and interview. The quantitative data used were the result of the test. The qualitative data were analyzed in five stages consisted of assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The writer analyzed the test results by comparing the mean score of the pre-test and post-test.

The results of this research shows that jigsaw technique can effectively improve students’ reading comprehension and classroom situation. From the observation, the researcher found that during the action, the students have shown their improvement as they were able to comprehend the text well. The test results show the improvement of the students’ achievement before and after the action in cycle 1 and cycle 2. The students’ mean score in the pre-test is 4.9. The students’ mean score in the post-test 1 is 6.7 and the mean score in post-test 2 is 7.9. It means that there is a difference between the students’ reading comprehension before and after the action. The situation of the teaching and learning process became more enjoyable, and all of the students were actively involved in the teaching and learning process. They can share their knowledge and help each other in uderstanding the lesson material. The students not only learn from the teacher explanation, but they can learn from their friend who also learn the same thing. This technique provides opportunies for the students to understand the lesson material more by asking each other group member without being ashamed and afraid. They also more courage to raise their hand in answering teachers’ question.

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