The Effectiveness of Jigsaw Technique to Teach Students’

Reading Comprehension at The Tenth Grade Students of

SMA Negeri 3 Pematangsiantar

ARRANGED By :

Name : Novita Christina Marpaung

Academic Number : 17120069

Group :B

Lecturer : Prof. Dr. Sanggam Siahaan, M. Hum

UNIVERSITY OF HKBP NOMMENSEN MEDAN

ENGLISH DEPARTMENT 2018/2019

 CHAPTER I

INTRODUCTION

A. The Background of the study

In learning English, there are four language skills that should be mastered, namely
reading, speaking, listening, and writing. Listening and reading belong to receptive skills in
which the language users require the ability to receive spoken and written language,
while speaking and writing belong to productive skills in which the language users require
the ability to produce language both spoken and written (Mikulski & Templeton, 2004: 1-
2). These four language skills are integrated and related to one another. Based on curriculum
KTSP (Kurikulum Tingkat Satuan Pendidikan), all skills in teaching and learning English
that are integrated each other must be learnt and taught by both students and teacher,
including reading skill.

Reading is about understanding written texts. It is complex activity that involves both
perception and thought. Reading consists of two related processes: word recognition and
comprehension. Word recognition refers to the process of perceiving how written
Comprehension is the process of making sense of words, sentences and connected texts.
Readers typically make use of their background of knowledge, vocabulary, grammatical
knowledge, experience with the text and other strategies to help them understand the
written texts.

According to Elaine (2009:116) reading is fundamental to the development of full

second language competence. Many people across the world develop some listening and
speaking ability in a secondlanguage through television or movies, but reading is
necessary to use a language for academic or professional purposes. Reading comprehension
is a process of getting information from context and combining disparate elements into a
new whole. It is a process of using reader‟s existing knowledge to interpret text in order
to construct meaning (Cahyono, 2015: 58).

Harmer (1998: 70) states that there are six principles behind the teaching of reading,
namely: reading is not passive skill; students need to be engaged with what they are reading;
students should be encourage to respond to the content of a reading text not just to the
language; prediction is a major factor in reading; match the task to the topic; good teachers
exploit reading texts to the full. Reading cannot be separated from comprehension. That is
why there was appear a lot of problem dealing with reading comprehension. Many English
learners find difficulties in understanding the English text. Very often, they get stuck because
of some problems, such as unfamiliar words, their inability in understanding the
context, being reluctant and so forth.

Reading is not an easy skill to be mastered. It is complex process that requires

specialized skill of the reader. According to Nunan (2003: 33), reading need identification
and also interpretation processes which require the reader‟s knowledge about the language
structure used in the text and his knowledge about a given topic. It is the complexity that
makes some students less interested in this kind of activity. They find it difficult to
understand what is on the reading passage since they do not know the technique which can
help them to read more effectively and efficiently. This phenomenon happens in almost every
language class. Moreover, some students find themselves difficult to understand the
material of the English subject. Some of them consider that the materials are too difficult to
master. It is understandable since English is different from Indonesian. The various
reading materials can make teaching and learning English reading more creative,
interesting, challenging and beneficial. In exploring the students‟ prior knowledge, of course,
we need a method or technique. One technique that can arouse the students‟ prior knowledge
is Jigsaw technique that will be studied in this research. Jigsaw technique as an alternative
way to create an active teaching learning process.

Jigsaw is a technique intended to provide collaborative learning environments. Its

development began in the 70s by E. Aronson at University of Texas and University of
California. It is face-to-face method and emphasizes interaction among workgroups
members. Each group consists of 4-5 students ( Suprijono, 2015: 108)

According to Anita Lie,( 2002: 40) Jigsaw Technique is a cooperative learning

technique in which student work in small groups. Jigsaw can be used in variety of ways for
variety of goals. In this technique, each group is assigned to become an “expert” on some
aspect of a unit of study. They work in groups but each person has to master one
segment of their job. So, with this technique the teaching can effectively student
reading comprehension because all students give their participation in the teaching and
learning activity.

According to Slavin (2009: 237), cooperative learning is student-centered,

instructor-facilitated instructional strategy in which a small group of students is
responsible for its own learning and all group members. The main concept of
cooperative learning is that students work together through structured activities. Cooperative
learning offers good learning strategy which creates warm atmosphere in the classroom.
It is supported by the five key elements of cooperative learning: positive
interdependence, team formation, accountability, social skill, and structuring (Kessler,
1992: 8).

Jigsaw Technique is an efficient teaching technique. It is because they work together

in an expert group to master their segment. Here, the teacher role is not the sole provider,
but a facilitator. They study independently with the teacher„s control. Through this
technique student will be an active participants in the learning process. Another aspect to
make students avoid boredom they can works together with their expert group. It also
builds interpersonal and interactive skill.

Jigsaw Technique is beneficial in teaching reading, it gives the students more chance
to think creatively and critically. In a Jigsaw Technique the students should be a master
to understand the text. After they discuss with the other experts, they must come back to the
original group and teach the other.

According to Suprijono ( 2015: 108-112), There are some techniques in

Cooperative Learning, such as STAD (Student Teams Achievement Division), Jigsaw,
Think-Pair-Share, and TwoStay TwoStray, Group Investigation.In this research, the
researcher chooses Jigsaw technique in the topic because: 1. Jigsaw technique is the
interesting technique of English learning to activate the students in learning process. 2.
Jigsaw technique can improve the students' responsibility in the teaching learning process.3.
Jigsaw technique gives the opportunity for the students in cooperating with the other
students.4. Jigsaw technique gives a chance to contribute meaningfully to a discussion for
the students, something that is difficult to achieve in large-group discussion. Each
student develops their skill and has something important to contribute. 5. Jigsaw technique
can create the class atmosphere in such a way that the students cooperate with each other.

Based on the explanation above, the researcher conducts the research entitled “The
Effectiveness of Jigsaw technique to Teach Students’ Reading Comprehension at The Tenth
Grade Students of SMA Negeri 3 Pematangsiantar.”
 B. The Identification of the Problems

Based on the background of the study, the researcher can identify many problems why
the English subject of the tenth grade students of SMA Negeri 3 Pematangsiantar is still low.
They are as follows:

1. The students cannot write well and their grammar is too bad.
2. They are difficult to write what they listen because their teacher seldom teaches
listening.
3. The students have difficulties when doing the reading test had long text because they
have less vocabulary.
4. The students have difficulties to understand how to speak well and fluently
5. The students get a lot of problems in speaking using English
6. The students are not interested with the technique that is used in English subject
7. The students have less self confidence.
8. The students are noisy in teaching and learning process
9. The students tend to be passive learners
10. The students pay little attention toward their teacher‟s explanation during teaching
learning process

C. The Limitation of the Problems

To avoid misunderstanding and to make the research more clearly, accurate, effective and
understandable. The technique used in this research is Jigsaw. This technique will be applied
in teaching reading to the tenth grade students of SMA Negeri 3 Pematangsiantar. The
researcher limits the material that would be taught that is recount text. Furthermore, the
students‟ reading comprehension is measured in reading test by objective test, multiple
choices.

D. The Formulation of the Problems

Based on the background of the study, the problem statement can be formulated as “Is
there any significance difference in achievement of reading comprehension between the
students who are taught using Jigsaw and Small Group Discussion in the tenth grade students
of SMA Negeri 3 Pematangsiantar?”
 E. The Objective of the Study

In line with what has been state in the problem statement, this research is aimed to know:
The significance different in teaching reading comprehension using Jigsaw and small group
discussion at the tenth grade students of SMA Negeri 3 Pematangsiantar.

F. The Benefit of the Study

1. Theoretical Benefit

Theoretically, this research is expected to be significance as an input in English teaching

learning process. Besides, this research will give an interesting technique of teaching learning
process especially in teaching English. This research is also expected to give a profitable
description for any further researcher who wants to study the same case. This study becomes
a helpful information and useful reference to the next study.

2. Practical Benefit

a. For Teachers

The result of this study gives information to the teachers about the importance of teaching
techniques in reading. Jigsaw can be an alternative teaching technique to teach reading.

b. For the Students

It can serve them more comfortable and supporting situations inside the classrooms so
that they will be more interested in joining the class. Dealing with their English reading skill
in learning English, they will get easier to master it by using Jigsaw so they will be able to
increase their English achievement and reading skill.

c. For other Researchers

It is hoped that the result of this study can help other researchers who conduct further
research at the same subject and can be reference.

G. Hypothesis

Based on the theory above, the hyphotesis of the research are formulated as followed:

Ha ( alternative hypotesis): There is a significance different between the students reading

comprehension taught using Jigsawand taught using Small Group Discussion.
 Ho (nol hypotesis): there is no significant defferent between the students reading
comprehension taught using Jigsaw and taught using Small Group Discussion.

H. Definition of Key Terms

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

1. Jigsaw

Brown (1994:182) defines jigsaw as special form of information gap in which each
member of a group is given some specific information to achieve some objective.

2. Reading comprehension

Reading comprehension can be defined as the understanding, evaluating and utilizing the
information and idea gained through an interaction between the reader and the author (Smith,
Nile et al 1980: 182).

3. Experimental study

Experimental research is one of the most powerful research methodologies, because it is

the best wayto establish cayse and effect relationship between variables. Arikunto ( 1998:
272) states that experiment research is there has cause-effect relation or not, with compare
one or more experiments which is given treatment and without treatment.
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Reading Comprehension

The Definition of Reading Comprehension

Reading comprehension is a system to construct the knowledge and information related to

the test given. Reading as one of language skill is a process that involves reader, text and
interaction between reader and text. Reading cannot be separated from the knowledge readers
bring to a text in understanding reading namely schema and strategies, because in the process
of decoding written symbols to assign meaning, what writer means may be different from
whar reader gets. Furthermore, the meaning that one reader gets from a text may be different
from that of other readers reading the same text. This variation occurs because of influences
on the reader by family, community and cultural environment and because of individual
differences in motivation, aptitude and other personal characteristics. (Aebersold and Field,
1997: 15)

Reading cannot be separated from comprehension because in understanding and

interpreting the written symbols, one must comprehend text. Comprehension is the mind act
or power understanding, the ability to understand (Hornby, 2000: 174). Therefore, reading
comprehension means understanding what has been read. It is an active process that depends
not only on comprehension skill, but also on the reader‟ experience and prior knowledge.

Reading comprehension can be defined as a thought process through which readers

become aware of an idea, understand it in terms of their experiential background, andinterpret
it in relation to their own needs and purpose (Kennedy, 1981: 192). Reading with
comprehension means constructing meaning from what is being perceived in writing. There
is interaction between the readers and the author. Reading comprehension can be defined as
the understanding, evaluating and utilizing the information and idea gained through an
interaction between the reader and the author (Smith, Nile et al 1980: 182).

From the theories above, it can be conclude that reading comprehension is the power to
get an idea or meaning from the written text, understand it according to experiential
background or prior knowledge, and interpret it based on the readers need and purpose.
 B. Jigsaw

The Definition of Jigsaw

Jigsaw model is under the cooperative learning. Cooperative learning is a teaching

learning process model which gives the opportunity for the students to cooperate with
other students in systematic tastes (Lie in Isjoni, 2008: 16)). Cooperative learning is a
set of instructional models in which student work in mixes ability groups to reach
specific learning and social interaction objectives.

According to Endang Fauziati (2009: 173), there are many kinds of model of cooperative
learning. They are Students Achievement Division (STAD), Jigsaw, Group Investigation,
Structural Approach, Team Game Tournament, Team Accelerated Instruction (TAI), and
Cooperative Integrated Writer Reading and Composition (CIRC). In this research, the
researcher will use jigsaw to teach reading comprehension.

The Jigsaw classroom is originally developed by Elliot Aronson in 1971 in Austin, Texas,
and was considered effective in increasing positive educational outcomes. In the
original Jigsaw, each member of a group was assigned a different part of material. Then
all the students from different groups who had the same learning material gathered together
and formed an “expert group” to discuss and communicate with each other until they all
mastered the material. Later, the students returned back to their home group to teach the
material to other members of their group (Mengduo & Xiaoling, 2010: 113). Furthermore,
Jigsaw technique places great emphasis on cooperation and shared responsibility within
groups. The success of each group depends on the participation of each individual in
completing their task. This means the Jigsaw technique effectively increases the involvement
of each student in the activity.

According to Miftahul Huda (2012: 118) Jigsaw is the model of teaching learning where
the students are set up in teams; each team member is responsible for mastering part of the
learning material and teaching that part to the other team members. Jigsaw makes the
students learn their friends by exchanging the information. Besides, jigsaw is model learning
technique of cooperative learning, with students learn in small group consist of four or five
person, diverse inter ability, cooperative in positive interdependence and responsible to
present the task for each member.
 The Procedures of Jigsaw

According to Miftahul Huda (2012: 120-121), the procedures of Jigsaw are as follows:

a. Students are devided into several group where the member of a group consists of 4 – 5
students .The group should be diverse in terms of gender, ability. It is called home group .

b. Topic is given to the students in text form and each student has accountability to study.

c. Each member from different group has responsibility to study the topic and then the
students read and discuss the text and find some information in the text in their group. It
called expert group.

d. After each student comprehended the text, then the students comes back to the home
group to explain other member about the material that has been studied in expert group. At
the end of the session, gives an assessment to them. From the explanation above, it can be
concluded that jigsaw is a technique in which the students learn in group form, and each
member has different member, then she/ he shares the information to complete all
information to others.

The Advantages and Disadvantages of Jigsaw

The following as the advantages and disadvantages of using jigsaw cooperative

learning:

a. The advantages of Using jigsaw

1) Jigsaw creates positive learning environment and implies more individual

responsibility, encourages cooperation and peer teaching.

2) Jigsaw can be integrated into a number of classroom activities that are structured so
that everyone does not have to read an entire work or even segments from the same work.

3) Jigsaw model is under cooperative learning method. CL is a model of teaching and

learning process where the activities and the classroom focuses on the students as the central
of the teaching learning process (Lei, 2008: 55).

4) One of the characteristics is that it fosters positive interdependence by teaching

students to work and learning together in a small –group setting (Orlich, Harder, Callahan,
and Gibson, 1998: 274).
 5) The student centered as the core of the teaching and learning process or in other words
jigsaw model makes the students as the central activities in the classroom (Isjoni, 2008: 57).
It makes the teacher becomes a facilitator in the classroom (Lei, 2008: 55).

6) Jigsaw is adaptable to a wide variety of curricular settings, and teachers will find it
useful in a number of respects.

7) Jigsaw involves discovering processes in applying findings and contributes to the

development of the higher order thinking skills, such as analysis, synthesis, and evaluation
as well as elements of argumentation and critical thinking.

b. disadvantages of using jigsaw cooperative learning as follow:

1) Jigsaw takes much time to organize the group. The teacher should make groups that
combine the students who have different intelligences. Besides, the class situation become
noisy, so the teacher needs to control the students.

2) The problem of dominant learner. Learners quickly realize that the group runs more
effectively if each students is allowed to present her or his material before question
and comments are taken.

3) If the group setting is too big, it will make the group less effective in working among
the member (Soejadi in Isjoni, 2008:55)

4) If students don‟t get into their group quickly enough or read their initial texts quickly
enough, it will run out of time.

C. Small Group Discussion

The Definition of Small Group

According to Oxford Advanced Learners Dictionary (2000: 568) group is a number of

people or things that are together in the same place or that are connected in some way. Most
experts agree that group is a number of people that it consists of more two people interacting
with each other (Stewart L, 2004:157).

Based on the statement above it can be said that group is number of people when it
consists of more two people interacting with each other, with or without an assigned leader in
such a way that each person influences, and is influenced by another person in the group.
 The Application of Small Group Discussion

According to MctCrorie (2006:4), states that the procedure of small group discussion is as
follow:

a. Preparation stage

1. Setting the goal of teaching learning

2. Setting the problem in brief

3. Considering student‟s characteristic

4. Preparing outline of discussion; problem; timing; setting; rule.

5. Preparing the facilitation of discussion; material; decided and

monitor setting; preparing; equipment needed.

b. Action stage

1. Stating the goal of teaching learning

2. Stating the topic of discussion

3. Explaining the procedure

4. Dividing the group of discussion

5. Doing discussion

c. Closing stage

1. Giving students chance to present their result of discussion

2. Giving students chance to respond

3. Giving feedback

4. Summarizing

3. The Advantages and Disadvantages of Small Group Discussion

 The following as the advantages and disadvantages of using Small Group
Discussion:

According to Harmer (2004: 117), small group discussion has advantages as follows:

a. Increase the amount of talking for individual students.

b. Personal relationships are usually less problematic; there is also a greater chance of
different opinions and varied contributions.

c. It encourages broader skill of cooperation and negotiation

d. It promotes learner autonomy by allowing students to make their own decision in the
group without being told what to do by the teacher.

The disadvantages are as follows:

1) It likely to be noisy.

2) Not all students enjoy it since they would prefer to be the focus of the teacher‟s
attention rather than working with their peers.

3) One members of the group can dominate the discussion

4) Shy learners may refuse to become involved or may need a great deal of
encouragement to participate.

5) Individual may fall into group roles that become fossilized, so that some are
passive whereas others may dominate.

6) Groups can take longer to organize; people move around the class, can take time and
be chaotic.

D. Recount Text

Definition of Recount Text

There are several definition of recount text from several language experts. Mark
and Anderson (1957 : 24) explained that recount is a piece of text that retells past
events, usually in the order in which they occured. Its purpose is to provide the audience
with a description of what occured and when it occured. Another definition according to
Hornby (2003: 20) “ recount text is one kinds of story genre, recount tells somebody about
something especially something that you have experienced”.Hyland (2003: 20) in his book
Second Language Writing also mentioned the purpose of recount text is” to reconstruct
past experiences by retelling events in chronological sequences”.

Based on the explanation above, it can be concluded that recount text is a genre

text tells about something occurred in the past in a chronological sequence. The purpose of

recount text is to inform or entertain the readers about past events.

Below is the example of recount text about “Personal Experience‟

My Busy Holiday

On April 16th, 2010, I thought this would be a great holiday for me because
that was the holyday for Muslim people. I was so tired about the study, so I guessed this time
I could get full refresh anyway. However, the fact said the other way.

First, like an ordinary daughter, I had to get up early morning helping my

mother, of course after I prayed. Then I did my chores, cleaned up my room, and
spread out my bed under the sun ray. I was really in danger if my mom knew that my
room was messy. So, I made it as soon as possible.

Second, my aunts called me in the afternoon. I did not meet them for a long time and
that was the way I kept for hours to talk with them. After that, unpredictable my neighbor
visited me. She asked my help finishing her homework. At last, the time was running and I
just remembered that I had a lot of homework. I got mad, confused and regretful why I did
not check my homework before.

Therefore, I did my homework until 2:00 a.m. the next morning. I did not feel this
was holiday instead of I had to work hard and got a long ship with my homework.

(Takenfrom:www.caramudahbelajarbahasainggris.net/2013/09/5

contoh-recount-text-bahasa-inggris-terbaru.html)
 The Generic Structure of Recount Text

Boardman (2008: 287) the steps for constructing of written recount text are:

1. Setting or orientation. This paragraph provide background or basic information that is

needed by the reader to understand the text. It conveys about what happened, who was
involved, where it happened and when it happened. It is called on orientation.

2. List of events. This part presents events in chronological order. This part can be written in
several paragraphs. Time conjunctions or time connectives are used here such as, first,
second, then, after that, finally, and so on.

3. Reorientation. It functions as the closing statement. In this part, the writer gives a
personal comment, impression or evaluative remark regarding with the explained events.

Language Features of Recount Text

Boardman (2008:287) the language features usually found in a recount:

a. Use of nouns and pronouns to identify people, animals or things involved.

b. Use of past action verbs to refer the events.
c. Use of past tense to located events in relation to speaker`s or researcher`s time.
d. Use conjunctions and time connectives to sequence the event.
e. Use of adverb and adverbial phrases to indicate place and time.
f. Use of adjectives to describe nouns.

E. Previous Study

The other researchers have made research dealing with reading comprehension and
the use of Jigsaw. In this case, the researcher presents two previous studies dealing with her
research. The first entitled” Improving Reading Comprehension Using Jigsaw (A Classroom
Action Research of the eighth grade studentsofMTs N Tinawas Nogosari in Academic Year
2012/2013), written by Dwi Purwanti from the English Department of Tarbiyah and
Language Faculty of State Islamic Institute of Surakarta. In this research, the writer
conducted a classroom action research in two cycles. The students‟ mean score in the pre
test, post 1, and post test 2. The students‟ mean score in the pre test was 59.55. It increased to
70.68 in the post test 1 and became 83.41 in the post test 2. Therefore, it can be concluded
that jigsaw can improve the students‟ reading comprehension.
 CHAPTER III

RESEARCH METHODOLOGY

A. The Research Design

According to Sugiyono (2008: 106) states that there are four experimental designs,
there are pre-experimental, true-experimental, quasiexperimental and factorial design. This
research used experimental design with the form of quasi-experimental design. It is in line
with Budiono (2003: 8) who states that the purpose of quasi-experimental is to get
information which the informant has predicted with experiment that it is impossible to control
and manipulate all relevant factors. The reason of choosing this type method is because the
setting did not allow the control and manipulation of the relevant variables.

Sugiyono (2008:114) puts forward that quasi-experimental design is characterized by

several things. It has both pre test and post test. It has experimental and control group. In
order to know the difference of those two groups, this study used the non-equivalent control
group design of the experimental research. This design is similar with pretest-posttest control
group design, however in this design the experimental class and control class is not chosen
randomly.

The model of pre-test and post test design is as follow:

E : O1XO2

C : O1 O2

Key:

E: Experimental class

C: Control class

O1: Pre-test

O2: Post-test

X: Treatment
 The research dealt with two variables. They are Jigsaw technique and reading
comprehension. The Jigsaw represented the independent variable and the reading
comprehension as the dependent variable. In this research, the researcher wanted to know
whether there is a significant difference in English reading comprehension between the
students who taught using jigsaw technique and those who taught using Small Group
discussion at the tenth grade students of SMA Negeri 3 Pematangsiantar. So, there were two
groups‟ namely experimental group and control group. Experimental group was the class
who taught by Jigsaw Technique and control group was the class who taught by another
technique, the technique was Small Group Discussion.

B. Population, Sample, and Sampling

1. Population

The population of this research was the tenth grade students of SMA Negeri 3
Pematangsiantar. There were eight classes with 32 students for class X1 until X8. The total
numbers of students were 256 students. The researcher used two classes as the sample. They
were the experimental class and control class.

2. Sampling technique

According to Arikunto (2006:133) sampling is the way of drawing a sample in the

research. Sampling technique is the technique in taking samples in population. Arikunto
(2006: 139) stated that purposive sampling is the one of the sampling by drawing out the
sample based on the certain purpose. The researcher used this technique because of some
factors, i.e. the limitation of time, budget, etc

The researcher used purposive sampling technique in taking the sample, because the
time allocation was limited and the researcher had to choose the classes that are balance in
English subject. The researcher used the both class comes from the tenhth grade of X2 and
X3 with the total number sixty four students because the researcher viewed that both class
can represent the population there.

3. The sample

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

research. Sugiyono (2010: 62) stated that sample is a part of the total and characteristic which
is has by the population. The samples which are taken must be representative.
 The sample of the research consisted two classes of the tenth grade students of SMA
Negeri 3. The first class was X2 as experimental class was taught using Jigsaw while the X3
as control class was taught using small group discussion.

D. The technique of collecting data

In collecting the data, this researcher used test. A test is used to examine and measure
the qualities of someone or the knowledge or abilities of someone. Syakur (1999: 5) states
that a test is a systematic procedure for observing one‟s behavior and describing it with the
aid of numerical device or category system. The test is pre-test and post test that was tasted in
control and experimental group and the form of the test an objective test in the form of a
multiple choices type.

Before doing the test, the researcher did try out first. The result of the try out test then
is analyzed to know the instrument‟s validity and reliability and to know whether any of
items should be revised or not.