improving students’ reading...
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IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS THROUGH JIGSAW TECHNIQUE AT
GRADE VIII A OF SMPN I BANGKINANG
THESIS
By
ELYA MINARNIS NIM. 93221
Submitted a Partial Fulfillment of the Requirements For the Award of Master Degree
In English Language Education Program
ENGLISH EDUCATION SECTION LANGUAGE EDUCATION PROGRAM
GRADUATE PROGRAM STATE UNIVERSITY OF PADANG
2012
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ABSTRAK
Elya Minarnis, 2012. Meningkatkan Kemampuan Siswa Kelas VIII.A. SMPN I Bangkinang dalam Memahami Teks Naratif melalui Teknik Jigsaw. Thesis. Program Studi Pendidikan Bahasa Inggris, Program Pasca Sarjana, Universitas Negeri Padang
Penelitian ini berawal dari masalah rendahnya kemampuan membaca pemahaman teks naratif siswa Kelas VIII A SMPN I Bangkinang. Hal ini terlihat pada nilai rata-rata siswa yang berada dibawah Kriteria Ketuntasan Minimum (KKM) sehingga pembelajaran pemahaman teks narratif belum berjalan sebagaimana yang diharapkan. Untuk meningkatkan kemampuan membaca pemahaman teks narratif tersebut, peneliti melakukan penelitian tindakan kelas dengan menerapkan tehnik Jigsaw.
Tujuan penelitian ini adalah untuk mengetahui sejauh mana tehnik Jigsaw bisa meningkatkan kemampuan membaca pemahaman teks narratif siswa kelas VIII A SMPN I Bangkinang dan untuk mengetahui faktor apa yang mempengaruhi kemampuan membaca pemahaman teks narratif tersebut. Dalam pengumpulan data penelitian, peneliti menggunakan tes membaca pemahaman (data kuantitatif), pengamatan, catatan untukmenulis kejadian- kejadian selama penelitian berlangsung yang dibantu oleh seorang teman sejawat serta wawancara (kualitatif data). Penelitian tindakan kelas ini terdiri dari tiga siklus dan empat kali pertemuan pada setiap siklusnya dimana tiga pertemuan untuk proses belajar mengajar membaca pemahaman teks naratif dan satu pertemuan lagi untuk melaksanakan tes.
Berdasarkan temuan penelitian, peneran tehnik Jigsaw bisa meningkatkan kemampuan membaca pemahaman teks naratif siswa Kelas VIII A SMPN I Bangkinang. Peningkatan ini dibuktikan dengan meningkatnya nilai siswa dari siklus pertama, siklus kedua, dan siklus ketiga. Nilai rata- rata siswa pada siklus pertama adalah 66.0, kemudian pada siklus kedua adalah 72.3, dan nilai rata- rata pada siklus ketiga adalah 77.3
Faktor yang mempengaruhi meningkatnya nilai siswa adalah penggunaan topik yang menarik sebagai bahan ajar, kreativitas guru, dan strategi belajar yang mampu memotivasi siswa untuk membaca siswa untuk membaca merupakan hal yang sangat penting bagi guru bahasa Inggris karna membaca merupakan aktivitas yang seringkali membosankan bagi siswa. Penggunaan tehnik Jigsaw dalam meningkatkan kemampuan membaca pemahaman teks naratif siswa Kelas VIII A SMPN I Bangkinang bertujuan untuk memotivasi siswa untuk membaca dan menentukan tujuan mereka dalam membaca. Sebagai kesimpulan, penelitian tindakan kelas dengan menerapkan tehnik Jigsaw bisa meningkatkan kemampuan membaca pemahaman teks naratif siswa Kelas VIII A SMPN I Bangkinang.
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ABSTRACT
Elya Minarnis, 2011. Improving Students’ Reading Comprehension of Narrative Texts Through Jigsaw Technique at Class VIII A of SMPN I Bangkinang. Thesis. English Education Program, Graduate Program, State University of Padang.
This research started from the problem of students’ low reading comprehension of
Narrative texts. It can be seen from the students’ average score under the minimum criteria of achievement (KKM) so that their comprehension of Narrative texts has not gone as expected. To increase the students’ reading comprehension of Narrative texts, the researcher conducted a classroom action research by applying Jigsaw technique.
The purposes of this research are to identify to extent to which Jigsaw technique can improve students’ reading comprehension of narrative text at grade VIII A of SMPN I Bangkinang and to identify the factors that influence the changes of students reading comprehension of narrative text by using Jigsaw technique at grade VIII A of SMPN I Bangkinang. In collecting the data, the researcher used reading comprehension of narrative text test, observation checklist, field notes which were helped by a collaborator and interview. This classroom action research consisted of three cycles and four meetings of each cycles; three meetings for the teaching reading comprehension of narrative texts and another meeting for the reading comprehension of narrative texts test.
Based on the findings, the implementation of Jigsaw technique could better improve students’ reading comprehension of narrative texts at grade VIII A of SMPN I Bangkinang. The improvement was confirmed by the increasing average students’ score from cycle I, cycle II, until cycle II. The average score during cycle I was 66.0, then during cycle II was 72.3 and the average score during cycle II was 77.3.
The factors that influenced the increasing of the students’ score were using interesting topic as teaching material, creative teacher, and instructional and motivated strategy to teach reading comprehension of narrative texts are very important for the English teacher because reading is such kinds of activities that often bored the students mostly. The use of Jigsaw technique in teaching reading comprehension of narrative texts is aimed to motivate the students’ to read and set the students’ purpose before reading. Using Jigsaw technique is very good to be applied in teaching narrative reading comprehension. Finally, the classroom action research by applying Jigsaw technique could improve the students’ reading comprehension of narrative text at grade VIII A of SMPN I Bangkinang.
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ACKNOWLEDGEMENT
First of all, the researcher would like to thanks to Allah SWT for all of his mercy.
Thanks God for giving me bless, kindness, healthy, and ability in accomplishing this
thesis entitled Improving Students’ Reading Comprehension of Narrative Texts Through
Jigsaw Technique at Class VIII A of SMPN I Bangkinang.
This thesis intended to fulfill one of the requirements for the degree of Master in
Education. In writing this thesis, the researcher received a lot of guidance, supports, and
valuable advices from many people. Therefore, the researcher would like to give the best
gratitude to:
1. Prof. DR. H. Mukhayar, M.Pd and DR. Kusni, M. Pd. as the advisors. This
thesis would like never come to existence without their encouragement,
valuable guidance, and time given to the researcher during the accomplishment
this thesis.
2. Prof. Drs. H. Zainil, M.A,. P. hd., Prof. DR. M. Zaim, M. Hum, and Prof. DR.
Gusril, M. Pd. as the examiners who gave valuable contributions and
suggestions.
3. Director of Graduate Program of State University of Padang, all of lecturers,
especially those of English Language Education Section, and all of the Staffs of
State University of Padang.
4. My beloved parents and all of my family who had given their valuable
understanding and supports in finishing this study.
5. The principal of SMPN I Bangkinang, H. Rusdi Mulya, S. Pd, who give the
researcher a chance to continue her study.
6. The collaborator, Nurhidayah Sari, S. Pd, all of the teacher, and all of my
beloved students especially class VIII.A of SMPN I Bangkinang who gave their
supports and participations.
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7. All of dearest classmates at English Language Section. Language Education
Program, state University of Padang, Academic Year 2009.
8. Everyone who helped the researcher to complete this thesis.
Although the researcher has given her best effort in completing this thesis, it might
be possible that there are still some mistakes that can be found. Therefore, critics and
suggestions are expected. Thank you.
Padang, March 2012 The Researcher,
Elya minarnis 93221
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TABLE OF CONTENT
ABSTRACT………………………………………………………………………. ... i
ACKNOWLEDGEMENT………………………………………………………… . ii
TABLE OF CONTENTS……………………………………………………… .. .... iv
LIST OF TABLES……………………………………………………………… ..... vi
LIST OF FIGURES………………………………………………………………. .. vii
LIST OF CHARTS………………………………………………........................ .... viii
CHAPTER I INTRODUCTION
A. Background of the Problems ........................................................................ 1
B. Identification of the Problems........................................................................ 4
C. Limitation of the Problems ............................................................................ 4
D. Research Question ......................................................................................... 5
E. Purpose of the Research ................................................................................. 5
F. Significance of the Research .......................................................................... 6
G. Definition of the Key Terms .......................................................................... 6
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories…................................................................. . 8
1. Reading Comprehension ………………...…………………… ............. . 8
2. Narrative Texts....................................................................................... . 16
3. Jigsaw Technique ................................................................................... 18
4. Teaching Narrative Texts Through Jigsaw Technique ........................... 23
a. Steps in Teaching Narrative Texts Through Jigsaw Technique ....... 23
B. Review of the Related Findings ..................................................................... 27
C. Conceptual Framework .................................................................................. 32
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CHAPTER III METHOD OF THE RESEARCH
A. Type of the Research ..................................................................................... 34
B. Location ......................................................................................................... 36
C. Participants .................................................................................................... 36
D. Instrumentation .............................................................................................. 37
E. Procedure of the Research ............................................................................. 42
F. Technique of Collections the Data ................................................................ 50
G. Tecnique of Analyzing the Data .................................................................... 51
CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings ......................................................................................................... 54
1. To extent to which Jigsaw technique can improve students’ reading
comprehension of narrative texts ............................................................ 55
2. The factors that influence the changes of students’ reading
comprehension by applying Jigsaw technique ....................................... 67
B. Discussion………………………………………………………………….. 80
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTION S
A. Conclusions.................................................................................................... 83
B. Implications………………………………………………………………… 83
C. Suggestions…………………………………………………………………. 84
BIBLIOGRAPHY ..................................................................................................... 85
APPENDICES ........................................................................................................... 88
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LIST OF TABLES
Table 1. Checklist Observation Sheet ..................................................................... 38
Table 2. Observation Checklist of Indicators of Jigsaw technique ........................ 39
Table 3. Observation Checklist of Procedures of Jigsaw Technique in Lesson
Plan ........................................................................................................... 40
Table 4. Field Notes…………………………………………… ............................ 41
Table 5. The Students’ Score of Reading Comprehension of Narrative text test
Cycle 1 ..................................................................................................... 53
Table 6. The Students’ Score of Reading Comprehension of Narrative text test
Cycle 2 ..................................................................................................... 61
Table 7. The Students’ Score of Reading Comprehension of Narrative text test
Cycle 3 ..................................................................................................... 64
Teble 8 The Improvement Students’ Reading Comprehension of Narrative
text ............................................................................................................ 57
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LIST OF FIGURES
Figure 1. Conceptual Framework………………………………….. ....................... 35
Figure 2. Procedure of the Research…………………………………... .................. 44
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LIST OF CHARTS
Chart 1. The Average Score of Indicator after Cycle I………….. ......................... . 56
Chart 2. The Average Score of Indicators After Cycle II……….. ......................... . 69
Chart 3. The Average Score of Indicators After Cycle III……….. ........................ . 80
Chart 4. The Improvement Students’ Reading Conmprehension of Narrative
Text…………………………………… ................................................... . 86
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LIST OF APPENDICES
Appendix I Lesson Plan Cycle 1 .................................................................... 88
Appendix II Lesson Plan Cycle 2 .................................................................... 94
Appendix III Lesson Plan Cycle 3 .................................................................... 100
Appendix IV Research Instrument for Cycle 1 ................................................ 106
Appendix V Research Instrument for Cycle 2 ................................................ 110
Appendix VI Research Instrument for Cycle 3 ................................................ 114
Appendix VII Teachers’ Observation Checklist Cycle 1 ................................... 118
Appendix VIII Teachers’ Observation Checklist Cycle 2 ................................... 120
Appendix IX Teachers’ Observation Checklist Cycle 3 ................................... 122
Appendix X Students’ Observation Checklist Cycle 1 .................................. 124
Appendix XI Students’ Observation Checklist Cycle 2 ................................... 125
Appendix XII Students’ Observation Checklist Cycle 3 ................................... 127
Appendix XIII Field Note Cycle 1 meeting 1 ..................................................... 128
Appendix XIV Field Note Cycle 1 meeting 2 ..................................................... 129
Appendix XV Field Note Cycle 1 meeting 3 ..................................................... 130
Appendix XVI Field Note Cycle 2 meeting 1 ..................................................... 131
Appendix XVII Field Note Cycle 2 meeting 2 ..................................................... 132
Appendix XVII Field Note Cycle 2 meeting 3 ..................................................... 133
Appendix XIX Field Note Cycle 3 meeting 1 ..................................................... 134
Appendix XX Field Note Cycle 3 meeting 2 ..................................................... 135
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Appendix XXI Field Note Cycle 3 meeting 3 ..................................................... 136
Appendix XXII The Result of Students’ Score Cycle 1 ....................................... 137
Appendix XXIII The Result of Students’ Score Cycle 2 ....................................... 138
Appendix XXIV The Result of Students’ Score Cycle 3 ....................................... 139
Appendix XXV The Students’ Average Score Cycle 1 ........................................ 140
Appendix XXVI The Students’ Average Score Cycle 2 ........................................ 141
Appendix XXVII The Students’ Average Score Cycle 3 ........................................ 142
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Reading is one of four major language skills. It is very important in teaching and
learning English which need to be developed, because it is the key for someone’s efficacy
in acquiring sciences and technology. Furthermore, reading is also useful for other
purposes as well. For example: it can be used to improve someone’s careers, for pleasure,
and especially for studying purposes. For students, reading is very important for the
studying purposes since it is a part of the learning process of language acquisition. If the
students have ability to read, the language acquisition is likely to be even more
successful. In reading activity, the students are not only demanded to be able to read the
text, but they also have to be able to comprehend what the text tells them about.
Based on the writer experience during teaching reading at Junior High School 1
Bangkinang (Sekolah Menengah Pertama Negeri, SMPN 1 Bangkinang for short), the
writer faces the facts that there were many students who got difficulties in
comprehending texts. There are about 70% (19 from 28 students) of students who got low
score in a daily reading comprehension test on September 4th 2010. Some of students still
got difficulties to answer the questions based on the narrative text. About 63% (21 from
28) students could not answer the questions based on the text on October 16th 2010.
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The other evidences to prove the problems above that were in learning process
progress. First, a great numbers of students still got difficulties in finding main idea of the
text, information structure of the text, opinion in the text, and facts in narrative text. For
example, when the writer asked them to answer questions about a text orally, there were
just two or three students active in answering the questions. It happens because of their
lack of vocabulary. Some of them tended to used dictionary to found the meaning of the
unfamiliar words they found in the text. In another case, the students’ motivations are still
low in learning English. In fact, they usually do not pay much attention to the teacher
explaining the lesson. They were not active in responding or answering the questions,
they became passive students, they have no bravery to give comments, and they got bored
of the English texts given. In addition, the teaching strategy used by the teacher was also
another reason for the low ability of students in comprehending the texts.
Furthermore, some purposes of developing students’ reading skill as follows:
First, the students are expected to find certain information from the reading material.
Second, the students can find the general information. Third, the students can find main
idea. Fourth, the students can find all details information. Fifth, the students can guess the
meaning of the words; phrases and sentences based on the context. (Departemen
Pendidikan Nasional, 2003)
Therefore, it was very important to provide an alternative technique to improved
students’ reading comprehension. To improve the students’ reading comprehension, the
writer used jigsaw technique in teaching reading as an implementation for improving the
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students’ reading comprehension. Jigsaw technique was a very powerful technique for
improving students’ reading comprehension.
Theoretically, there are many techniques that can be used in teaching reading to
improve the students comprehension such as; Students Team Achievement Division
(STAD), Jigsaw, Team- Games Tournaments (TGT), Team Accelerated Instruction
(TAI), and Cooperative Integrated Reading and Comprehension (CIRC). In this research,
the researcher was interested to apply jigsaw technique in teaching narrative texts. The
writer was also interested to explored jigsaw technique as one of the cooperative learning
technique to solve the students’ problems in reading, because jigsaw technique can be
applied across different subjects and levels. The goal of the technique is to enhance the
motivation, performance, and develops social skill for group work of students. Jigsaw is
one of interactive techniques that have function to help students explain, summarize,
apply, analyze, synthesize, and evaluate an aspect of the subject matter. Jigsaw also helps
students to practice essential social, problem solving, communication skills needed for
success in the workplace and make the students understand about how to comprehend the
text well. Jigsaw technique is also one of the cooperative learning techniques to solve the
students’ problems in reading. This kind of cooperative learning can be applied for use
across most subjects and levels. The goal of the method is to enhance the motivation,
performance and develops social skill for group work of students.
In teaching reading at Junior High School, there are some reading texts that are
taught, they are; Procedure text, Descriptive text, Narrative Text, Recount text, Report
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text, and etc. But, in this research the researcher was interested in using Narrative text.
Some reasons why the writer chased narrative text in her research to the class VIII A
students of SMP Negeri I Bangkinang. First, because narrative is a story that is created in
a constructive format (as work of writing, speech, poetry, prose, pictures, song, motion
pictures, video games, theatre, or dance). So it will be quite easy to the students in
reading and producing the simple text. Another reason why the writer chased narrative
text, because in Curriculum it must be presented in the second year students of Junior
High School.
B. Identification of the Problem
Based on the background of the problems above, the writer identified some
problems in the teaching and learning process, they were: First, some students had low
reading comprehension to comprehend the texts. They had problems in finding
information, main idea, or opinion from the text. Second, students’ lack of vocabulary, in
this case they did not have good understanding of what is the text about because they
have limited vocabulary. Third, the teacher did not apply appropriate strategies in
teaching reading. Fourth, some students found difficulties in retelling what they have
read. They had difficulties to express their ideas about the texts.
C. Limitation of the Problem
Based on the identification of the problem above, it was necessary for the writer
to limit the problems due to her limited research experience to cover all problems. This
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research was focused on the problem about the difficulties of students in reading
comprehension of Narrative texts. To solve this problem, the researcher used jigsaw
technique which was developed by Aronson in improving students’ reading
comprehension of Narrative text. The text which was used was narrative texts, because it
was the text for grade VIII of Junior High School Students. The writer only focused her
research in SMPN I Bangkinang.
D. Research Question
Based on the statement of the problem, the questions of this research were:
1. To what extent can Jigsaw technique improve the students’ reading comprehension
of Narrative texts at grade VIII A of SMPN I Bangkinang?
2. What factors influence the changes of students’ reading comprehension of
Narrative texts by using Jigsaw technique at grade VIII A of SMPN I Bangkinang?
E. Purpose of the Research
The purposes of this research are as follows:
1. To judge whether Jigsaw technique can improve students’ reading comprehension
of Narrative texts at grade VIII A of SMPN I Bangkinang.
2. To identify the factors that influence the changes of students’ reading
comprehension of Narrative texts at grade VIII A of SMPN I Bangkinang.
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F. Significance of the Problem
By doing this research, the researcher expected that theoretically, the finding of
this research will contribute to the development of the empirical prove of effectiveness
of Jigsaw technique in teaching reading comprehension. And practically, the finding of
this research will be useful for the teacher who interested in analyzing teaching
reading. The writer hoped it can give contribution for English teacher and become a
reference to improve their ability and competence in teaching English. The writer also
hoped this research can give clear understanding about the process of teaching reading
using cooperative learning technique, especially Jigsaw technique to the readers.
G. Definition of the Key Terms
In order to avoid misunderstanding and misinterpreting, there are some terms in this
report are given as follows:
1. Reading comprehension referred to an interactive process between the students and
the author via texts. Reading comprehension also the ability that provided accurate
responses regarded questions concerning the written language. It referred to reading
narrative texts that were examined by using test.
2. Narrative text referred to the texts which were used for students of SMPN I
Bangkinang. Narrative text is a text which used to amuse, entertain, and to deal with
actual or vicarious experience in different ways. It dealt with problematic events
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which lead to a crisis or turning point of some kinds, which turned to find a
resolution.
3. Jigsaw technique referred to a group learning technique in which students worked
individually within the group. Each students studied different aspects, or pieces of a
topic in another group name “expert group”, then came together to their “home
group” to teach one another about what they have learned, and ultimately resulting in
the entire group learning about all of the studied aspects of the topic.
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CHAPTER II
REVIEW OF THE RELATED LITERATURES
Review of the related literature in this research was used as references in
conducting the research. Those were related with: review of the related theories, review
of the related finding, and conceptual framework.
A. Review of the Related Theories
1. Reading Comprehension
Reading is one of the four language skills. The purpose of reading is to
understand the ideas and the meanings of the text. Reading comprehension ability is the
basic skill to master various knowledges. Comprehension will be usually found in the
readers mind. It is clear that reading comprehension is not only a process of knowing
the meaning of words semantically, but also a process of catching the idea of the text
whether it is stated explicitly or not.
Some experts have introduced several interesting views of reading comprehension
concepts. They share their definitions about what does reading comprehension mean.
Burnes and Page (1985: 46) state that reading comprehension is the process world
knowledge of readers interacts with the message encoded in text to generate an
understanding of the author’s message.
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Furthermore, reading comprehension skill is a basic in mastery various skill and
knowledge, because reading comprehension is the activity between the reader’s
knowledge and the meaning in the text. If the students do not have reading
comprehension skill, they will face many difficulties in learning knowledges.
Kamil (2000) difines that Skilled comprehension requires fluid articulation of all
these processes, beginning with the sounding out and recognition of individual words to
the understanding of sentences in paragraphs as part of much longer texts. There is
instruction at all of these levels that can be carried out so as to increase student
understanding of what is read. Perhaps it is a truth, but students cannot understand texts if
they cannot read the words. Before they can read the words, they have to be aware of the
letters and the sounds represented by letters so that sounding out and blending of sounds
can occur to pronounce words. Once pronounced, the good reader notices whether the
word as recognized makes sense in the sentence and the text context being read and, if it
does not, takes another look at the word to check if it might have been misread. Of
course, reading educators have paid enormous attention to the development of children’s
word-recognition skills because they recognize that such skills are critical to the
development of comprehension’s skill.
The ability to comprehend written language involves many factors such as interest,
motivation, vocabulary, sentence structure, and many others Burnes (in Kamil 2000).
Furthermore, Burnes (in Kamil 2000: 46) measures that in reading comprehension the
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reader interacts with the message encoded in the text to generate an understanding of an
author’s message.
Brooks et. al, (2001 :47) point out in order to understand and remember what is
read, students must be able to relate the new information to previous knowledge and this
is obviously a complicated process entailing a number of transformations in the written
material to match it with previous knowledge.
It is recommended to educators who want to improve students’ comprehension
skills is to teach them to decode well. Explicit instruction in sounding out words, which
has been so well validated as helping many children to recognize words more certainly, is
a start in developing good comprehender, but it is just a start. Word-recognition skills
must be developed to the point of fluency if comprehension benefits are to be maximized.
Reading comprehension can be affected by world knowledge, with many
demonstrations that readers who possess rich prior knowledge about the topic of a
reading often understand the reading better than classmates with low prior knowledge
(Anderson & Pearson, 2001). That said, readers do not always relate their world
knowledge to the content of a text, even when they possess knowledge relevant to the
information it presents. Often, they do not make inferences based on prior knowledge
unless the inferences are absolutely demanded to make sense of the text.
According to Olson and Diller (in Tan and Nicholson 2001: 64), what is meant by
reading comprehension is a term used to identify those skills needed to understand and
apply information contained in a written material. This statement is supported by Harris
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and Sipay (in Rusli :2002), who say that reading comprehension ability is taught to be a
set of generalized knowledge acquisition skills that permits people to acquire and exhibit
information gained as a consequence of reading printed language.
Along with that, according to McNeil (2002:129), a dominant goal of reading is
comprehension the ability to find the meaning in what is read. According to Nuttal
(2002), one reason for reading is that readers want to understand other people’s ideas; if
we were all identical, there would be no point in most communication. It means that the
background of someone is important in understanding reading text. If the writer and the
reader are closely similar in background, training, attitude and so on, the reader is likely
to interpret the text with no conscious effort.
However, when readers process text containing new factual information, they do
not automatically relate that information to their prior knowledge, even if they have a
wealth of knowledge that could be related. In many cases, more is needed for prior
knowledge to be beneficial in reading comprehension.
Burnes and Page (2003: 46), explains the factors affecting comprehension fall
into three broad categories: First, Reader-related factors consist of: Cognitive structures
of reader, knowledge, background, purposes, attentions, interests, focus assumption
about reading, assumptions about text, and strategies. Second, author-related factors
consist of: Cognitive structures of reader, knowledge, background, purpose,
assumptions about reader, text references, and theme mode of publication. Third, text-
related factors consist of: Ideas, relationship between ideas, structural
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tendencies,cohesions, and stylistic tendencies. It is supported by Sweet and Snow
(2003) define reading comprehension as the process of simultaneously extracting and
constructing meaning. Along with that, Sweet and Snow (2003:2) say that there are
three elements that entail comprehension. First, the reader who is doing the
comprehending. Second, the text that is to be comprehend. Third, the activity in which
comprehension is a part.
It can be concluded that in considering the reader, the researcher includes all the
capacities, abilities, knowledge, and experiences that a person brings to the act of
reading. By text, the researcher means anything that is read whether printed or electronic.
In addition, in considering activity, the researcher includes three dimensions: purposes–
why readers read; process- what mental activity they engage in while reading; and
consequences- what readers learn or experience as a result of reading.
Colorín Colorado (2007); explicit teaching of reading comprehension skills will
help students apply these strategies to all subject matter. Examples of comprehension
skills that can be taught and applied to all reading situations include: Summarizing,
Sequencing, Inferencing, Comparing and contrasting, Drawing conclusions, Self-
questioning, Problem-solving, Relating background knowledge ,distinguishing between
fact and opinion, Finding the main idea, important facts, and supporting details. These
skills are particularly important for comprehending what is generally known as
information reading or expository reading.
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The case is very strong that teacher in teaching junior high school students is
recomended to use some of comprehension strategies which can increase their
comprehension of text. Teachers should model and explain comprehension strategies,
have their students practice using such strategies with teacher support, and let students
know they are expected to continue using the strategies when reading on their own. Such
teaching should occur across every school day, for as long as required to get all readers
using the strategies independently, which means including it in reading instruction for
years.
From the opinion above, it is known that there are some reading skills needed in
understanding reading text and reading comprehension. It is needed finding the main
idea, getting information from the text, finding important facts, supporting details,
finding opinion from the text and conclusion.
King and Stanly (in Goldstein 1997) state that there are five components of
reading comprehension that may help the students to read carefully:
1. Finding Factual Information Factual information requires the students to scan specific details. The factual information questions are generally prepared for students and usually appear with “Wh” question words, such as: when, where, who.
2. Finding Main Idea
Recognition of the main idea of a paragraph helps the students to understand the paragraph on the first reading and also helps them to remember the content later. The main idea of a paragraph develops.
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3. Finding the Meaning of the Vocabulary in Context The reader develops his or her guessing ability to the word which is not familiar with him or her by relating the close meaning of unfamiliar words to the text and the topic of the text that is read.
4. Identifying Reference
Instead of repeating the same word of phrase several times, after it has been used we can usually refer to it than repeat it. For this purpose, we use reference words. Recognizing reference words and being able to identify the word to which they refer to will help the reader understand the reading passage. Reference words are usually short and very frequently pronoun, such as; it, he, they, this, etc.
5. Making Inference
Inference is a skill where the reader has to be able to read between the lines, such as draw logical inferences and make accurate prediction.
Howatt and Dakin in Santi (2011: 12) also state that there are five elements that
should be Included in teaching reading comprehension as follows:
1. Factual information. It states in the text clearly and describes the real
situation of fact. Usually no words hope, wish, will, etc.
2. Main idea. It usually, states at the first sentence or in conclusion forms at the
last sentence.
3. Supporting idea. It usually states after main idea.
4. Reference. It must be place before the word given.
5. Word meaning. Finding the synonym of the words or identify the root of the
words.
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Related to the theories of Reading comprehension above, the indicator for
Reading comprehension are finding factual information, finding main idea, finding the
meaning of vocabulary in context, identifying reference, making inference, and
identifying generic structures.
To measure the students’ reading comprehension, it is necessary to give the
tests. Weir in Purnomo (2001: 18) state that there are some forms of reading
comprehension test: Multiple Choice Questions, Short Answer Questions, Cloze,
Selecting Deletion Gap Filling, cloze Elide, and Information Transfer.
According to Hughes in Santi (2010: 14), there are some kinds of reading test:
1. Multiple Choice. The candidate provides evidence of successful reading by
making a mark against one out of a number alternative.
2. Unique Answer. There is only one possible correct response.
3. Short Answer. When unique answer items are not possible, short answer
items may be used.
4. Summary Cloze. A reading passage is summarized by the tester, and then
gaps are left in the summary for completion by the candidate.
5. Information Transfer. Identifying order of events, topics, or arguments.
From the explanation above, the researcher used multiple choices test to measure the
students’ reading comprehension of narrative texts. It’s because it was suitable for the
participant of her research that was students of Junior High School.
16
2. Narrative Texts
Narrative text is one of the text which is taught for high school’s students.
Narrative is also as one of the genres that learn in junior high school. According to Dan
McAdams (2000), narrative is a story or part of a story. It may be spoken, written or
imagined, and it will have one or more points of view representing some or all of the
participants or observers.
In stories told orally, this is distinguishable from the written form in which the
author must gauge the readers likely reaction when they are decoding the text and make a
final choice of words in the hope of achieving the desired response.
According to Derewianka (2003: 40), the basic purpose of narrative text is to
entertain, to gain, and hold the readers’ interest in a story. Moreover, narrative text can
also educate to inform, deliver the writer’s reflection of his experience, and one thing, the
most important one is to expand the readers’ imagination.
There are some kinds of narrative text. They are typically imaginary but
sometimes also factual for example, fairy tales, mysteries, science fictions, romances,
fables, myths, historicals, and legends.
Narrative texts have special generic structures that make it different from other
genres. The generic structures are Orientation, Complication, and Resolution.
17
Narrative is started by an orientation in which the author paints the world of his
story. The reader is introduced the participants, place, and time the story happened. The
writer makes a kind of atmosphere that makes the readers want to follow the plot of the
story. Orientation can be short or remains one more pages.
Next, there is a complication or problem arise. It makes the story more interesting,
because the main character face the problem in getting his intention. It is the shadow or
real like as to ensure the readers that any problem could be solved.
In complete narrative text present a resolution for a complication. Eventhough
there is sometimes a narrative text found without resolution. The readers may ask
themselves “how is the end of the story?”. Whatever the form, the content may concern
real- world people and events. And this termed personal experience narrative.
To know the features or characteristics of the text, there are some features of
Narrative text. According to Bates (2007) states that narrative consists of three parts:
1. Orientation/ introduction
Orientation usually contains the introduction of the characters and setting (i.e.
when and where the story takes place).
2. Problems
The problem tells the problem(s) or conflict(s) faced by the major characters
and that makes the story interesting.
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3. Resolution
Resolution tells the reader how the characters solve the problem(s)
Mukarto (2007: 123) states that narrative texts has three components, they are:
1. Orientation
It tells about the setting in time and place, and characters.
2. Complication(s)
This part tells about problem(s) to solved by characters.
3. Resolution
It describes the solution to the complication(s) and gives an ending to the
story.
Based on the explanation above, there are some different points of the generic
structures, but they also have similar points.
3. Jigsaw Technique
Jigsaw technique is a part of cooperative learning. Cooperative learning is a
generic term or a teaching strategy used to describe teaching methodology that foster
interaction and cooperation among groups of students and they work in small groups to
helps one another in learning academic contents toward a common goals. The jigsaw
technique was invented and named in 1971 by a graduate professor named Elliot
Aronson’s. The jigsaw technique is also a cooperative learning technique appropriate for
students from elementary school, junior high school, and senior high school.
19
Johnson and Johnson (1988: 34) says that jigsaw activities are very useful tools
for trying to help students integrated knowledge and understanding from various sources,
and it is also used to develop the skills and expertise needed to participate effectively in
group activities.
Furthermore, Kagan (1992) says that jigsaw activity is a multifunctional structure
of cooperative learning. It can be caused in a variety goals, but it is primary used for
acquisition and presenting new material or review. The use of structure creates
interdependent and states equalization. Harrakinen (1992) stated that Jigsaw activities are
very useful not only for students in learning process but also for the teachers in teaching.
Jigsaw facilities learning into two areas; the social skills of positive
interdependence and equal participation and the academic skill of acquire knowledge and
understanding. Jigsaw can be used whenever the material to be studied is in reading
narrative form. In this strategy, students work heterogeneous teams. Jigsaw group with
the four or five students set up. Each group member is assigned some materials to learn
and then to teach to his group member. To help in learning students accross the class
working on the same sub- section get together to decide what is important and how to
teach it. After practice in these “expert” groups, the original group reform and students
teach each other.
According to Brown (1994: 182), jigsaw techniques are a particular form of
information gap in which each member of a group is given some detailed information and
the purpose of it is to put together all information to get some objective. By doing so, the
20
students are trained to be independent because they must try to do their own tasks. Then,
they are also taught to be proactive since they have to share information that they have to
each other and learned to listen to what they friend say.
Along with that, Kagan (1994) said that Jigsaw technique is an effective strategy
to use when you want to increase students’ mastery or a topic at a hand, boost their
concept development, enhanced targeted discussion among students, and foster group
project participation and learning
The jigsaw technique is a cooperative learning technique appropriate for students
from 3rd to 12th grade. It is also used extensively in adult English Foreign Language (or
EFL) classes. The technique is an efficient teaching way that also encourages listening,
engagement, interaction, peer teaching, and cooperation by giving each member of the
group an essential part to play in the academic activity. Both individual and group
accountability are built into the process. In EFL classrooms, jigsaws are a four- skills
approach, integrating reading, speaking, listening and writing.
Hammer (2003), says that Jigsaw technique is a coopeartive learning activity. For
instance, five students are discussing a topic. In groups, they tend to participate more
equally. It gives students chances for greater independence. Because they are working
together without the teacher controlling every move, they take some of their own learning
decisions. They decide what language to use to complete a certain task.
21
Along with that, according to Abdul Kholid (2006; 4), Jigsaw technique was
designed to increase students responsibility to their own learning and other students
learning. Students not only learn the material which is given, but they have to be ready to
give the material to their group.
According to Hanze & Berger (2007), Jigsaw technique is a cooperative learning
technique appropriate for students from 3rd to 12 grade. It is also use extensively in adult
English Second Language (or ESL) classes. The technique is an efficient teaching
technique that also encourages listening, engagement, interaction, teaching, and
cooperation by giving each member of the group an essential part to play in the academic
activity. Both individual and group accountability are built into the process.
Jigsaw technique has many functions. As Kagan (2008) says, jigsaw activity is a
multifunctional structure of cooperative learning. It can be used in many ways for variety
goals, but it is mainly used for achieving and presenting new material, review or
informed debate. The use of this structure creates interdependent and status equalization.
In teaching reading by using jigsaw technique the atmosphere in the classroom
can be changed into better situation. Teacher will be not the only one as the sole provider
of knowledge, there will be more effiicient way to learn, students can take ownership in
the work and achievement, and it can build interpersonal and interactive skills.
22
The role of teacher in jigsaw activities according to Richard (2003: 11) was:
a. As s designer, teacher design the materials, the classroom management, and keeps
the learning process flowing smoothly and efficiently.
b. As an organizer, the teacher keeps all attention focused on him/her acts as a source
of comprehensive input and the facilitator of output, and maintains the whole class
running in a cooperative atmosphere.
c. As a participant and a prompter, the teacher talks to the learners in a personal way,
encourage some quiet and shy pairs or groups to talk without worrying about
mistakes, and prompts them with information they have forgotten.
d. As an investigator and an assessor, the teacher sees the feedback of how the learners
performed in the activities, evaluates the appropriateness of the activities they set.
From the explanation above, it can be concluded that the Jigsaw technique is a
cooperative learning that help the teacher and student to solve the problems in teaching
learning process. In other words, the way of teaching learning process is not teacher-
centered. Hence, the knowledge is got not only from the teacher but also from other
students which is called as information gap. The role of teacher in jigsaw activities was
quite hard, starting from designing, participating, investigating, and evaluating the
students’ activities in the classroom. In sum, jigsaw technique was assumed to be
suitable for the students of Junior High School especially for learning reading. Jigsaw
technique was also hoped to be able to improve the students’ participation in learning and
improved their reading comprehension ability.
23
4. Teaching Narrative Texts Through Jigsaw Technique
Jigsaw technique was originally developed by Elliot Aronson (1971). In this
technique each student within a team has a piece to be learned by all students and each
student is responsible for teaching their section to the other students on ther team. When
all the pieces are put together, the students should have the whole pieces- hence the
name, Jigsaw. This is one of co-operative learning strategies. It’s a great way to cover
narrative text in the class. In addition, Ledlow (1996) also has found that when students
are teaching each other, they come to understand the material in a way that far deeper
than when listen to the teacher explain it.
In doing Jigsaw activity, students will be required to work cooperatively for
example they will be asked to read a narrative text. By applying this type of cooperative
learning it is hope that it will be valluable to train students to appreciate the opinion from
other people. To enhance the students’ knowledge with various activities, the teacher
needs to prepare some different sources of teaching materials, thus the students get more
new experiences.
a. Steps in Teaching Narrative Texts Through Jigsaw Technique
Aronson (1987) gives steps to do the jigsaw technique, which are: First, the
teacher divides students into 5-6 persons jigsaw groups. Here, the groups should be
various in terms of gender, ethnicity, race, and ability. Next, the teacher picks one student
from each group as the leader. It is better if the leader is the most mature in group. Third,
24
the material taught that day is divided into 5-6 parts. Then, each student is assigned to
learn one part. Fifth, the students are given time to read or think over their part for several
minutes and become familiar with it. After the teacher forms temporary ‘expert groups’
by having one student from each jigsaw group join other students join other students
assigned to the same parts; give students in these expert groups time to discuss the main
points of their part and to rehearse the presentations they will make to their jigsaw group.
After a while, the students get back into their jigsaw groups. Soon after, the teacher asks
each student to present his or her part to the group and encourages others in the group to
ask questions for clarification. The teacher floats from group to group, obbserving the
process. If any group is having trouble, he or she makes an appropriate intervention.
Eventually, it is best for the group leader to handle this task. Leaders can be trained by
whispering an instruction on how to intervene, until the leader gets the hang of it. At the
end of the session, give a quit on the material so that the students quickly come to realize
that these sessions are not just fun and games but really count.
There are some steps in using Jigsaw technique in the classroom. Ledlow (1996:
1):
First, divide the material needed to cover a topic into four roughly equal parts. Second, assign a different subtopic to each team member. Make the assignment, for example: all #1’s will read the article by Johnson Johnson ; all #2’s will read the article by Kagan: all the #3’s will read the article by Milis; and all #4’s will read the article by Davidson. Third, develop and assign homework questions or essays over the material. Fourth, put students in experts group and give them instructions. They meet in experts group. This means that all #1’s meet together, all #2’s meet together, etc. Fifth, when expert group time is up, have expert return
25
to their team and teach. Sixth, provide a team syntesis activity. Finally, assess students learning.
In this research, the researcher will combine the steps from Ledlow and Aronson
The steps in applying jigsaw technique are as follow:
1. Dividing the students into 4-5 persons Jigsaw group. The group should be diverse in
term of ability.
2. Pointing one student from each group as leader.
3. Assigning a different paragraph to each member in group, such as picture below:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Group A Group B Group C Group D Group E 1 2 3 4
1 2 3 4
Group A Group B
All student1 read orientation all student2 read complication 1, all student3 read
complication 2, all student4 read resolution. In this step the researcher will only
divided the task for each member of them before they work in expert group.
4. Putting the students in expert groups and give them instruction. They will meet in
expert group. This means that all students1 in group A,B,C,D, and E with the same
segment will meet together. It could be seen in the following picture:
26
1 1
1 1 1
1 1
2 2
2 2 2
2 2
3 3
3 3 3
3 3
4 4
4 4 4
4 4
Team 1 Team 2 Team 3 Team 4
5. Giving the expert group time to discuss.
6. When expert group time are up, then the expert group return to their home group
such as picture below:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3
4
Group A Group B Group C Group D Group E 1 2 3 4
1 2 3
4 Group A Group B
7. When students return to their home group, they have to teach their segment to each
group member.
8. Providing a team synthesis activity. The researcher will ask the students to design an
activity which would synthesize the information that student learned in the four
segments of paragraphs.
9. Assessing students, learning and providing closure. Then, calling randomly on
students to present what their group learned.
27
From the explanation above, the researcher concludes some steps of Jigsaw
technique are:
a. Reading silently. Students read the pieces of narrative text silently.
b. Looking for difficult words. Students write the difficult words on a piece of
paper then discuss with other member in expert group. They guess the
meaning of the words or opening the dictionary.
c. Synthesizing activity. Students in home group synthesize their segments
become a story.
d. Reading aloud. Every home group read the story in front of the class based on
the components of Narrative text.
e. Answering questions. Students answer some questions that emphasized the
generic structure of narrative texts and also the indicator of reading
comprehension of narrative texts.
B. Review of the Related Findings
There are some related studies that have been done by many researchers about
reading.
The relationship of applying the jigsaw technique to improve students reading
comprehension could be seen from the related findings. Triono (1994) in his reasearch
about The influence of jigsaw technique to the result of social study at SMAN 1
Pamulang. He found that using the students’ own speaking for jigsaw is one way that
28
teacher can achieve a more learner- centre. At that time, he was successfull to develop
students’ skill and also he was able to make students become interdependent. The
relationship between researcher’s research with Triono is that the researcher also will
use jigsaw technique. But, the researcher has different level of students in conducting
her research with Triono. In his research, Triono wanted to see the influence of jigsaw
technique to the students’ result in social study, while the researcher wants use jigsaw to
improve her students’ reading comprehension of narrative text. Triono conducted his
research in senior high school, but the researcher will conduct her research in junior
high school.
Purnomo (2001) in his research about the Influence of Jigsaw Technique to the
learning result of Social Subject in SMAN 3 Banyumas found that the result of students
increase by using Jigsaw technique in the classroom. From Purnomo’s research, the
researcher found that she will also use the same technique in her research. Purnomo has
proven that jigsaw technique could make the learning result of students increased.
That’s why the researcher choose jigsaw technique to see wheter it can be useful in
narrative text. The researcher has different level of students in conducting her research
with Purnomo. Purnomo conducted his research in senior high school, but the
researcher will conduct her research in junior high school.
Then, Kiptiyah (2004) also conducted her research by using jigsaw technique
entitled The comparison of study between jigsaw technique and mental concept on
electrolity solution and concept for tenth year students of SMAN 1 Kaliwungu. She
29
found that this jigsaw technique was better than mental concept. It is effective to
improve students’ concept understanding. Kiptiyah’s research has similarity with the
writer’s research, that is about the application of jigsaw technique. She found the
benefit of jigsaw technique in teaching and learning at certain subject that is the
comparison between jigsaw and mental concept. Then, the research above also have
distinguished with the writer’s research. The writer will conduct a research to find out
how well the use of jigsaw can improve students’ reading comprehension of narrative
text at class VIII A of SMPN I Bangkinang.
Ardinur (2005) in his research about the implementation of jigsaw technique in
learning mathematics at the third year students of SMPN 2 Probolinggo founded that
the result of students’ post-test which was taught by using Jigsaw technique was more
highest rather than the result of the test by using conventional method. Ardinur
conducted his research for getting higher scores in the test, but the researcher will
conduct her research to improve the teaching and learning process.
The research above has similarity with the writer’s research, that is about
applying jigsaw technique in Junior High School. She found the benefit of jigsaw
technique in teaching and learning at certain subject such as mathematics. In her
research, the writer will conduct a research to find out how well the use of jigsaw can
improve students’ reading comprehension of narrative text at class VIII A of SMPN I
Bangkinang.
30
Next, Supriono (2006) conducted a research entitled The application of
cooperative learning of jigsaw technique on civic study. The result of the research
showed that jigsaw technique could grow students’ motivation and increase learning
achievement. Based on the result of the research, jigsaw technique can be applied as one
of alternative in carrying out the learning activities well. The above researcher, has
proven that jigsaw technique could grow students’ motivation and increased learning
achievement on civic study. Because of the above researcher used jigsaw technique and
it is relate to her research, so the researcher also wants to use that technique in
improving her students’ reading comprehension of narrative text at Class VIII A SMPN
I Bangkinang.
The other research has been done by Fitriani (2007) in her research about The
influence of cooperative learning type jigsaw technique in learning social in at class X
SMAN 3 Surakarta found that obviously the situation in the classroom which is using
Jigsaw technique get the highest result, positive relationship and psychology adaptation
rather than the situation in the classroom which is full of individualize competion.
Although the researcher has differents level of students with Fitriani, but the researcher
has the same situation with Fitriani’s research that is the researcher will conduct her
research in the classroom.
As been done by Ferianty (2008) in her research about improving students
speaking skill through Jigsaw Technique at Junior High School 1 Bukittinggi. She
found that her students’ ability in speaking was not good and not all students participate
31
in the group. Then, after she applied jigsaw technique, the condition has changed. She
found that by using jigsaw technique could improve students’ speaking skill at Junior
High School 1 Bukittinggi. It is because teaching and learning process was more
interesting and communicative.
The researcher sees that there is similarity between her research with Ferianty.
She is also conduct her research in the junior high school. But there is difference that
Ferianty has conducted her research to improve students’ speaking skill but the
researcher will conduct her research to improve students’ reading comprehension skill.
Those above researchers have proven that several techniques can improve
students’ English reading comprehension skills. But the researcher could not find the
research that conducts about the narrative text.
From the related study above, it could be concluded that Jigsaw technique can
give contrbution to improve students’ reading comprehension skill in the classroom.
When teaching reading comprehension in the classroom, the teacher is as a facilitator
must be able to facilitate the students to communicate and the classroom should be the
learner- center. To sum up, jigsaw technique is effective to create and develop the
students’ reading comprehension skill. That’s why the researcher also wants to conduct
this jigsaw technique in her classroom.
32
C. Conceptual Framework
Based on the theoretical framework and the relevant research above, the
researcher can conceptualize this research into three parts, namely the problem to be
solved, the action for solving the problem, and expected result after the action.
Based on the background of the problem, the students’ reading comprehension of
narrative text is still low. It can be measured from their answer when asking about the
factual information, main idea, meaning of vocabulary, reference, inference, and generic
structure of narrative text as indicators of reading comprehension of narrative text.
In this research, the writer wants to solve the students’ problems in improving
students’ reading comprehension of narrative text through Jigsaw activity. The writer
uses this technique with some steps, reading silently, looking for difficult words,
synthesizing activity, reading aloud, and answering questions.
By applying Jigsaw activity, the students of SMP Negeri I Bangkinang especially
grade VIII A are expected to be able to overcome their difficulties in comprehending
narrative text.
33
Figure 1: Conceptual Framework
Students’ Low Reading Comprehension of
Narrative Texts
Jigsaw Technique
Problem Solving
Problem
Improvement of Stude nt’s Reading Comprehension of
Narrative Text
Expected Result
1. Reading silently 2. Looking for difficult words 3. Synthesizing activity 4. Reading aloud 5. Answering questions
34
CHAPTER III
METHOD OF THE RESEARCH
A. Type of the Research
This kind of study was an action research which applied the Jigsaw technique in
teaching reading reading comprehension of narrative text. It means that a teacher can
apply certain treatment in order to give improvement to the students. when there is no
improvement after giving the treatment, the teacher can give more treatment until the
teacher sees a good improvement of the students.
Kemmis and Taggart (1988:5) states that action research is deliberate, solution-
oriented investigation that is group of personally owned and conducted. It is
characterized by spiraling cycles of problem identification, systematic data collection,
affection, analysis, data driven action taken, and finally, problem redefinition. The
linking of the terms “classroom action research” highlights the essential features of this
method: trying out ideas in practice as a means of increasing knowledge about or
improving curriculum, teaching and learning.
It meant that the participants in action research were hoped to get more knowledge
and understanding about a certain subject, so that they will be able to solve the problem.
Mc Niff et al (1996) defines that classroom action research is an intervention in
personal practice to bring about the improvement and it has special kind of research
35
problem. In supporting above statement, Johnson (2005), adds that classroom action
research can be as the process of studying a real situation to improve the quality of action
and instruction.
The purpose of action research is to provide educational practitioners with new
knowledge and resolve significant problems in classrooms and schools (Stringer,
2008:13). It means that the participants in action research are hoped to get more
knowledge and understanding about a certain subject, so that they will be able to solve
the problems.
Moreover, Dirstine, et. al (1998) define classroom action research as an attempt to
study real school situation with a view to improve the quality of actions and results
within it, its purpose is also to improve one’s own professional judgment and to give
insight into better, more effective means of achieving desirable outcomes. It is about
learning reading through Jigsaw technique to improve the reading comprehension of
narrative texts at class VIII A of SMPN I Bangkinang.
Classroom action research is a cycle process: planning, action, observation and
reflection. It is about learning reading comprehension of narrative texts related to Jigsaw
technique in order to improve the reading comprehension of narrative texts of at class
VIII A of SMPN I Bangkinang.
36
It can be concluded that classroom action research tries to make solution in the
classroom toward the problems that have been faced by the teachers at their subject areas.
In this research, the researcher used the classroom action research method that
proposed by Kemmis and Taggart. Because this method has systimatical process and
clear intention in improving teaching and learning process in the classroom.
B. Location
Location of this research was in Class VIII A SMP Negeri 1 Bangkinang. It is
on Jalan Olahraga Bangkinang Kabupaten Kampar. SMP Negeri 1 Bangkinang is one of
a big school. It has 27 classrooms, 879 students, and 75 teachers.
SMPN I Bangkinang consist of 27 classes, class VII are 9 classes, class VIII are
9 classes and class IX are 9 classes. Each of the class consists of 24-30 students. It has 1
language laboratories, 2 science laboratories, 1 library, 1 art room, 1 computer
laboratory, 1 multimedia laboratory, 1 musholla, 1 post security, 1 big hall, 6 canteens,
1 teacher’s room, 1 office, and 1 headmaster’s room.
C. Participants
The participants of this research were 28 students of grade VIII A of SMP Negeri
1 Bangkinang, Kabupaten Kampar in 2010/2011 academic year. The students were 11
boys, and 17 girls. This class was chosen due to the researcher’s experience in this class.
The researcher found that most of students had problems in comprehending reading texts.
37
In addition, based on the 2006 curriculum, the students in this class learnt about narrative
text for the second semester. Besides, the English teacher didn’t try various techniques in
teaching.
D. Instrumentation
There were three kinds of instrumentation that were used in this research. They
were observation, test, and interview.
1. Observation
Firstly, the researcher was a key instrument. She involved in every cycle or in
every activity. She observed the activities that were happen during the reading
comprehension class intensively. Furthermore, the researcher made a note dealt with the
observation result. It was created before conducting the research and used to collect real
information in teaching learning process during the action done. Moreover, she was also
helped by a collaborator. The collaborator was another English teacher, she is Ms.
Nurhidayah Sari, S.Pd. She observed the teaching- learning process during the research.
In other words, in doing the action, the researcher followed the lesson plan
to did the action, the collaborator observed the teacher and students during teaching and
learning process by filling in the observation checklist to collect the real data or
information about the students’ activities in reading narrative text through jigsaw
technique. There were four kinds of observation checklists. They were checklist for
indicators of reading comprehension, checklist for indicators of Jigsaw technique,
checklist for the procedure of Jigsaw technique in lesson plan, and field notes.
38
a. Observation checklist for indicators of reading comprehension:
Table 1.Checklist Observation Sheet 1
Cycle No Indicators Sub Indicators Yes No 1
The ability in comprehending the text
Finding the main idea
2 Finding Factual Information
3 Finding the Meaning of Vocabulary
4 Identifying references
5 Identifying Inferences
6 Identifying the Generic Structure of Narrative Texts.
This checklist was used by the collaborator for observing the vocabolary teaching
and process whether there were indicators on it or not.
39
b. Observation checklist of indicators of Jigsaw technique:
Table 2 Observation Checklist of Indicators of Jigsaw technique
Indicators
Meeting/ Date 1st 2nd 3rd Yes No Yes No Yes No
1. Reading Silently
Students read the pieces of narrative text silently. 2. Looking for difficult words.
Students write the difficult words on a piece of paper then discuss with other member in expert group. They guess the meaning of the words or opening the dictionary.
3. Synthesizing activity
Students in home group synthesize their segments become a story.
4. Reading aloud
Every home group read the story in front of the class based on the components of Narrative text.
5. Answering questions
Students answer some questions that emphasized the generic structure of narrative texts and also the indicator of reading comprehension of narrative texts.
This kind of checklist was used for observing the application of Jigsaw technique,
whether it has the requirements needed or not.
40
c. Observation checklist for the procedure of Jigsaw technique in lesson plan:
Table 3 Checklist Observation Sheet 3
TEACHER ACTIVITY/ STEPS Meeting/ Date 1st 2nd 3rd Yes No Yes No Yes No
STAGE I: OPENING.
• The teacher greets the students. • The teacher checks the students’ attendance list. • The teacher introduces the topic (brainstorming).
STAGE II : MAIN ACTIVITIES
• The teacher introduces the Narrative texts. • The teacher asks some questions relate to the topic that
they are going to discuss. • The teacher introduces Jigsaw technique. • The teacher divides the students into 4-5 persons
Jigsaw group. • The teacher pointing one student from each group as
leader. • The teacher assigning a different paragraph to each
member in group. • The teacher putting the students in expert groups and
give them instruction. • The teacher gives the expert group time to discuss. • When the expert group’s time is up, then the teacher
asks the expert groups to return to their home group. • Teacher gives home groups time to discuss and asks
them to teach their segment to their member. • The teacher assessing students, learning and providing
closure. • Teacher calling randomly on students to present what
they group learned.
STAGE III : CLOSING
• The teacher creates discussion with students about the text.
• The teacher gives feedback and comments.
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This checklist was used for observing the steps which are being done by the teacher in
teaching and learning process.
d. Field Notes
Table 4: Field Notes
Field Notes Field Note (FN) No: Class : Observing Date : Teacher : Time : Observer : Cycle meeting : Title: Improving Students’ Reading Comprehension of Narrative Text Through Jigsaw Technique at Class VIII A of SMPN I Bangkinang Researcher: ........................................................................................................................................................ The opinion of observer: ......................................................................................................................................................... ............................................................................................................................................................
Field notes was used for observing what happen in the classroom while teaching
and learning process in progress.
2. Interview
Besides having a test, observation checklist, and record the activities in field
notes, the researcher was also interview the students that were in high, middle, and low
mark. Interview was used to find out students’ improvement after teaching learning
process and how the students’ development after applying the jigsaw technique. This
42
interview was used to know about the students’ problems which caused students’
success and fail. If there was student who could not comprehend narrative text after
applying jigsaw technique in a few meetings, the teacher interviewed them.
Test
It was done by the researchers to see the students’ improvement in reading
narrative text at the classroom action research. The test was conducted at the end of
each cycle. The result of the test was be analyzed by using analytical rubrics adapted
from Raison (2004) which has been modified by the researcher to suit the teaching of
narrative text and curriculum goals. And then, the researcher analyzed the data through
percentage. The test was given to get the information of the effectiveness of jigsaw
technique in teaching narrative text.
E. Procedure of the Research
This action research was cyclical process. Each cycle consisted of several
stages. Kemis and Robin (1988: 12), develop a model known as the action research
spiral. The action research in the language classroom is a tool for teachers and
curriculum development to improve the way of teaching. Action research is a process in
cycle. There are some steps that the researchers should know if they want to conduct the
action research. Kemmis and Mc.Taggart (1988:10) state that there are four
fundamental aspects of the action research; they are planning, action, observation, and
reflection.
43
Figure 2: Procedure of the Research
Kemmis and Mc.Taggart (1988:10)
1. The plan
Before starting teaching learning process, the researcher coordinated with other
English teachers about the research plan. This was related with the time of research,
teaching material, and to the teaching learning process done. In this research, the
researcher did the activities as follows:
a. Choose and prepare the topics and the text materials for teaching reading by
applying Jigsaw technique.
The topic of this research was about reading comprehension of Narrative
text. Narrative is a text focusing specific participants. Its social function is to
44
tell stories or past events and entertain the readers. A narrative text consists
of the following structure;
a. Orientation: Introducing the participants and informing the time and
the place.
b. Complication: Describing the rising crises which the participants have
to do with.
c. Resolution: Showing the way of participant to solve the crises, better
or worse.
The language features of narrative text are using process verbs, using
temporal conjunction, and using simple past tense.
In simple word, narrative text has generic structure as orientation,
complication, and resolution. This complication is the heart structure of
narrative text. The complication will determine whether the text “lives” or
not. If the narrative text consider as the “live” text, it will arouse the reader. It
will intrude to the emoticon of the reader. Commonly narrative text appears
as story text. In literary term, the complication structure is called conflict.
Brown (2004) divided into three kinds. They are, physical conflict, social
conflicts, and internal or psychological conflict. In any writing, each type
will not take place with its own type. Each often combines to other type in
building the story.
45
Physical conflict, or in the other word as elemental conflict, is description
of man’s struggle to his physical word. It represents man versus nature force,
difficulty and danger. For example, how man survives from flood.
Social conflict shows the struggle of man against his society. For example,
Cinderella wants to go to party but her step mother and sisters do not permit her.
She eagerly to have the opportunity to meet the prince but her step mother and
sisters try to block this opportunity and take it for them -selves.
The last one is internal of psychological conflict. It is a conflict which
happens inside the participant. A man struggles against him-self, his conscience,
and his guilty. He wants to steal money in the other hand he knows that stealing is
not good.
The text materials were:
1. The Legend of Penyusuk Beach
2. The Goose that Laid Golden Eggs
3. The Myth of Malin Kundang
4. The Story of Sangkuriang and Tangkuban Perahu Mountain
5. Parrot
6. Lake Toba
7. Five- Footed Bear
8. The Legend of Telaga Warna
9. The Smartest Animal
46
b. Designed the lesson plan based on the indicators of curriculum.
c. Met the collaborator and discussed all necessary things together about the
research instruments: observation sheets, field notes, tests, and other related
materials.
d. Design the observation sheet.
e. Preparing the interview guide and sheet.
f. Preparing the evaluation instruments.
g. Inform the students that the research will be conducted in their class.
h. Explaining the aims and importance of the research to the students.
It was constructed action and definition must be prospective to action. After
doing diagnose, the researcher did planning. The researcher prepared anything to do
the action in the cycle. The cycles were done for nine meetings with three meetings
for one cycle. The research was conducted for 3 cycles and each cycle consists of
four meetings. So, the research was conducted for 3 weeks.
In a week, English subject was learnt for two meetings and extra class for
one meeting. For the test time, the researcher were asked by another teacher to
replace him in that class for two meetings and in the last meeting, the researcher
asked Indonesian teacher to have her class for one meeting.
47
2. Action
It was a careful and thoughtful variation of practice and was critically
infirmed. Then, the researcher did the teaching reading by using jigsaw teaching
technique. In one meeting, she spent forty minutes.
The following are the procedures of teaching reading through Jigsaw. The
procedures performed for three cycles followed by reflection to the teaching and
learning process, as it was useful to arrange lesson plan for each meeting, they as
follows;
a. Students are divided into a 7 person jigsaw group. The group should be
diverse in terms of ethnicity, gender, ability, and race.
b. One student should be appointed as the group leader. This person should
initially be the most mature student in the group.
c. The day’s lesson is divided into 4 segments (one for each member)
d. Each student was assigned one segment to learn. Students should only have
direct access to only their own segment.
e. Students should be given time to read over their segment at least twice to
become familiar with it. Students do not need to memorize it.
f. Temporary experts groups should be formed in which one student from
each jigsaw group joins other students assigned to the same segment.
Students in this expert group should be given time to discuss the main
48
points of their segment and rehearse the presentation they are going to
make to their jigsaw group.
g. Students come back to their jigsaw group.
h. Students present his or her segment to the group. Other members are
encouraged to ask question for clarification.
i. The teacher needs to float from group to group in order to observe the
process. Intervene if any group is having trouble such as a member being
dominating or disruptive. There will come a point that the group leader
should handle this task. Teachers can whisper to the group leader as to how
to intervene until the group leader can effectively do it themselves.
j. A quiz on the material should be given at the end so students realize that
the sessions are not just for fun and games, but that they really count.
(Aronson, 2007).
To avoid students getting boring, the researcher gave the challenges to the
students. She asked the students to prepare themselves to master what they have
already discussed. Because at the end of each meeting every group had to presented
or reported their work. And the best team will get reward. It made them wanted to
work hard to be the best.
In this research, the researcher conducted the research activity not only in the
classroom. The researcher also brought the students into the language laboratory.
Because the situation was more comfortable and it made them could work with their
49
group happily. In working with their group they could work while sitting on the chair
or on the floor. Sometimes, the researcher also played some kinds of game which was
related to the topic with the students.
3. Observation
Observation was done by the collaborator; it has function of documenting the
effects of critically infirmed action. At this section, the collaborator observed the
teacher’s activities and student’s activities in applying Jigsaw technique during
teaching-learning process. She filled observation checklist to collect the data. She
also wrote field notes about something that she found while teaching learning
process. The collaborator also observed the improvement of students’ reading
comprehension from the first until the last meeting of the cycle.
4. Reflection or evaluation
In this activity, the researcher reflected based on the observation whether the
research is success or not. The learning process was evaluated and measured to know
whether the result of teaching process has been reach of the target or not based on the
curriculum. The researcher reflected upon what was happening with the project,
developing revised action plan based on what they have learned from the process of
acting and observing. In this case, the writer reflected how the students follow the
class and the strategy applied to them. If the applying of Jigsaw technique can
50
improve students’ reading comprehension, it was categorized successful. But if the
problem could not be solved, the research will be continued to the next cycle.
F. Technique of Collecting the Data
Based on the activities done for action research, the researcher was collected the
data from test, observation sheet, field note, and students’ task.
1. Test
The researcher used some tests of reading comprehension of narrative texts to
collect the data then the researcher examined it quantitatively.
2. Observation
The data is collected by using observation. It is used by the collaborator to collect
the information during teaching and learning process in the classroom. The data is
taken from:
a. Checklist of indicators of narrative texts
The teacher in classroom is observed by the collaborator by filling the
observation checklist.
b. Checklist of the steps of Jigsaw technique
The collaborator observes whether the teacher and students do every step
in applying jigsaw technique in reading comprehension of narrative texts.
c. Checklist of lesson plan
The teacher is the object of observation. The collaborator observed
whether the teacher follows the lesson plan in teaching reading
comprehension of narrative text by applying jigsaw technique.
51
d. Field note
To support the result of observation, the writer also gains the data by
having field notes. The collaborator monitors and writes the teacher’s
and the students’ behavior during teaching and learning process, the
collaborator make note about it.
3. Interview
The researcher interviewed the students after cycling in order to know what
factors can improve students’ reading comprehension of narrative texts through
Jigsaw technique. The questions are based on the indicators of reading
comprehension of narrative text and directed reading thinking activity.
G. Technique of Analyzing the Data
The analysis of the data in this research was analyzed by researcher and the
collaborator who was an English teacher of SMPN I Bangkinang. There were two
technique of data that will be analyzed:
1. Quantitative Analysis
In analyzing the data of this research, researcher uses quantitative analysis
where the data is presented in numerical form. The data is formulated as
follow:
� � �
� � 100%
Where:
S = students’ score
52
X = number of correct answer
N = number of items
(Arikunto, 2009)
Then, the researcher counted the average of each indicator of each variable
and is shown by graphs and tables. Graphs and tables are used to explain the
progress of the students’ reading comprehension. The data is analyzed by using
the following formula:
� ∑
�
Where :
= the average score
∑ = sum of the students’ score
N = the number of the students
(Hatch and Farhady, 1982)
2. Qualitative Analysis
Qualitative analysis; the data gets from the observation and interview, are
analyzed by the technique that is proposed by Gay (2000: 239). It consists of six steps,
they are:
1. Data managing: it involves creating and organizing the data collected during the
study and tried to envision what the data from observation. The researcher might
53
need to “tidy up” the data which the researcher had collected. To make sure that the
researcher had the dated, organized all notes, observer’s comments and reflections.
2. Reading/ Memoing: the next step is reading and analyzed the observer’s comments
to get a sense of all the data. The researcher read all the data of observation checklist,
field notes and writing test.
3. Classifying: in this step, the researcher will begin classifying the data. The researcher
will classify the problems faced by the students from observation checklist and
reading comprehension test. The researcher will also classify the technique that used
by the teacher based on the theory from transcriptions from observation checklist.
4. Description: after the researcher read the data and wrote the important issues that she
got, the researcher will describe what is going on in her research about students’ skill
in reading narrative text by using jigsaw technique.
5. Interpreting: here, the researcher determines what kind the student’s strategies in
reading comprehension skills of narrative text, what aspects that made them are able
to get the technique, and how effective that teaching and learning process during the
implementation of the technique. In this research, the researcher would relate jigsaw
technique in reading narrative text with the students’ skills. After analyzing the data,
the researcher did the next step that is writing the report.
54
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
This research was a classroom action research. The purposes of this research were
to identify whether Jigsaw activity can improve students’ reading comprehension of
narrative text at class VIII A of SMP Negeri I Bangkinang and to identify the factors that
influence the changes of students’ reading comprehension of narrative texts by applying
Jigsaw technique at class VIII A of SMP Negeri I Bangkinang. Before applying jigsaw
technique, the writer made a plan to improve students’ reading comprehension of
narrative text. The writer prepared reading materials, lesson plan, and reading
comprehension of narrative text test. The meetings were conducted in three cycles, each
cycle consists of four meetings; three meetings for the treatment and one meeting for test.
The three meetings had four stages; plan, action, observation, and reflection.
The results of the research were analyzed quantitatively and qualitatively. It was
done to answer the research questions; to what extent can Jigsaw technique improve
students’ reading comprehension of narrative text at class VIII A of SMP Negeri I
Bangkinang? And what factors influence the changes of students’ reading comprehension
of narrative text by applying of Jigsaw technique at class VIII A of SMP Negeri I
Bangkinang?
55
1. To extent to which Jigsaw technique can improve students’ reading
comprehension of narrative texts
To identify whether Jigsaw technique can improve students’ reading comprehension
of narrative text at class VIII A of SMP Negeri I Bangkinang, the researcher gained
quantitative data as follows:
a. Cycle 1
Based on the analysis of each indicator of reading comprehension of narrative text
such as finding factual information, finding main idea, finding the meaning of vocabulary
in context, identifying reference, making inference, and identifying generic structure of
narrative text, the students were asked by the researcher to identify each indicator in the
text given. Every meeting, the researcher gave them task and at the end of each cycle the
researcher gave them reading comprehension of narrative text test.
After analyzing the data, the researcher could show the data at the first cycle. The
data showed that the average score in some indicator of reading comprehension of
narrative text increased. The average scores of the students’ reading comprehension of
narrative text per indicators were shown in the following chart. (See Appendix XXV)
56
The level of the students’ reading comprehension of narrative text in each indicator
could be illustrated in the following graph.
From the graph above, it can be seen that the average score of each indicator
increased after applying Jigsaw technique. From the graph, identifying inference and
generic structure was the lowest score. In this case, the researcher assumed that it was
because in making inference the students still found difficulties in comprehending the
whole text. While, in identifying the generic structure the students had to understand the
characteristics of orientation, complication, and resolution. This led the researcher as the
teacher needed to be more focused to these indicators in the next cycle. In conclusion,
there were improvements at some indicators but the mean scores were lower than 75
(KKM). Therefore, these indicators needed to be improved at the next cycle.
71.272.4
70.1
74,4
62.5
68.2
Factual
Information
Main Idea Meaning of
Vocabulary
Reference Inference Generic
Structure
Chart 1. The Average Score of Indicators After Cycle 1
57
Besides analyzing the students’ average score of the students’ reading
comprehension test of each indicator, the researcher also analyzed the students’ score of
reading comprehension test. The result of students’ reading comprehension text test after
conducting the first cycle could be seen in the following table.
Table 5 The Students’ Score of Reading Comprehension of Narrative Text Test Cycle 1
Students’ number
Score Students’ number
Score
1 7.5 15 6.0 2 7.5 16 6.0 3 5.0 17 7.5 4 7.5 18 6.0 5 8.0 19 8.0 6 7.5 20 7.5 7 7.5 21 5.5 8 6.5 22 5.5 9 7.5 23 6.0 10 6.5 24 5.5 11 5.0 25 5.5 12 8.0 26 6.5 13 5.0 27 6.0 14 6.0 28 8.0
Total Score = 1850
Average Score = Total Score/ Number of Students
= 1850/28
= 6.6
58
The minimum criteria of achievement (KKM) for reading is 7.5, it meant that
students’ score of reading comprehension of narrative text in cycle 1 could not achieved
the KKM and this was one of considerations to continue to the next cycle as quantitative
data.
b. Cycle 2
In cycle 2, the researcher analyzed the class average score in each indicator of
reading comprehension of narrative text. After analyzing the data, the researcher could
show the data in the cycle 2. The data showed the students’ average score in each
indicator of reading comprehension of narrative texts. The data showed the increasing of
students’ score. The average score of the students’ reading comprehension of narrative
text for each indicator could be seen in the following chart. (See Appendix XXVI)
59
From the graph above, it can be seen that there were significant improvements in
some indicators. The mean score of students in identifying factual information was 75.7,
while it was 71.2 at the first cycle. The mean score of identifying main was 72.4 and it
was not change. The mean score of finding the meaning of vocabulary was 79.1, while it
was only 70.1 at the first cycle. The mean score of identifying reference was 75.4, while
it was 74.4 at the first cycle. The mean score of identifying inference was 71.4, while it
was only 62.5 before. The mean score of identifying generic structure of the text was
79.2, while it was 68.2 at the first cycle.
Comparing to the first cycle, the students’ score increased because in this cycle
the researcher made some changes in applying jigsaw technique such as; changing the
member of groups, gave the students reward, and gave more explanation, and also create
a new atmosphere in teaching and learning process. Besides that, the researcher found
75.7
72.4
79.1
75.4
71.4
79.2
Factual
Information
Main Idea Meaning of
Vocabulary
Reference Inference Generic
Structure
Chart 2. The Average Score of Indicators After Cycle 2
60
that the indicators of finding main idea getting decreased and for the indicator of identify
inference still in the lowest score. In this case, it made the researcher more focused to
explain both indicators to the students by giving them more explanation, examples, and
exercises. In conclusion, to get the better result the researcher decided to continue to the
third cycle to.
In conclusion, there were some improvements at some indicators (finding factual
information, finding main idea, and identifying reference). The mean scores were still
lower than 75 (KKM). However, the mean score of others indicators were still lower than
75. There were meaning of vocabulary, inferences, and identifying generic structure.
These indicators needed to improve at the next cycle.
After analyzing the data from the cycle 2 to found the students’ average score of
the students’ reading comprehension test of each indicator, the researcher also analyzed
the students’ score of reading comprehension test. The result of students’ reading
comprehension text test after conducting the first cycle could be seen in the following
table.
61
Table 6 The Students’ Score of Reading Comprehension of Narrative Text Test Cycle 2
Students’ number
Score Students’ number
Score
1 8.5 15 6.5 2 8.5 16 6.0 3 8.0 17 6.5 4 6.0 18 8.5 5 7.5 19 8.0 6 6.0 20 7.5 7 6.0 21 8.0 8 7.5 22 6.5 9 7.5 23 7.5 10 8.0 24 6.5 11 7.5 25 7.5 12 8.0 26 6.5 13 9.0 27 8.5 14 6.0 28 6.0
Total score = 202.5
Average Score = Total Score/ number of students
= 2025/28
= 72.3
After analyzing the data in cycle 2, the researcher concluded that the level of
students’ reading comprehension was not yet satisfactory. The average score of the
students was still under the minimum criteria of achievement (KKM) that was 7.5, the
mean score of some indicators of reading comprehension were also under than 7.5.
Therefore, the researcher decided to continue to the next cycle.
62
c. Cycle 3
In this cycle, the researcher analyzed the students’ average score in each indicator
of reading comprehension of narrative text. After analyzing the data, it showed that there
was a significant improvement of the average score in each indicator of reading
comprehension of narrative text. It could be seen in the following chart. (See Appendix
XXVII)
From the graph above, there were some improvements. The mean score of
students in identifying factual information was 78.2, while it was 75.7 at the second
cycle. Then, the mean score of identifying main idea was 77.9, while it was 72.4 at the
second cycle. Next, the mean score of meaning of vocabulary was 81.5, while it was 79.1
at the second. Next, the mean score of identifying reference was 78.4, while it was 75.4 at
the second cycle. The mean score of identifying inference was 75.7, while it was only
78.277.9
81.5
78.4
75.7
80.2
Factual
Information
Main Idea Meaning of
Vocabulary
Reference Inference Generic
Structure
Chart 3. The Average Score of Indicators After Cycle 3
63
71.4 before. The mean score of identifying generic structure of the text was 80.2, while it
was 79.2 at the second cycle.
After analyzing the data, it can be seen that there were some improvements. The
mean score of each indicator more increased rather than the average score of second
cycle, because in this cycle the researcher was not only made some changes in applying
jigsaw technique such as; changing the member of groups, gave the students reward, and
gave more explanation, but the researcher also guided the students by giving them some
questions before reading to answer what in the next paragraph.
In conclusion, there were some improvements at the whole of indicators. The
mean scores were upper than 75 (KKM). However, the mean score of others indicators
were upper than 75. So it could be concluded that jigsaw technique adequately improved
the students’ reading comprehension of narrative text. It could be seen from the
improvement for all indicators.
After analyzing the data from the cycle 2 to found the students’ average score of
the students’ reading comprehension test of each indicator, the researcher also analyzed
the students’ score of reading comprehension test. The result of students’ reading
comprehension text test after conducting the first cycle could be seen in the following
table.
64
Table 7 The Students’ Score of Reading Comprehension of Narrative Text Test Cycle 3
Students’ number
Score Students’ number
Score
1 8.0 15 6.5 2 7.5 16 8.5 3 9.5 17 8.0 4 7.5 18 8.5 5 7.5 19 8.5 6 10.0 20 9.0 7 8.0 21 10.0 8 9.5 22 9.5 9 8.0 23 9.0 10 7.5 24 9.5 11 8.0 25 8.5 12 8.0 26 9.5 13 10.0 27 9.0 14 8.5 28 7.5
Total score = 2165
Average Score = Total Score/ number of students
= 2165/28
= 77.3
From the table above, it shows that the students’ average score of reading
comprehension of narrative text test increased comparing with the second cycle. It could
be concluded that the students’ reading comprehension of narrative text could be
improved by applying Jigsaw technique.
65
Based on the applying of Jigsaw technique that the researcher had done for three
cycles, it was found that Jigsaw technique could improve students’ reading
comprehension of narrative texts significantly. The result was supported by the students’
scores of each indicators of reading comprehension at the end of each cycle. The
improvement can be seen in the chart below:
The figured showed that there is an increasing of students’ reading
comprehension of narrative text from before Jigsaw implementation, cycle 1, cycle 2, and
cycle 3. Then, the researcher would present the progression of class average score
reading comprehension of narrative text. The progression of each cycle could be seen in
the following table.
71.2 72.4
70.1
74.475.7 68.2
75.7 72.479.1 75.4 71.4 79.278.2 77.9 81.5 78.4
75.7 80.2
Finding Factual
Information
Finding Main
Idea
Find the
Meaning of
Vocabulary
Identify
Reference
Identify
Inference
Identify Generic
Structure
Chart 4. The Improvement of Indicator Score after Cycle
I, Cycle II, and Cycle III
Cycle I Cycle II Cycle III
66
Table 8
The Improvement of Students’ Reading Comprehension of Narrative Texts
No Cycle Students’ Reading
Comprehension (Average)
1 Cycle 1 66.0
2 Cycle 2 72.3
3 Cycle 3 77.3
In short, applying Jigsaw technique in teaching reading comprehension of
narrative text could be better used to improve the students’ reading
comprehension of narrative texts. There were some points that could be explained
from the used of Jigsaw technique in teaching reading comprehension of narrative
text. First, the use of Jigsaw technique motivated the students to comprehend
narrative texts. It was the students themselves set their purpose of reading by
doing their best effort to get the best result of their synthesizing activity to gain
the information about what is the text told them about. They also generally read
more actively and enthusiastically because they are more interested in finding out
what happened. Second, they generally read more actively and enthusiastically
because they are more interested in finding out the information from the text. It
did not make them bored during teaching and learning process.
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2. The Factors that influence the changes of students’ reading comprehension by
applying Jigsaw technique
To answer the second research question in chapter 1 “What factors cause the
improvement of students reading comprehension of narrative text by using Jigsaw
technique at class VIII A of SMP Negeri I Bangkinang?” there were 2 instruments in
obtaining qualitative data; Observation (students’ observation, teacher’s observation, and
field notes) and interview as follows:
a. Cycle 1
The writer presented the result of the students’ observation checklist it is to see
whether they follow each step in applying Jigsaw technique. The students’ observation
checklist was filled by the collaborator who is one of the English teachers at SMPN I
Bangkinang. The general information in the cycle 1 can be seen the explanation below.
From the observation checklist (See Appendix IX), it was found that during did
the tasks, the students have difficulties in finding factual information, main idea,
inference and generic structures. The students had difficulties in finding the factual
information. For example: “When did the story happen?” Then, the students had
difficulties in finding main idea. For example: “What is the main idea of the text?” Then,
the students still had difficulties in make inference. For example: “What is the conclusion
of the story?” Next, most of them still had difficulties to identify the generic structure of
narrative text. They did not know the difference between the orientation, complication,
and resolution. For example: “Paragraph one is…..” most of them answered resolution.
68
So, the researcher concluded that some of students had problems in identifying the
generic structures of narrative texts.
The students also had difficulties in mastery the vocabularies. Only few students
brought the dictionary to the class. They also had difficulties to use the words based on
the context of the story. They were not motivated to guess the words based on the context
of the story. They were not motivated to guess the meaning before used the dictionary, or
some of them just keep silent and did not do anything. Sometimes, when they found the
meaning from the dictionary, they just wrote down without applying with the context.
Some of the students just waited for their friends’ answer. Hey did not confident with
their own idea, because they were afraid to make mistakes. The researcher motivated
them to find the meaning of vocabulary through context.
Next, when applying Jigsaw technique (See Appendix X), it was found that some
students did not follow the stages. Most of students still confused with Jigsaw techniques.
The collaborator found that only few students were active in the class. Some of students
made noise or disturb their friends. Few students kept silent. Some of them talked to their
partners without doing the activities. While, there were few students active in the class.
High ability students dominated the discussions. The other students just kept silent or
listened to their partners. However, after giving guidance by the teacher, they could share
their ideas and they tried to be more active.
In presenting what they got from home group discussion, most of the member of
the group still reluctant and also ashamed to deliver what they got in front of the class
69
because they felt not confident. However, some of them could do it although they did it
without good performance. Therefore, the researcher told them to report about the story
to their partners. From the observation, most of students report the story by looking at the
text not by using their own words.
When the students discussed with partners, most of the students could not share
their ideas at the first meeting. They could not give responses or ideas to their partners.
The students who gave the ideas were always the same students. However, the researcher
was always gave guidance for them. At the third meeting, most of the students had
confidence in expressing their ideas.
From the observation checklist of the steps of Jigsaw technique (See Appendix
IX), the collaborators found at the first meeting, the teacher used too much time to
explain narrative texts and Jigsaw technique to the students. The teacher did not manage
the time well. Therefore, there were not all of the activities could be applied. At the first
meeting, there was no time for closing at all because the time was over.
From the field notes (See Appendix XIII), the students interested when the
teacher explained the Jigsaw technique and the Narrative texts. Few students felt afraid to
participate because they did not confident. Some of them preferred talking to reading the
text with their partners. There were some students did not pay attention to the teacher’s
explanations, so they could not answer the questions well. Some students were still
ashamed to report the story to their partners.
70
The collaborator wrote that at the first cycle was quite difficult for the students
because it was the first time for them. That was few students participated in the teaching
learning process. The teacher had difficulties to control all the students when the
researcher grouped the students because the class to busy. The researcher had problems in
controlling or monitoring the students applied some activities, such as discussion in the
expert group and home group and also reported the story. And it was also happened at the
second and third meeting, the researcher could not better control the class.
At the end of the class, the researcher discussed about the activities from the
beginning until the last. The teacher gave the feedback, some suggestions and conclusion
from the activities. Then, the researcher interviewed few students to find out their
comments on Jigsaw technique at the teaching learning process on the cycle 1.
Based on the students’ answer on the interview at the end of the cycle one, it was
found that most of the students still getting confuse about Jigsaw technique in doing
reading comprehension. The questions were: how did you feel during reading
comprehension activities of this meeting? Which part of Jigsaw did you like? could you
comprehend narrative texts easily? Were you able to do the task given by the teacher?
Student no 9 : “I found difficulties in expressing my ideas”.
Student no 28 : “I was very interested with the topic”.
Student no 13 : “There was no dictionary in my group”.
Student no 2 : “The story was too long to understand and we did not have long time”.
Student no 15 : “I still got confuse in sharing my ideas and opinions”.
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Student no 6 : “my friend always criticized my ideas”
Student no 11 : “I don’t know what I should do with my group everyone was so busy with themselves and busy to talk with other”.
Student no 4 : “Actually, I don’t know why we use this technique it made me confuse towards this activity”.
Student no 5 : “I like this activity, because we work in group happily”.
The students’ statements above have shown that few of them are interested with
the topic given and also pleased to read the narrative texts. Whereas the students answer
that they like the topics of Narrative texts and they impress toward their reading. Yet,
some of them told that they did not enjoy the activities because some of friends criticized
their ideas. Then, most of students did not know how to solve the problems and share
their ideas with partners in group after studying with jigsaw technique. It caused by their
lack of vocabulary.
From the data above it can be conclude that most of students did not understand
yet about jigsaw technique. The class was so noisy for the first and second meeting but
then it was better. There was also a group work who trained the students to work
cooperatively. Here, they applied the technique that they had used before individually.
Psychologically, it increased their individual engagement with teaching-learning
activities.
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b. Cycle 2
After observing the students’ activities in cycle 2 in applying Jigsaw technique,
the researcher would presented the result of the students’ observation checklist it is to see
whether they follow each step in applying Jigsaw technique. The students’ observation
checklist was filled by the collaborator who is one of the English teachers at SMPN I
Bangkinang. The general information in the cycle 1 can be seen the explanation below.
(See Appendix).
During the students did the activity, the teacher monitored them gave a help for
the students. It seemed the students started to enjoy those activities, because they had
already understood. Some students who were just kept silent and cheat with their friends
at the first cycle tried to propose their ideas. They spoke confidently. The students did not
difficult to find the factual information, meaning of vocabulary, identifying reference,
and identifying generic structure of the text. Most of them were able to identify the
generic structure of narrative text. They have known the difference between the
orientation, complication and reorientation. However, the researcher concluded that the
students had no problems in the features of narrative texts. But, the students still had
difficulties in finding main idea and identify inference.
In applying Jigsaw technique, it was found that most of students followed the
stages. Most of students did not confuse anymore Jigsaw technique. However there were
still few students disturb their friends. Most of students still not active in the class, and
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students in the high level ability still dominated the discussion. Most of students listened
to their partner and only few of them gave comments.
When the students discussed with their partners, only a few students shared their
ideas. But others still just listened to their partners because they were still not confident in
expressing their ideas. A few parts of students gave responses to the questions. Few of
them could answer the questions orally. In presenting the result of group discussion,
some students could do it better. But only few of them confident in presenting the results
of group work.
From the observation checklist of the procedure (See Appendix VII), the
collaborators found the teacher managed the time better. All the activities could be
applied. The students interested when the researcher explained the Jigsaw technique and
narrative text.
Then, the second cycle was not difficult for the class to apply Jigsaw technique.
Most of the students participated in the teaching learning process. But, the class was still
busy when the students discussed about the text.
At the end of the class, the researcher discussed about the activities from the
beginning until the last. The teacher gave the feedback, some suggestions and conclusion
from the activities. Then, the researcher interviewed few students to find out their
comments on Jigsaw technique at the teaching learning process on the cycle 2.
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Based on the data of the interview at the end of cycle 2, it was found that some of
students were enjoy their learning reading comprehension with jigsaw technique. But
some of the students also still confused with this activity. The questions were; What did
you face when you were reading the Narrative text for the second cycle? What factors
could help you to able to comprehend the texts? Which part of jigsaw do you like?
Student no 12 : “The task was interesting than previous one so I could answer the questions”.
Student no 4 : “The lesson was not boring like before because the teacher always changed the topic in every meeting”.
Student no 21 : “I like to read Narrative texts because the teacher always gave motivation in order to comprehend the text well”.
Student no 15 :”I still getting confuse with the text. It is not easy to understand”.
Student no 23 : “I like this activity because I can share my ideas without feel ashamed”.
Student no 3 : “I feel happy with jigsaw activity because everyone has their own responsibility to work”.
Student no 7 : “I still confuse with the procedure of jigsaw”.
Student no 10 : “why do we always learn through jigsaw technique?”
From the data above have shown that some of them were interested with the
topics and pleased shared their ideas. They also felt excited to do the task. They also felt
happy with the situation in the class. Some of them like to read without bored because
when they faced problems they can solve it together in the group. In other case, it was
found that some of the students still getting confused with the texts. They still found
difficulties to comprehend it. For jigsaw technique, some of them liked to do this activity
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because they felt not afraid anymore if their ideas were wrong. But few of them still
didn’t know why they always learn through jigsaw technique.
c. Cycle 3
After observing the students’ activities in cycle 2 in applying Jigsaw technique,
the researcher would presented the result of the students’ observation checklist it is to see
whether they follow each step in applying Jigsaw technique. The students’ observation
checklist was filled by the collaborator who is one of the English teachers at SMPN I
Bangkinang. The general information in the cycle 1 can be seen the explanation below.
During the activities, the students did not difficult to find the meaning of
vocabulary, identifying inferences, and identifying reference. Most of them were able to
identify the reference. The students had not difficulties in mastery the vocabularies
anymore. Most of the students were diligent to brought dictionary into the classroom.
They were motivated to guess the meaning of the words. Only few students still just kept
silent and did not do anything.
In applying Jigsaw technique (See Appendix XI), it was found that most of
students followed the stages. Most of students did not confuse anymore Jigsaw technique.
However there were no students disturb their friends. Most of students were active in the
class, and not only students in the high level ability dominated the discussion but also
others. Most of students listened to their partner and most of them gave comments.
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When the students discussed with their partners, many students shared their ideas.
But few of them still just listened to their partners because they were still not confident in
expressing their ideas. Most of students gave responses to the questions. Some of them
could answer the questions orally. In presenting the result of group discussion, some
students could do it better. And some of them confident in presenting the results of group
work.
From the observation checklist of the procedure (See Appendix VII), the
collaborators found the teacher managed the time better. All the activities could be
applied. The students interested when the researcher explained the Jigsaw technique and
narrative text.
Then, the third cycle was not difficult for the class to apply Jigsaw technique.
Most of the students participated in the teaching learning process, although the class was
still busy when the students discussed about the text.
At the end of the cycle, the researcher interviewed the students to get their
opinion about jigsaw technique after three cycles. Based on the data of the interview at
the end of cycle 2, it was found that some of students were enjoy their learning reading
comprehension with jigsaw technique. But some of the students also still confused with
this activity. The questions were; what did you experience when you are reading your
Narrative text through Jigsaw technique for many times?
Student no 8 : “I like this technique because it’s more fun than before”.
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Student no 17 : “I feel free in offering my idea, do not need to be shy anymore to my friends though I’m not smart”.
Student no 22 : “this technique is fun, it doesn’t make us stress because all students take part in giving opinion and sharing idea”.
Student no 16 :”I like studying reading narrative text because the story is very interested”.
Students no 24 : “I like reading narrative text because now I can comprehend the text easily because I already knew what I have to do to start my reading”.
Student no 26 : “I like the way you teach reading in the class because you always have a new topic and new story in every meeting”.
Student no 27 : “I used to be a lazy person to read English text, but after you teach me with narrative text with jigsaw activity the reading activity become more fun”.
Student no 18 : “I like this technique very much. Opinion, suggestions, and ideas always accepted so I don’t need to feel guilty though it was not appropriate but still apreciate”.
From the data above showed that most of them were interested and enjoy their
reading narrative through jigsaw technique. They did not only feel excited to do the task
but they also felt happy with the situation in the class. Some of them like to read without
bored because when they faced problems they can solve it together in the group. They
didn’t felt afraid or ashamed anymore to propose their ideas. Most of them said that they
did understand with jigsaw technique. They were not confused with the procedures of
Jigsaw technique anymore.
Based on the implementation of Jigsaw technique in teaching reading
comprehension of narrative texts and the finding of this research, the researcher found the
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effectiveness of the uses of Jigsaw technique that could improve the students reading
comprehension of narrative text as follows:
a. The Use of Interesting Topic as Teaching Material.
In this case, the researcher should choose the suitable text for the students. They
were based on the curriculum and the students’ level. In this research, the
researcher choose interesting reading texts in teaching reading through Jigsaw
technique in order to increase the students’ curiosity so that they have motivation
to read the texts. It influenced in the improvement of the students’ reading
comprehension of narrative text.
b. Creative Teacher
In this research, the researcher plays an important role. The teacher’s control on
students’ activities could improve the students’ willingness to read. Besides, the
teacher’s guidance and reinforcement during the process of teaching could help
the students in understanding the materials given. It could be seen from the field
notes that the teacher controlled the students without giving any intervention in
learning process and also let them choose the seat they wanted to. It made them
focus to do the task with their group without feeling afraid of making mistake.
The teacher monitored the students who were passive closely. She gave reward to
the students who were able to answer the questions from the member of the other
group by saying “good” or great. Most of them were happy with this condition. In
this research, the researcher was also tried to have a good approach to the
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students. She made the classroom atmosphere enjoyable, so the students did not
feel afraid or ashamed in proposing their ideas and opinion.
c. Instructional and Motivated Strategy
Jigsaw technique is a comprehension strategy that guides students in asking
questions about a text, reading silently, and synthesizing the pieces of the text.
The process of jigsaw activity encourages the students to be active and thoughtful
readers and maximizing their comprehension. Students themselves set their
purposes by doing their best effort to get the best result of their synthesizing
activity to gain the information about what is the text told them about. They also
generally read more actively and enthusiastically because they are more interested
in finding out what happened. As a result, it could influence the students in
improving their reading comprehension of narrative text through jigsaw
technique.
Three factors above were considered as the qualitative data which is the factors
that influence the students’ reading comprehension of narrative texts. Based on the data
analysis done during three cycles, the researcher found that the applying of jigsaw
technique in teaching reading comprehension of narrative texts could improve the
students’ reading comprehension of narrative texts. It was supported by the observation
checklist, field notes, interview, and the result of the students’ reading comprehension
text tests at the end of each cycle.
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B.Discussion
Based on the finding of this research in three cycles which had been done in nine
meetings, the researcher found that the implementation of Jigsaw technique can better
improve the students’ reading comprehension of narrative texts at class VIII A of SMPN
I Bangkinang. Based on the research question as mentioned in Chapter 1, there were two
questions should be answered. The first question was “To what extent can Jigsaw
technique improve the students’ reading comprehension of Narrative texts at grade VIII
A of SMPN I Bangkinang?” The second question was “What factors influence the
changes of students’ reading comprehension of Narrative texts by using Jigsaw technique
at grade VIII A of SMPN I Bangkinang?”
To answer the first question, the researcher analyzed from quantitative data,
namely: the average score of students’ reading comprehension average score in cycle 1,
cycle 2, and cycle 3. The researcher found that there was an improvement to the students’
average scores. In other words, Jigsaw technique is effective in improving the students
reading comprehension of narrative text. In line with the research finding, Kagan (1994)
said that Jigsaw technique is an effective strategy to use when you want to increase
students’ mastery or a topic at a hand, boost their concept development, enhanced
targeted discussion among students, and foster group project participation and learning.
Next, to answer the second question, “What factors influence the changes of
students’ reading comprehension of Narrative texts by using Jigsaw technique at grade
VIII A of SMPN I Bangkinang?” the researcher and collaborator analyzed the data from
81
the observation checklist and field notes that contained the activities of the students and
teacher in teaching and learning process. Then, she also interviewed the students in order
to know their comment and opinion after learning reading through jigsaw technique.
Based on the observation checklist, the students were active during teaching and learning
reading comprehension of narrative texts through jigsaw technique. It was found in the
result of observation checklist that showed the percentage of the students’ activities
increased in every cycle. It means that the students were motivated during teaching and
learning reading through jigsaw technique through jigsaw technique. This finding of the
research was supported by Heather Coffey (2008:2) said that jigsaw is a cooperative
learning technique that was created with the goals of reducing conflict and enhancing
positive educational outcomes. The jigsaw technique also helps students realize they are
essential components of a whole and encourages cooperation in learning environment.
Furthermore, Slavin (2008: 3) describes learning process by jigsaw technique as
follow one format for cooperative learning jigsaw, emphasize high interdependence. Each
group member is given part of material to be learned by the whole group and become an
“expert” on that piece. Students teach each other, so they defend on each other and
everyone’s contribution is important. More recent version, jigsaw expert meeting in
which students who have the same material consult to make sure they understand their
assigned part and then plan how to teach the information to their group. After the expert
meeting, students return to their group and bring their expertise to the learning session.
Finally, students takes an individual test on all materials learn point for their learning
team score.
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Based on the data from the field notes, the students had motivation and enjoy their
learning reading activities. It could help them in comprehending narrative texts. In
addition, the result of interviews showed that the students were interested in jigsaw
technique because it was a new strategy for them. Then, the interesting topic or reading
test used in teaching reading influenced the students’ comprehension of narrative texts.
Last, the students themselves set their reading purposes by doing their best effort to get
the information from the text. They generally read more actively and enthusiastically
because they are more interested in finding out the whole information to make them
brave to propose their idea and opinion. In other words, jigsaw technique is a motivating
strategy. Students enjoy their discussion and expressing their own ideas bravely. These
findings support the theory from Johnson and Johnson (1988: 34) says that jigsaw
activities are very useful tools for trying to help students’ integrated knowledge and
understanding from various sources, and it is also used to develop the skills and expertise
needed to participate effectively in group activities.
Finally, the result of this research has shown that the studens’ reading
comprehension of narrative text at class VIII of SMPN I Bangkinang can better
improved.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the findings and discussions of the research, the researcher concludes
two main points:
1. Jigsaw technique can improve students’ reading comprehension of narrative text
at class VIII.A SMPN I Bangkinang. It was found that there were good
improvement of teaching and learning process and the increasing score of reading
comprehension test from cycle 1, cycle 2, and cycle 3. Jigsaw technique gives
positives contribution and better outcomes to improve students’ reading
comprehension of narrative texts.
2. There are some factors which influence the changes and improvements of
students’ reading comprehension of narrative texts; the use of interesting topic as
teaching material, creative teacher, and instructional and motivated strategy.
B. Implication
In relation with the findings of this classroom action research, there are several
implications for the next teaching and learning process:
84
1. Reading comprehension of narrative texts can be taught by applying Jigsaw
technique.
2. The use of interesting topic as teaching material, creative teacher, and
instructional and motivated strategy are the factors that influence reading
comprehension of narrative texts.
C. Suggestion
For an effective and better implementation of Jigsaw technique in improving
students reading comprehension of narrative texts, the following suggestions might be
considered valuable for the researcher as a teacher in her teaching and for other English
teachers with the same problem:
1. The researcher as English teacher should continue using Jigsaw technique in
teaching reading. Because Jigsaw technique can improve students’ reading
comprehension very well.
2. For further research, the researcher suggests to investigate whether Jigsaw
technique can improve students’ achievement in other skills.
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BIBLIOGRAPHY
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Massachusetts: Newbury House Publisher. Hanze and Berger (2007). Jigsaw (teaching technique).
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Hill Book Company Jonhson and Johnson (1988).’ Steps in Jigsaw..’.| Yahoo!
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Kagan (1992). ‘Jigsaw method.’
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APPENDIX I
Lesson Plan (CYCLE I)
School : SMPN I Bangkinang Subject : English Class/ Semester : VIII/2 Academic Year : 2010/2011
Standard Competency : To comprehend the meaning of short functional texts of narrative texts based on daily life context.
Basic Competency : The students are able to comprehend and express the meaning of narrative texts.
Indicators : The students are able to:
• Identify the factual information of narrative texts. • Identify the main idea of narrative texts.
• Identify the meaning of vocabulary in the context. • Identify the references of the text.
• Identify the inferences of the text. • Identify the generic structure of the texts.
Kind of Text : Narrative Text Skills : Reading Technique : Jigsaw Time : 8x 40 minutes (4 meetings)
The Materials :
Text 1 for the First Meeting
THE LEGEND OF PENYUSUK BEACH Once upon a time, there were a King and his queen who lived in the Kingdom of
Belinyu. They didn’t have any child. Until one night, the queen had a dream of a turtle. It said that queen would have a baby, and she had to give a Komala necklace to her baby. The queen woke up and she was holding a Komala necklace in her hand. She told her dream to the king, and he was very happy.
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APPENDIX I
Shortly, the queen’s dream became reality, she delivered a beautiful baby girl.
The King named her, Komala. She grew up as a pretty girl. However, she had bad attitude because her parents always spoiled her too much.
One day, Komala heard her parents were talking about the turtle in her mother's dream. She thought that the turtle was very interesting animal. So, she wanted it as her pet. She insisted to find it, and the king allowed her to look for the animal.
Accompanied with the king’s guards, Komala searched the turtle. And finally, she found it in the beach. She shouted to it, “Penyu busuk, wait for me”, in several times, but the turtle kept swimming. Komala ran after into the sea, she tried to catched it. Until then she finally drowned and disappeared, and all of the guards could not save her. Now, people call the beach, Penyusuk.
Questions:
1. Who are the characters of the story? 2. What does the story tells us about? 3. Komala had a bad attitude, because… 4. Until then she finally drowned… (last paragraph). The synonym of the word
“drowned” is? 5. What is the main idea of the last paragraph?
Text 2 for the second meeting
The Goose that Laid Golden Eggs
Once upon a time, there lived a happy family in a village. A man and his wife lived happily on a little farm, tending their flock of geese and selling their eggs at the market. They were not rich, but they were happy with their life together.
Then one day, a new goose flew in among their flock. The couple was surprised to find a shiny golden egg in her nest. Each and every day after that, the goose laid another egg of solid gold.
The couple was soon richer than they had ever dreamed of, but they were not happy. They grew impatient with only one golden egg a day. The farmer said to his wife, “Our goose must be full of gold. Why should we wait to have more eggs?” “if we cut her open,” his wife agreed, “we can get all the eggs at once.” So they killed the goose! They were very surprised to find that it was just like any other goose inside. Even worse, there would never be any more golden eggs!
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APPENDIX I
Questions:
1. What does the third paragraph tell us about? 2. How many golden eggs did the couple get each day? 3. What makes the couple were not happy? 4. The couple was surprised… (second paragraph). The synonym of the word
“surprised” is? 5. What moral value can we learn from the story?
Text 3 for the Third Meeting
The Myth of Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang's father had passed away when he was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant's ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn't apologize. Malin Kundang just laughed and really set sail.In the quiet sea, suddenly
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APPENDIX I
a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone. Questions:
1. Who is the main characters? 2. What is the main idea of the second paragraph? 3. With whom did Malin Kundang live in the village? 4. An old woman ran to the beach to meet the new rich merchant. (third paragraph).
The synonym of word merchant is? 5. Why did Malin Kundang decide to leave his mother in the village and went
sailing with a merchant?
PROCEDURES :
Stage I : Opening
• The teacher greets the students.
• The teacher checks the students’ attendance list. • The teacher introduces the topic (brainstorming).
Stage II : Main Activities
• The teacher introduces the narrative texts.
• The teacher asks some questions relate to the topic that they are going to discuss.
• The teacher introduces JIGSAW.
• The teacher divides the students into 4-5 persons Jigsaw group. • The teacher pointing one student from each group as leader.
• The teacher assigning a different paragraph to each member in group, su
Group A Group B Group C Group D Group E
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
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APPENDIX I
1 2 3 4
1 2 3 4
Group A Group B All student1 read orientation all student2 read complication 1, all student3 read complication 2, all student4 read resolution. In this step the researcher will only divided the task for each member of them before they work in expert group.
• The teacher putting the students in expert groups and give them instruction. They will meet in expert group. This means that all students1 in group A,B,C,D, and E with the same segment will meet together. It could be seen in the following picture:
1 1
1 1 1
1 1
2 2
2 2 2
2 2
3 3
3 3 3
3 3
4 4
4 4 4
4 4
Team 1 Team 2 Team 3 Team 4
• The teacher gives the expert group time to discuss. • When expert group time are up, then the teacher asks the expert group
return to their home group such as picture below:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 4
4
Group A Group B Group C Group D Group E 1 2 3 4
1 2 4
4 Group A Group B
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APPENDIX I
• When students return to their home group, they have to teach their
segment to each group member. • The teacher provides a team synthesis activity. The researcher will
ask the students to design an activity which would synthesize the information that student learned in the four segments of paragraphs.
• The teacher assessing students, learning and providing closure. Then, calling randomly on students to present what their group learned.
Stage III : Closing
• The teacher creates discussion with students about the texts.
• The teacher gives feedback and comments. • The teacher asks the students to comeback again to their seat.
References :
Nambung Ibrahim. 2006. Pelajaran Bahasa Inggris untuk SMP dan MTS. Kelas VIII. Balikpapan: CV. Nadia Sarana Utama.
Mukarto, et. al. 2007. English on Sky for Junior High School Students Year VIII. Jakarta: Erlangga.
Surtiyah, Titi.et.al. 2006. Contextual English for Junior High School Class VII. Bandung: Grafindo.
Evaluation : Reading Comprehension Test.
Bangkinang, March 15th, 2011
Known By
Principal of SMPN 1 Bangkinang The Researcher
Rusdi Mulya Elya Minarnis Nip.
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APPENDIX II
LESSON PLAN (CYCLE II) School : SMPN I Bangkinang Subject : English Class/ Semester : VIII/2 Academic Year : 2010/2011
Standard Competency : To comprehend the meaning of short functional texts of narrative texts based on daily life context.
Basic Competency : The students are able to comprehend and express the meaning of narrative texts.
Indicators : The students are able to:
• Identify the factual information of narrative texts. • Identify the main idea of narrative texts.
• Identify the meaning of vocabulary in the context.
• Identify the references of the text. • Identify the inferences of the text.
• Identify the generic structure of the texts.
Kind of Text : Narrative Text Skills : Reading Technique : Jigsaw Time : 8x 40 minutes (4 meetings)
The Materials :
Text 1 for the First Meeting
The Story of Sangkuriang and Tangkuban Perahu Mountain
Once, there was a kingdom in Priangan Land lived a happy family. They were a father in form of dog, his name is Tumang, a mother which was called is Dayang Sumbi, and a child which was called Sangkuriang.
One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he
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APPENDIX II
hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, she was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then cast away from their home.
Years go by Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, The woman looked at the wound in Sangkuriang's head. It matched to her son's wound who had left severall years earlier.
Soon she realized that she felt in love with her own son. She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day.Sangkuriang failed to marry her. She was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung. Questions:
1. How did Sangkuriang’s dad look like? 2. Did Sangkuriang shot his own dog? 3. Then what did he do after shot it? 4. What happened when sangkuriang met his mother? 5. Did Sangkuriang failed to mary Dayang Sumbi? Why?
Text 2 for the Second Meeting
PARROT
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word of Catano.
One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the
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APPENDIX II
chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”.
Questions:
1. Did the man feel excited having the bird? Why? 2. What made the man got angry to the bird? 3. What did the man do to the bird when the bird could not say Catano? 4. Did the man throw the bird to the chicken house? Why? 5. What happened to the chickens?
Text 3 for the Third Meeting
Lake toba Once upon a time, there was a man who was living in north Sumatra. He lived in
a simple hut in a farming field. The did some gardening and fishing for his daily life. One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster". The man made the deal and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.
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APPENDIX II Questions:
1. What did the man do to fulfill his daily life need? 2. Did the man get a big fish? How did the fish look like? 3. Then what happened to the fish? 4. What made the mother crying? 5. Then what happened to the mother?
PROCEDURES :
Stage I : Opening
• The teacher greets the students.
• The teacher checks the students’ attendance list.
• The teacher introduces the topic (brainstorming).
Stage II : Main Activities
• The teacher introduces the narrative texts.
• The teacher asks some questions relate to the topic that they are going to discuss.
• The teacher introduces JIGSAW.
• The teacher divides the students into 4-5 persons Jigsaw group.
• The teacher pointing one student from each group as leader.
• The teacher assigning a different paragraph to each member in group, su
Group A Group B Group C Group D Group E 1 2 3 4
1 2 3 4
Group A Group B All student1 read orientation all student2 read complication 1, all student3 read complication 2, all student4 read resolution. In this step
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
98
the researcher will only divided the task for each member of them before they work in expert group.
• The teacher putting the students in expert groups and give them instruction. They will meet in expert group. This means that all students1 in group A,B,C,D, and E with the same segment will meet together. It could be seen in the following picture:
1 1
1 1 1
1 1
2 2
2 2 2
2 2
3 3
3 3 3
3 3
4 4
4 4 4
4 4
Team 1 Team 2 Team 3 Team 4
• The teacher gives the expert group time to discuss.
• When expert group time are up, then the teacher asks the expert group return to their home group such as picture below:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 5
4
Group A Group B Group C Group D Group E 1 2 3 4
1 2 5
4 Group A Group B
• When students return to their home group, they have to teach their segment to each group member.
• The teacher provides a team synthesis activity. The researcher will ask the students to design an activity which would synthesize the information that student learned in the four segments of paragraphs.
• The teacher assessing students, learning and providing closure. Then, calling randomly on students to present what their group learned.
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APPENDIX II
Stage III : Closing
• The teacher creates discussion with students about the texts. • The teacher gives feedback and comments.
• The teacher asks the students to comeback again to their seat.
References :
Nambung Ibrahim. 2006. Pelajaran Bahasa Inggris untuk SMP dan MTS. Kelas VIII. Balikpapan: CV. Nadia Sarana Utama.
Mukarto, et. al. 2007. English on Sky for Junior High School Students Year VIII. Jakarta: Erlangga.
Surtiyah, Titi.et.al. 2006. Contextual English for Junior High School Class VII. Bandung: Grafindo.
Evaluation : Reading Comprehension Test.
Bangkinang, March 15th, 2011
Known By
Principal of SMPN 1 Bangkinang The Researcher
Rusdi Mulya Elya Minarnis Nip.
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APPENDIX III
LESSON PLAN (CYCLE III) School : SMPN I Bangkinang Subject : English Class/ Semester : VIII/2 Academic Year : 2010/2011
Standard Competency : To comprehend the meaning of short functional texts of narrative texts based on daily life context.
Basic Competency : The students are able to comprehend and express the meaning of narrative texts.
Indicators : The students are able to:
• Identify the factual information of narrative texts. • Identify the main idea of narrative texts.
• Identify the meaning of vocabulary in the context.
• Identify the references of the text. • Identify the inferences of the text.
• Identify the generic structure of the texts.
Kind of Text : Narrative Text Skills : Reading Technique : Jigsaw Time : 8x 40 minutes (4 meetings)
The Materials :
Text 1 for the First Meeting
Five-Footed Bear Once upon a time, there was a strange bear who lived in a jungle. He had five feet. But all animals who lived with him didn't feel strange. The five-footed bear liked to help other animals. His home was open for anyone who wanted to stay. One afternoon, when the five-footed bear went home, he found a rabbit under a mahogany tree. The rabbit looked hungry. Then the five-footed bear brought him to his home.
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APPENDIX III
The next day, when the five-footed bear was looking for meal, the rabbit helped him cleaned up the house. While the rabbit was working, a monkey and a mouse deer came quietly. They pretended to be robbers. They wanted to disturb the rabbit. The rabbit was frightened. The monkey and the mouse deer tied up the rabbit's legs and plugged his mouth. Fortunately, the five-footed bear came and released him. The rabbit was upset because the bear wasn't angry with the monkey and the mouse deer. In fact, the five-footed bear let them live in his house. On the next day, the monkey and the mouse deer asked the rabbit to forgive them. They helped him cleaned up the house. In the evening, when the bear was coming home, he brought them meals and a new friend. The monkey and the mouse deer were very afraid knowing who the new friend was. He was a tiger. But the rabbit wasn't afraid. The tiger was one of the rabbit's best friends. The monkey and the mouse deer didn't know it. The monkey and the mouse deer were very embarrassed. Thet was the cleverness of the five-footed bear. He wanted to make them aware of their bad habit of frightening the rabbit. Then, they sat and enjoyed their dinner together. Questions:
1. How many feet did the bear have? 2. Did the bear bring the rabbit to his house? Why? 3. What did the rabbit do to help the bear? 4. What did the monkey and the mouse deer do to disturb the rabbit? 5. What made the rabbit wasn’t afraid when it met the tiger?
Text 2 for the Second Meeting
THE LEGEND OF TELAGA WARNA Once upon a time, the King Prabu ruled a Kingdom in West Java. King Prabu and
his wife were wise and kind so that their people were prosperous.The problem came because The King didn't have children. They tried many ways to have children, but they always failed.
One day, Prabu prayed to God, and he was very happy because God accepted his prayer. Soon, they had a child that was beautiful but spoiled and had the bad behaviour.
For her seventienth birtday party, the princess got the gold necklace from her parents. Unfortunately, when she saw it, she didn't like it and threw it away into the floor. Everybody was shocked because from the ground emerged a lot of water. All of the Kingdom suddenly became a big lake. People call it Telaga Warna and believed that the colors came from the Princess' necklace.
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APPENDIX III
Questions:
1. When did the princess get the gold necklace? 2. Did the princess like the necklace? Why? 3. …… beautiful but spoiled and had bad behavior. (line 6)
What is the synonym of the underlined word? 4. ……. People call it Telaga Warna.(line 10)
The word it refers to? 5. What moral value can we learn from the story?
Text 3 for the Third Meeting
The Smartest Animal
Once upon a time, there was a farmer from Laos. Every morning and every evening, he ploughed his field with his buffalo.
One day, a tiger saw the farmer and his buffalo working in the field. The tiger was very surprised to see a big animal listening to a small animal. The tiger wanted to know more about the big animal and the small animal.
After the man went home, the tiger spoke to the buffalo; “you are so big and strong. Why do you do everything the man’s tell you? The buffalo answered; “Oh, the man is very intelligent.” The tiger asked; “can you tell me how intelligent he is?” “No, I can’t tell you”, said the buffalo; “but you can ask him.”
So next day, the tiger asked to the man; “can I see your intelligence? But the man answered; “it is at home”. “Can you go and get it?” asked the tiger. “Yes“, said the man. ”but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree?” After the man tied the tiger to a tree, he didn’t go home to get his intelligence. He took his plough and hit the tiger. Then he said; “Now you know about my intelligence even you haven’t seen it.” Questions:
1. Who are the characters of the story? 2. When did it happen? 3. What did the man do upon the tiger? 4. What is the main idea of the second paragraph? 5. Did the man tie the tiger to a tree? Why?
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APPENDIX III
PROCEDURES :
Stage I : Opening
• The teacher greets the students. • The teacher checks the students’ attendance list.
• The teacher introduces the topic (brainstorming).
Stage II : Main Activities
• The teacher introduces the narrative texts. • The teacher asks some questions relate to the topic that they are going
to discuss. • The teacher introduces JIGSAW. • The teacher divides the students into 4-5 persons Jigsaw group.
• The teacher pointing one student from each group as leader.
• The teacher assigning a different paragraph to each member in group, su
Group A Group B Group C Group D Group E 1 2 3 4
1 2 3 4
Group A Group B All student1 read orientation all student2 read complication 1, all student3 read complication 2, all student4 read resolution. In this step the researcher will only divided the task for each member of them before they work in expert group.
• The teacher putting the students in expert groups and give them instruction. They will meet in expert group. This means that all students1 in group A,B,C,D, and E with the same segment will meet together. It could be seen in the following picture:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
104
APPENDIX III
1 1
1 1 1
1 1
2 2
2 2 2
2 2
3 3
3 3 3
3 3
4 4
4 4 4
4 4
Team 1 Team 2 Team 3 Team 4
• The teacher gives the expert group time to discuss.
• When expert group time are up, then the teacher asks the expert group return to their home group such as picture below:
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 6
4
Group A Group B Group C Group D Group E 1 2 3 4
1 2 6
4 Group A Group B
• When students return to their home group, they have to teach their
segment to each group member.
• The teacher provides a team synthesis activity. The researcher will ask the students to design an activity which would synthesize the information that student learned in the four segments of paragraphs.
• The teacher assessing students, learning and providing closure. Then, calling randomly on students to present what their group learned.
Stage III : Closing
• The teacher creates discussion with students about the texts. • The teacher gives feedback and comments.
• The teacher asks the students to comeback again to their seat.
105
APPENDIX III
References :
Nambung Ibrahim. 2006. Pelajaran Bahasa Inggris untuk SMP dan MTS. Kelas VIII. Balikpapan: CV. Nadia Sarana Utama.
Mukarto, et. al. 2007. English on Sky for Junior High School Students Year VIII. Jakarta: Erlangga.
Surtiyah, Titi.et.al. 2006. Contextual English for Junior High School Class VII. Bandung: Grafindo.
Evaluation : Reading Comprehension Test.
Bangkinang, March 15th, 2011
Known By
Principal of SMPN 1 Bangkinang The Researcher
Rusdi Mulya Elya Minarnis Nip.1951 0420 1975 031002
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