the improvement of reading comprehension by using jigsaw … · the improvement of reading...

THE IMPROVEMENT OF READING COMPREHENSIONBY USING JIGSAW TECHNIQUE

(Classroom Action Researchfor the Tenth Grade Students of SMA N Gebog Kudus

in Academic Year 2012/2013)

ByKukuh Nizar Nurvais

NIM 2008-32-128

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS2012

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THE IMPROVEMENT OF READING COMPREHENSIONBY USING JIGSAW TECHNIQUE

(Classroom Action Researchfor the Tenth Grade Students of SMA N Gebog Kudus

in Academic Year 2012/2013)

SKRIPSI

Presented to the University of Muria Kudusin Partial Fulfillment for Completing the Sarjana Progam

in English Education

ByKUKUH NIZAR NURVAIS

NIM 200832128

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS2012

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ADVISORS’ APPROVAL

This is that to certify that the Sarjana Skripsi of Kukuh Nizar Nurvais (NIM:

200832128) has been approved by the skripsi advisor for further approval by the

Examining Committee.

Kudus, 18 September 2012

Advisor I

Fajar Kartika, SS, M.HumNIP. 0610701000001191

Advisor II

Dr. H.A. Hilal Madjdi, M.Pd.NIS. 0610713020001020

Acknowledged byThe Faculty of Teacher Training and EducationDean,

Drs. Susilo Rahardjo, M.PdNIP 19560619-198503-1-002

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Advisor I


Advisor II




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Advisor I


Advisor II




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EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Kukuh Nizar Nurvais (NIM: 200832128) has

been approved by the Examining Committee as a requirement for the Sarjana

Degree in English Education Department.

Kudus, 10 January 2013Skripsi Examining Committee:

Fajar Kartika, SS, M.Hum , ChairpersonNIS. 0610701000001191

Dr. H.A. Hilal Madjdi, M.Pd. , MemberNIS. 0610713020001020

Dra. Sri Endang Kusmaryati, M.Pd. , MemberNIS. 0610701000001009

Ahdi Riyono, SS, M.Hum , MemberNIS. 0610701000001191



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MOTTO AND DEDICATION

MOTTO

Nothing is impossible

Think, do and feel the results

There is no perfect world, but do not feel like the worst

DEDICATION

This skripsi dedicated to:

His beloved parents (Suyoto and Endang

Rahmawati) who always give their love, advice

and pray for him. Thanks for all.

His sister and young brothers “Yayan, Atif and

Hanif” and family who always give support for

him.

All his friends who are always loyal to the hard

and happy.

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ACKNOWLEDGEMENT

His special thanks must first and foremost go to Allah SWT the almighty

and the merciful for blessing, health, miracle and inspiration given to his leading

to the completion of this skripsi.

Praise and invocation are also given to our prophet, Muhammad SAW,

who is always his intercession in the end of the world. Therefore, the researcher

would express his appreciation to those who have helped him, namely:

1. Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education

Faculty of Muria University.

2. Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.

3. Fajar Kartika, SS, M.Hum. as the First Advisor for his best suggestion,

guidance, and motivation in finishing this skripsi.

4. Dr. H.A. Hilal Madjdi, M.Pd. as the Second Advisor for her valuable help,

guidance, correction and suggestion for the completion of this skripsi.

5. Supriyono, S.Pd, M.Pd. as the Headmaster of SMA 1 Gebog Kudus, who

permits him to conduct the research in his school.

6. Rudiono, S.Pd. as the PIC of SMA 1 Gebog Kudus, who helps and facilitates

him to conduct the research in his school.

7. The English Teacher of class X4 of SMA 1 Gebog Kudus, Mr. Sugiyanto, S.

Pd, thanks for his help, and all of the students of class X4 of SMA 1 Gebog

Kudus for helping him in collecting the data.

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8. His beloved parents (Suyoto and Endang Rahmawati) who always make him

proud and spirit.

9. His brothers, especially “Atif and Hanif”, thanks for support.

10. His family, thanks for support and affection.

11. His loyal friends (Anton, Vriska, Rindho, Yohan, Yendra, Qowi and Sakinah)

thank for your help and motivation.

Kudus, December 18th, 2012

The Researcher

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ABSTRACT

Nurvais, Kukuh Nizar. 2012. The Improvement of Reading Comprehension byUsing Jigsaw Technique (Classroom Action Research for the Tenth GradeStudents of SMA N Gebog Kudus in Academic Year 2012/2013). Skripsi.English Education Department, Teacher Training and Education Faculty,Muria Kudus University. Advisor: (i) Fajar Kartika, SS, M.Hum. (ii) Dr.H.A. Hilal Madjdi, M.Pd

Keywords: Reading Comprehension, Jigsaw Technique

Teaching English is one of the most important teachings in Senior HighSchool because English is one of lesson in final examination in the last year ofSenior High School. Therefore, all students have to master English well,especially reading comprehension. Reading comprehension has the biggestpercentage in the examination. Although reading comprehension of the tenthgrade students of SMA 1 Gebog Kudus in the academic year 2012/2013 iscategorized sufficient, but most of students still cannot reach the KKM (75).Therefore, researcher does research to improve the students’ readingcomprehension. In this research, researcher uses Jigsaw Technique to improvereading comprehension of the students. Jigsaw Technique is one of instructionaltechnique which provides opportunity for students to exchange information andwork as a team.

The objective of the research is to know if Jigsaw Technique can improvethe reading comprehension of the tenth grade students of SMA 1 Gebog Kudus inacademic year 2012/2013.

The method used in this research is classroom action research (CAR). CARis one of the kind researches that are done by the teacher in the class. CAR hasfour steps. Those are planning, action, observation, and analysis and reflection.The subject of the research is the tenth grade X4 students of SMA 1 Gebog Kudusin the academic year 2012/2013.

After doing two cycles in teaching reading, researcher finds that thestudents’ reading comprehension has increasing in every cycle. The students’reading comprehension in cycle 1 is 73.33%. The improvement score from the lastscore in daily assessment to cycle 1 is 3.43%. Students’ reading comprehension incycle 2 reaches 85.30%. The improvement score from cycle 1 to cycle 2 is11.97%. Beside the score, the students’ activeness also increase in cycle 2,students become more active and focus to the materials in peer tutoring. The resultshows all students can reach the criteria standard and got excellent achievement incycle 2. Based on that condition, researcher decided to stop his research.

From the result of this research, researcher can conclude that JigsawTechnique can improve the reading comprehension of the tenth grade students ofSMA 1 Gebog Kudus in academic year 2012/2013. Then, researcher can suggestsfor teacher to use Jigsaw Technique to teach her students, especially in teachingreading.

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ABSTRAK

Nurvais, Kukuh Nizar. 2012. Meningkatkan Pemahaman Membaca MenggunakanTehnik Jigsaw (Penelitian Tindakan Kelas Untuk Siswa Kelas Sepuluh diSMA N Gebog Kudus Pada Tahun Ajaran 2012/2013). Skripsi. ProgamStudi Pendidikan Bahasa Inggris Fakutas Keguruan dan Ilmu PendidikanUniversitas Muria Kudus. Pembimbing: (i) Fajar Kartika, SS, M.Hum. (ii)Dr. H.A. Hilal Madjdi, M.Pd

Kata Kunci: Pemahaman Membaca, Tehnik Jigsaw

Mengajar bahasa Inggris adalah salah satu dari pengajaran yang terpentingdi Sekolah Menengah Awal karena bahasa Inggris adalah salah satu dari pelajarandalam ujian terakhir di akhir tahun ajaran pada SMA. Pemahaman membacamemiliki persentase terbesar dalam ujian. Walaupun pemahaman membaca parasiswa kelas sepuluh SMA 1 Gebog Kudus tahun ajaran 2012/2013 dikategorikancukup, tetapi para siswa belum mencapai KKM (75). Oleh karena itu, penelitimelaksanakan penelitian untuk meningkatkan pemahaman membaca siswa-siswi.Tehnik Jigsaw adalah tehnik pembelajaran yang menyediakan kesempatan kepadapara siswa untuk saling bertukar informasi dan bekerja sama dalam satu tim dalamproses belajar mengajar melalui bertukar informasi.

Tujuan penelitian ini adalah untuk mengetahui apakah Tehnik Jigsaw dapatmeningkatkan pemahaman membaca para siswa dari kelas X4 di SMA 1 GebogKudus pada tahun ajaran 2012/2013.

Metode yang dipakai penelitian ini adalah penelitian tindakan kelas (PTK).PTK adalah penelitian yang dilakukan oleh guru didalam kelas. PTK memilikiempat tahap. Yaitu rencana, tindakan, pengamatan, analisis dan refleksi. Subyekdalam penelitian ini adalah siswa kelas X4 dari SMA 1 Gebog Kudus pada tahunajaran 2012/2013.

Setelah menjalankan dua siklus dalam mengajar reading, penelitimenemukan pemahaman membaca siswa mempunyai peningkatan disetiap siklus.Pemahaman membaca siswa di siklus 1 adalah 73,33%. Peningkatan dari nilaiulangan harian terakhir ke siklus 1 adalah 3,43%. Pemahaman membaca siswa disiklus 2 mencapai 85,30%. peningkatan nilai dari siklus 1 ke siklus 2 adalah11,97%. Selain nilai, keaktifan para siswa juga meningkat disiklus 2, para siswamenjadi lebih aktif dan fokus terhadap materi dalam pengajaran. Hasilnya semuasiswa mencapai KKM dan mendapat pencapaian baik sekali disiklus 2.Berdasarkan kondisi tersebut, peneliti memutuskan untuk menghentikanpenelitiannya.

Dari hasil penelitian ini, peneliti menyimpulkan bahwa Tehnik Jigsawdapat meningkatkan pemahaman membaca para siswa kelas X4 di SMA 1 GebogKudus pada tahun ajaran 2012/2013. Kemudian, peneliti dapat menyarankan

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kepada guru untuk menggunakan Tehnik Jigsaw untuk mengajar para siswanya,khususnya dalam mengajar membaca.

TABLE OF CONTENT

COVER ............................................................................................................ iLOGO .............................................................................................................. iiTITLE............................................................................................................... iiiAPPROVAL OF ADVISOR ........................................................................... ivAPPROVAL OF COMMITTEE ..................................................................... vMOTTO AND DEDICATION ........................................................................ viACKNOWLEDGMENT ................................................................................. viiABSTRACT .................................................................................................... ixABSTRAK ...................................................................................................... xTABLE OF CONTENT .................................................................................. xiLIST OF TABLES .......................................................................................... xvLIST OF FIGURES ......................................................................................... xviLIST OF APPENDICES ................................................................................. xvii

CHAPTER I INTRODUCTION

1.1. Background of the Research ..................................................................... 1

1.2. Statement of the Problem ......................................................................... 5

1.3. Objective of the Research ......................................................................... 5

1.4. Significance of the Research .................................................................... 6

1.5. Limitation of the Research ....................................................................... 6

1.6. Operational Definition .............................................................................. 7

CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION

HYPOTHESIS

2.1 Reading ..................................................................................................... 8

2.1.1 Purpose of Reading ................................................................................. 8

2.1.2 Reading Comprehension ........................................................................ 9

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2.1.3 Factors Affecting Performance in Reading Comprehension................... 10

2.1.4 Recount Text .......................................................................................... 10

2.1.5 Technique ............................................................................................... 11

2.1.6 Cooperative Learning ............................................................................. 12

2.2 Jigsaw Technique ...................................................................................... 12

2.2.1 The History of Jigsaw ............................................................................. 14

2.2.2 The Advantages of Jigsaw Technique .................................................... 14

2.2.3 Procedures of Implementation Jigsaw Technique .................................. 15

2.3 English Teaching for Senior High School.................................................. 16

2.3.1 English Teaching in SMA 1 Gebog Kudus ............................................. 17

2.3.2 The Curriculum of English Teaching in SMA 1 Gebog Kudus .............. 19

2.3.3 The Material of English Teaching in SMA 1 Gebog Kudus …. ............. 19

2.4 Review of Previous Research .................................................................... 20

2.5 Theoretical Framework ............................................................................. 23

2.6 Action Hypothesis ..................................................................................... 24

CHAPTER III METHOD OF THE RESEARCH

3.1 Setting and Characteristic of Subject of the Research ............................... 25

3.2 Variable of the Research ........................................................................... 27

3.3 Design of the Research .............................................................................. 27

3.3.1 Planning .................................................................................................. 29

3.3.2 Acting ..................................................................................................... 30

3.3.3 Observing ............................................................................................... 30

3.3.4 Reflecting ............................................................................................... 30

xiii

3.4 Procedure of the Research ......................................................................... 31

3.5 Data Analysis ............................................................................................. 38

CHAPTER IV FINDING OF THE RESEARCH

4.1 Fact Finding Analysis ................................................................................ 42

4.1.1 The Result of Cycle 1 .............................................................................. 43

4.1.1.1 Planning ............................................................................................... 43

4.1.1.2 Action .................................................................................................. 43

4.1.1.3 Observation .......................................................................................... 44

4.1.1.4 Analysis and Reflection ....................................................................... 49

4.1.2 The Result of Cycle 2 ............................................................................. 50

4.1.2.1 Planning ............................................................................................... 50

4.1.2.2 Action .................................................................................................. 50

4.1.2.3 Observation .......................................................................................... 52

4.1.2.4 Analysis and Reflection ....................................................................... 57

CHAPTER V DISCUSSION

5.1 The Improvement of Reading Comprehension by Using Jigsaw

Technique (Classroom Action Research for the Tenth Grade Students of

SMA N Gebog Kudus in Academic Year 2012/2013)............................. 59

5.2 The Activities on the Tenth Grade Students of SMA 1 Gebog

Kudus in Teaching Reading Comprehension Taught by Using Jigsaw

Technique………………………………………………………………. 60

CHAPTER VI CONCLUSION AND SUGGESTION

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6.1 Conclusion ................................................................................................. 63

6.2 Suggestion ................................................................................................. 65

BIBLIOGRAPHY ........................................................................................... 67

APPENDICES ................................................................................................. 69

CURRICULUM VITAE ................................................................................. 130

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LIST OF TABLES

Tabel 2.1 The Material of English Teaching for the Tenth Grade Students of

SMA Gebog Kudus in the First Semester Basic Competence.. ....... 22

Table 3.1 The Table of Students’ Score........................................................... 27

Table 3.2 Criteria of Evaluation....................................................................... 41

Table 4.1 The Observation in Cycle 1 ............................................................ 46

Table 4.2 Scoring of Students’ Achievement Test in Cycle 1 ........................ 48

Table 4.3 The Observation in Cycle 2 ............................................................. 53

Table 4.4 Scoring of Students’ Achievement Test in Cycle 2 ........................ 55

Table 4.5 The Recapitulation Data Related to Students’ Score ...................... 59

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LIST OF FIGURES

Figure 3.1. Cylical AR Model Based on Kemmis and McTaggart (1988) ..... 29

Figure 4.1. Diagram of Interpretation Data ..................................................... 59

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LIST OF APPENDICES

Appendix 1 Syllabus for Teaching English of Tenth Grade of SMA 1 Gebog

Kudus in First Semester ................................................................

.......................................................................................................

69

Appendix 2 Lesson Improvement Plan Cycle 1 .............................................. 70

Appendix 4 Documentation of activities in Cycle 1 ....................................... 85

Appendix 3 The Result of Observation in Cycle 1 .......................................... 86

Appendix 4 Achievement Test Cycle 1 ........................................................... 93

Appendix 5 The Lay-Out of Answer Sheet ..................................................... 100

Appendix 6 Lesson Improvement Plan Cycle 2 .............................................. 101

Appendix 7 Documentation of activities in Cycle 2 ....................................... 108

Appendix 8 The Result of Observation in Cycle 2 .......................................... 109

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