USING JIGSAW TECHNIQUE FOR IMPROVING READING SKILLS OF THE TENTH GRADE STUDENTS OF SMAN I PARAKAN
Rahajeng, Dian Titi · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
This action research is aimed at improving reading skills of the tenth grade students of SMAN I Parakan by using jigsaw technique. To achieve the objective, collaborative work involving me as the researcher, the English teacher and the students of class X-2 was done. The main subjects of this study were 31 students of class X-2 in the 2010/2011 academic year.
This study was conducted by the following procedures of the action research, i.e. planning, action, observation and reflection. Each cycle consisted of three meetings. The data of the study were gathered by employing various data gathering techniques such as questionnaire, field notes, observation’s rating scale, interviews and tests. The collected data included opinions, feelings, preferences and the reading tests’ result. The analysis of the data was done qualitatively and quantitatively.
Based on the research conducted, the use of jigsaw technique in this study successfully improved the students’ reading skills. It covered several reading comprehension skills, i.e. 1) find the general idea of the text; 2) find the main idea of the text; 3) find specific information from the text; 4) recognize the communicative functions of the text; and 5) Guess meaning from the context. The improvement can be seen from the increase of the students’ average reading test scores from 58.45 in the pre-test and 66.90 in the cycle I post-test to 75.69 in the cycle II post-test. The more significant improvement can be seen from the following t-test result. The first t-test (pretest paired with cycle I post-test) showed that the t-test (5,376) was higher than t-table (2,048). The second t-test (pre-test paired with cycle II post test) showed that the t-test (9,769) was also higher than the t-table (2,048). Furthermore, the findings indicated that jigsaw technique was effective in enhancing the students’ vocabulary mastery, motivation, involvement, interaction and cooperation. It was also effective in reducing the gap between the high-motivated students and the low-motivated students along with several accompanying actions such as applying question and answer activities, pointing the group leaders, giving time limitation to each activity and asking the students to bring dictionary.
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