THE EFFECT OF JIGSAW TECHNIQUE ON READING NARRATIVE TEXT AT SECOND YEAR OF MTs RAUDLATUL ULUM KARANGPLOSO

Aprilin Prasilia

Abstract


The main purpose of this study was to find out whether the students who have been taught Jigsaw technique have better reading comprehension than those who have been taught by conventional technique.  Jigsaw technique is the specific cooperative learning technique which the group is divided into four-six persons in a group. It makes students focus on the learning material and they have to cooperate one another. Moreover, the conventional technique is the technique that is usually used in the reading class or the teacher does not use any treatment in the reading class. Narrative text is a literary text that tells a story to entertain or give view of live.

            This study used quasi experimental as the research design. The subject of this study was the second year students of MTs Raudlatul Ulum Krangploso. The sample of this study were VII A class as the experimental group and VII B class as the control group. Before giving the treatment, the researcher gave the pretest for both of experimental and control group to know the students reading comprehension ability. After giving the treatment for both group, the researcher gave the posttest for both experimental and control group to find out whether the treatment was effective or not.

The pre-test and the posttest were adopted from the students’ handbook. 20 items of questions multiple choices. In the pre-test, the mean score of experimental group was 53 and the mean score of the control group was 49. It meant that the ability of both experimental and control group was not significant different. Furthermore, the treatment was conducted three meetings for each group. In the post-test, the mean score of the experimental group was 79 and 60 for the control group. It meant that the experimental group had better ability in reading comprehension than the control group in the post-test. The result of final computing the post test score was Sig 2-tailed 0.004 and it was lower than the value of significance (0.005). Therefore, there was significance different between the pretest and the post test. Finally, the conclusion of this study was the teaching reading by using Jigsaw technique was more effective than using conventional technique. It could be seen from the mean score of the post test for both experimental and control group.

 

Keywords: Conventional Technique, Descriptive text, Reading Comprehension and Think Pair Share.

 


Full Text:

XML

References


Adams, Franciss Hull. 2013. Using Jigsaw Technique As an Effective Way of Promoting Cooperative Learning Among Primary Six Pupils in Fijai, International Journal of Education and Practice.

Ali, G., 2010. A comparative research on the affectivity of cooperative learning method and jigsaw technique on teaching literary genres, Educational Research and Reviews.

Anderson, M., & Anderson, K. 1997.Text Types in English 1, South Yarra, Macmillan.

Anderson, M., & Anderson, K. 2003.Text Types in English 2, South Yarra, Macmillan.

Arends, R., I., 2007. Learning to Teach 7th edition, New York, McGraw-Hill.

Carolyn, K., 1992.Cooperative Language Learning, Englewood Cliffs: Prentice Hall.

Goswami, J., & Mundy, M., A., 2012. Cooperative Learning In Distance Learning: A Mixed Methods Study,International Journal of Instruction.

Harmer, J., 1989.The Practice of English Language Teaching, Longman, New York.

Kessler, C., 1992.Cooperative Language Learning, Englewood Cliffs: Prentice Hall.

Lathief, Mohammad Adnan, 2016, Research Method on Language Learning An Introduction – By: Mohammad Adnan Lathief – 2ndEd,UniversitasNegeri Malang, Malang

Mikulecky, B., S., & Jeffries, L., 1998.Reading Power, Longman, New York.

Mikulecky, Beatrice S. and Linda Jeffries, Reading Power, New York: Longman, 1998.

Nassanius, Y., 2009. KonferensiLingustikTahunanAtma Jaya 7 Tingkat

internasional, Jakarta,PusatkajianBahasadanBudayaUnikaAtmajaya.

Parker, R, 1984, Small-group corporative learning in the classroom, Oreagon School Study Council Bulletin.

Richards, J., C., & Rodgers, T., S., 2001. Approaches and Methods in LanguageTeaching 2ed, Cambridge, Cambridge University Press.

Rubin, D. 1982.A practical approach to teaching reading, The Dryden Press, New York.

Rubin, Dorothy, A practical approach to teaching reading, New York: the Dryden press, 1982.

Sadker, M., P., &Sadker, D., M., 2005.Teachers, Schools, and Society: Seventh edition, New York, McGraw Hill.

Sahin, Abdullah. 2010. Effect of Jigsaw II technique and academic achievement and attitudes to written expression course. Educational Research and Review.Vol 5 (12)

Santi V. Buscemi, A Reader for Developing Writers, New York: McGraw-Hill Inc, 2002.

Scott, Sarah E. 2009. Knowledge for teaching reading comprehension Mapping the terrain. By A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy (Education) in the University of Michigan.

Sedat, M., 2010.The effect of jigsaw IV on the achievement of course of language teaching methods and techniques, Educational Research and Review.

Slavin, R., E., 1995.Cooperative Learning: second edition, Needham Heights: A simon and Schuster Company.

Slavin, R., E., 2009.Cooperative Learning Teori, RisetdanPraktik, Bandung, Nusa Media.

Wang, Tzu-Pu. 2007. The Comparison of the Difficulties between Cooperatives Learning and Traditional Teaching Methods in Collage English Teachers. The Journal of Human Resource and Adult Learning.Vol 3 (2)

Wishon, G., E., & Burks, J., M., 1980.Ley’s Write English Revised Edition, Litton Educational Publishing, New York.


Refbacks

  • There are currently no refbacks.