i
THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By :
Naajihah Mafruudloh
09360169
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG
THESIS
By :
Naajihah Mafruudloh
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
iii
THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG
THESIS
By :
Naajihah Mafruudloh
09360169
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
iv
This thesis written by Naajihah Mafruudloh approved on 28th October 2013.
By
Advisor II,
Santi Prastiyowati, S.Pd
Advisor I,
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MOTTO AND DEDICATION
“...Rabbanaa Atina Miladunka Rohmah, Wahayiklanaa Min Amrinaa Rosyada”
“... Wahai tuhan kami, berikanlah rahmad bagi kami dari
sisi-Mu dan sempurnakanlah bagi kami petunjuk yang lurus dalam urusan kami .” (Al – Kahfi :10)
DEDICATION: I dedicated this thesis to:
Allah SWT.
S.P”, My sisters and brother (Shaumi
Rizqi Maziida, Ahmad Firdaus Al- Amien, and Syifa’ Mujaahidah)
The English teacher of SMAN 9
Malang (Dra. Hj. Intyas Yanuartanti)
My beloved friends who always
support and help me (Siska
Prihayuniati and Triyadi Sadewo)
All my friends of English
Department 2009.
And for all who always pray and
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THE IMPLEMENTATION OF JIGSAW TEACHING TECHNIQUE FOR READING COMPREHENSION IN SMAN 9 MALANG
ABSTRACT
Reading is one of important basic language skills used by the speaker of certain language. The students often feel bored to understand the text and the class often makes them bored, because the teaching and learning process in reading comprehension subject are monotonous. Therefore, teachers need an appropriate technique like Jigsaw to avoid that condition. Jigsaw is one of cooperative learning method that will help the students gain the information not only by reading the text, but also sharing and discussing with their friends. Jigsaw consists of several groups, in which every group consists of several students who have various in ability, gender, religion and race.
The purpose of this study was to describe the implementation of
Jigsaw, the supporting factors in Jigsaw, and the teacher’s obstacles in
implementing Jigsaw. In conducting this study, the writer applied descriptive qualitative research as the research design because it described the phenomena that exist in the Jigsaw implementation. The data are collected in the form of words. The reseacher used observation and interview to gain the data.
Based on the result of data analysis, it was found that there were five steps in Jigsaw implementation. They were choosing material and topic, making lesson plan, organizing Jigsaw in classroom, giving quiz, and evaluating. There were also seven supporting factors in Jigsaw implementation and two obstacles faced by the teacher. The supporting factors were media, professional teacher, situation surround the class,
material, student’s level of comprehension, student’s motivation, and class management. The teacher’s obstacles were limited time and different level of
student’s comprehension. But, the teacher also solved the obstacles by
choosing the easy material and giving the motivation both to the upper and lower level students. To help the lower students, the lower students had to ask the material that they did not understand.
Keyword: (Implementation, Jigsaw teaching technique, Reading comprehension)
Advisor I The writer,
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ACKNOWLEDGMENT
Alhamdulillah wa syukurillah, all grateful prays to the great loving Allah
SWT, the almighty and the most merciful, for his gift to the writer in finishing the
thesis. My Lord sends salutations upon Muhammad SAW and upon the family of
Muhammad SAW.
The writer would like to express her deep appreciation and gratitude to Dian
Arsitades Wiranegara, M.Pd and Santi Prastiyowati, S.Pd their supervisor, for their
patience, willingness and invaluable guidance as well as suggestion for the
completion of this thesis writing.
The researcher dedicated her deepest and whole hearted gratitude to her
beloved mother, Anik Setiyawati,S.P, beloved father, Drs. Shodikin, M.Pd for their
love , support, and patience.
Finally, her deepest and special thank goes to all of her best friends whose
names cannot be mentioned here one by one, to all her friends in campus and many
people who know her, thank you very much. She will always remember you all the
time. May Allah bless you all, amin.
Malang, 28 October 2013
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CHAPTER II REVIEW OF RELATED LITERATURES 2.1 Reading ……… 8
x
CHAPTER IV FINDING AND DISCUSSION
4.1. General Description of the problem ... 34
4.1.1. The implementation of Jigsaw ... 34
4.1.2. The teaching aids that support Jigsaw ... 43
4.1.3. The obstacles in Jigsaw implementation ... 45
4.2. Discussion ... 46
CHAPTER V CONCLUSION AND SUGESTION 5.1. Conclusion ... 49
5.2 Sugestion ... 49
5.2.1. Sugestion for English teacher ... 50
5.2.2. Sugestion for further researcher ... 51 REFERENCESS
APPENDICES
1. Documentation 2. Materials 3. Draft Interview
4. Observation Checklist and Notes 5. Lesson Plan
6. Surat Pengantar Dinas Pendidikan Kota Malang
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APPENDICES
1.
Documentation
2.
Material
3.
Draft Interview
4.
Observation Checklist & Notes
5.
Lesson Plan
6.
Surat Pengantar Dinas Pendidikan Kota Malang
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REFERENCESS
Alderson, J Charles . 2000. Assesing Reading. UK: Cambridge University Press
Antoniou, Faye & Souvignier, Elmar. 2007. Strategy Instruction in Reading Comprehension : An Intervention Study for Students with Learning Diasabilities. Frankfurt: J.W. Goethe University.
Arends, Richard I. 2012. Learning to Teach. New York : The McGraw Hill Companies.
Aronson, E. 2000. Jigsaw reading. Social Psychology Network. (Retrieved from http//www.jigsaw.org/overview html. Accesed on 2/01/2013, 4:05 am)
Ary, Donald. 2010. Introduction to Research in Education. USA: Wadsworth.
Beare, Kenneth. 2003. Basic of Reading Skill.
(Retrieved from
http://esl.about.com/od/englishreadingskills/a/readingskills.htm. Accesed on 25/05/2013 9:07 am)
Gillies, Robyn M. & Ashman,Adrian F.2003. Cooperative Learning. London: Routledge Falmer.
Kabilan, Muhammad Kamarul., Seng, Mak Kem., & Kee, Ooi Ae. 2010. Reader Text Transaction in Text Comprehension. Gema online jurnal of language studies.
(Retrieved from
http://www.ukm.my/ppbl/Gema/GEMA%20vol%2010%20(3)%202010/pp%2012 7_142.pdf on 24/03/2013, at 1:03 am)
Kagan, Spencer. Kagan Cooperative Learning. 2009. Calle Amanecer : Kagan Publishing.
Kessler, Carolyn. 1992. Cooperative Language Learning. New Jersey : Prentice- Hall, Inc.
Lodico, Marguerite G., Spaulding, Dean T., & Voegtle, Katherine H. 2006. Metodhs in Educational Research. San Fransisco: Jossey – Bass.
Vasques, Ante., Hansen, Angela.,&Smith, Philip. 2010. Teaching Language Arts To English Language Learners. New York : Routledge.
1 CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement problems, purpose of the study,
significance of study, scope and limitation, and the definition of key terms.
1.1. Background of the Study
Language is an important value as the reflection of human creation and cultural
result in the world. Language is a part of a human living and could not be separated.
Language is also a tool for communicating one person to another person.
Today, most communication is done in English. English becomes an international
language which has an important role of communication in the world. People use English
both in orally and written form to describe politics, economic, social global issues, and
also education. As it takes role in the worldwide, many non- English speaking countries
teach and use English as a subject in schools. It is also used as an introductory speaking in
general subject. In non-English speaking country like Indonesia, English learner will get
many skills such as listening, speaking, reading, and writing. The goal of studying
English is for improving people‟s capability in English communication, in orally or
written form. One of the important skills is reading. Reading is „extracting information
from text‟ which perhaps goes a little way towards putting reading into a clearer
perspective but still ignores much of the problem (Smith, 1985 : 102).
Reading is one of important basic language skill used by the speaker of certain
language. The student often feels bored to understand the text and feel bored in the class,
because the teaching and learning process in reading comprehension subject are
2
In other hand, the students come from non English speaking background, the mostly
communicated with their own local language or national language. Besides, some of
students have low motivation to learn English, because they consider that English is one
of difficult subject. In this case, they must think hard to write, listen, read, and also speak
because English is not their first language.
It is well-known that teacher as the important or knowledge sources in the class. It
seems that the teachers only give some explanations about the material, and the students
listen to them. In fact a teacher is not always as a knowledge and information sources. In
teaching and learning process student‟s participation are also needed since from that way
the students will not only get knowledge from their teacher, but also they will develop
their ability and knowledge, especially in reading skill.
To make the student‟s participation increase, the teacher should have a good
method or teaching technique. According to Kagan and Olsen (in Kessler, 1992: 8),
cooperative learning is one of methods that help the student‟s participation increase.
Cooperative learning is group learning activity organized so that learning is dependent on
the socially structured exchange of information between learners in groups and in which
each learner is held accountable for his or her own learning and is motivated to increase
the learning of others.
In teaching reading comprehension, the teacher should have several good methods
and teaching technique to make the student‟s motivation and participation raise up.
Cooperative learning helps the students to be a cooperative person, especially with their
group partner, and avoid individually person. Jigsaw teaching technique is one of the
3
Jigsaw consists of several groups, in which every group consists of several
students who have heterogeneous in ability, gender, religion and race. Every member in
Jigsaw group has same important role, because their contribution will complete the task.
Every student in Jigsaw group also has same responsibility. Students also have to share
their knowledge and information to other member in their group, to solve the problems
that appear in the materials.
To solve the problem in students reading comprehension, the situation in the class
must be changed from a competitive atmosphere class into more cooperative one. It also
will make the student‟s motivation and participation increase. Therefore, it is very an
important thing that teacher will help the students more cooperative and active. The
implementation of teaching reading using Jigsaw is very important to discuss. The result
of research on using Jigsaw conducting by Kurnia (2007) at SMU 1 Situbondo showed
that the student‟s participation in the English Class increased. The implementation of
Jigsaw conducted by Ekawati (2010) also explained that the Jigsaw teaching technique
increased the students speaking ability.
Knowing the importance of Jigsaw technique, the researcher is going to know the
implementation of teaching reading using Jigsaw in SMAN 9 Malang. Since Jigsaw is
also one of cooperative learning method, it will help the students easier to comprehend
the reading text. Jigsaw also can change the class situation, from competitive class into
more cooperative one. Considering the statement above, the researcher is intended to
conduct a research with the title “The Implementation of Jigsaw Teaching Technique for
Reading Comprehension in SMAN 9 Malang”.
1.2.Statement of Problem
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1. How does the English teacher implement the Jigsaw teaching technique for Reading
Comprehension class?
2. What are the teaching aids that support Jigsaw teaching technique in reading
comprehension class?
3. What are the obstacles faced by the teacher in implementing Jigsaw for reading
comprehension?
1.3.Purpose of Study
Based on the statement of the problems, the purpose of the study can be stated as
follow:
1. To know how English teacher implements the Jigsaw teaching technique for reading
comprehensionclass.
2. To find the teachingaids that support Jigsaw teaching technique in reading
comprehension class.
3. To know the obstacles faced by the teacher in implementing Jigsaw for reading
comprehension.
1.4.Significance of the study
The researcher hopes this study will give contributions to:
1. For the Researcher
It can prove that teaching English by Jigsaw teaching technique as cooperative learning is
5 2. For the English teachers
It is hoped that the teachers are able to use Jigsaw teaching technique as cooperative
learning in English class as one of the ways to improve the student‟s participation and
student‟s reading comprehension.
3. For English learners
This study is expected to support the teacher to be more actively motivating their
student in their study, so that the students can be more active to learn English. The
students also will get direct information and share with the other students directly. Jigsaw
also helps the students more active and the student‟s participation increase.The learners
also know the steps in implementing Jigsaw and face some obstacles in implementing
Jigsaw by applying an appropriate strategy.
4. For English Department students
This research may inspire for the next researcher to hold similar topic in reading
Jigsaw teaching technique as a cooperative learning.
2. Limitation
The writer limits this study only about the teacher who teaches reading in English class at
SMAN 9 Malang.
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The following terminologies are widely used in this study, and to avoid the possibilities of
misinterpretation the researcher give the definition of each:
Implementation :The action that must follow any preliminary thinking in order
for something to actually happen. In an information technology
context, implementation encompasses all the processes
involved in getting new software or hardware operating
properly in its environment, including
installation, configuration, running, testing, and making
necessary changes (Rouse, 2007)
Reading Comprehension : Reading comprehension is the process of making meaning
from text. The goal is to gain an overall understanding of what
is described in the text rather than to obtain meaning from
isolated words or sentences. (Woolley, 2011)
Jigsaw : One of cooperative learning models of small heterogeneous
group work (Aronson, 2000)
Technique : Implementation which actually takes place in classroom – In
particular trick, strategy, or contrivance used to accomplish an
immediate objective. Technique must be consistent with a
method and, therefore in harmony with an approach as well.
