THE IMPROVEMENT OF STUDENTS’ READING COMPREHENSION
THROUGH JIGSAW TECHNIQUE
(A Classroom Action Research at the VIII G Grade Students of SMP Negeri
2 Adipala in Academic Year 2012/2013)
A THESIS
Submitted to the English Department as a Partial Fulfilment of the
Requirement for S.Pd Degree
By:
Ika Oktaviana Karimah
0801050045
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
APPROVAL
Title : IMPROVING STUDENTS‟ READING
COMPREHENSION THROUGH JIGSAW TECHNIQUE
Name : Ika Oktaviana Karimah
NIM : 0801050045
Faculty : Teacher Training and Education
Department : English
Thesis Supervisor : Dra. Titi Wahyukti,M.Pd.
Co-Thesis Supervisor : RinaAgustina, S.S., MApplLing TESOL
Approved by:
Thesis Supervisor Co-Thesis Supervisor
Skripsi Berjudul
THE IMPROVEMENT OF STUDENTS’ READING COMPREHENSION THROUGH JIGSAW TECHNIQUE
(A Classroom Action Research at the VIII G Grade Students of SMP Negeri 2 Adipala in Academic Year 2012/2013)
Yang dipersiapkan dan disusun oleh :
IKA OKTAVIANA KARIMAH 0801050045
Telah dipertahankan di depan Dewan Penguji pada tanggal 31 Agustus 2013 dan dinyatakan memenuhi syarat untuk diterima
sebagai kelengkapan persyaratan untuk mendapatkan gelar Sarjana Pendidikan Program Studi Pendidikan Bahasa Inggris
Pembimbing
Purwokerto, 31 Agustus 2013 Universitas Muhammadiyah Purwokerto Fakultas Keguruan dan Ilmu Pendidikan
Dekan,
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : IKA OKTAVIANA KARIMAH
NIM : 0801050045
Program Studi : Pendidikan Bahasa Inggris
Fakultas : Fakultas Keguruan dan Ilmu Pendidikan
penyusun skripsi dengan judul:
THE IMPROVEMENT OF STUDENTS’ READING COMPREHENSION THROUGH JIGSAW TECHNIQUE
(A Classroom Action Research at the VIII G Grade Students of SMP Negeri 2 Adipala in Academic Year 2012/2013)
menyatakan dengan sungguh-sungguh bahwa skripsi ini adalah hasil karya tulis
saya sendiri dan bukan buatan orang lain atau jiplakan atau modifikasi karya
orang lain.
Jika pernyataan ini tidak benar, maka saya bersedia menerima sanksi, termasuk
pencabutan gelar kesarjanaan yang sudah saya peroleh.
Purwokerto, 31 Agustus 2013 Yang menyatakan,
STATEMENT OF AUTHORSHIP
Hereby, I state that this is my original work to the best of my knowledge, except
as acknowledged in the text, and this material has not been submitted either
partially or wholly, for a degree at this or any other university.
Purwokerto, August 2013
ACKNOWLEDGEMENT
Asslamu’alaikum Wr.Wb
Alhamdulillahi Rabbil „alamin. Thanks to Allah SWT who has given
blessing and mercy so that the thesis as a partial fulfillment for requirements of
S.Pd. Degree of English Department, Teacher Training and Education Faculty,
Muhammadiyah University of Purwokerto could be finished. Secondly, the
grateful and respectful would like to express to Dra. Titi Wahyukti, M.Pd as the
first supervisor and Rina Agustina, S.S., MApplLing TESOL as the second
supervisor, who have guided, given helpful, given suggestion and corrected my
thesis to be better patiently.
Furthermore, for the English teachers at the eighth grade students in one of
Junior High Schools in Adipala, Gandhes Cukat Permati, S.Pd who have helped
and gave big support in collecting the data in this research. The lecturers in The
English Department such as: Mr. Agus, Mr. Pudiyono, Mr. Faisal, Mr.
Condro,Mr. Ambar, Mr. Ibnu, Mr. Eko, Mr. Suwartono, Mr. Saefur, Mr. Azies
and Mr. Joni, Mrs. Lely, Mrs. Tutut, Mrs. Rini, Mrs. Titi, and Mrs. Lutfi, for the
dedication in giving the knowledge to me. Then, for the Headmaster in one of
Junior High Schools in Adipala, Mursid Purwanto, M.Pd that has allowed
permission to conduct the research. Then, for all the eighth grade students,
particularly VIII G Class who have participated in the research. Finally, for my
beloved parent for the inspiration, motivation, advice and pray while finishing the
In writing this thesis, there are still many weaknesses, so any criticism and
suggestions from the readers are needed to make it better. It is expected that this
thesis will give valuable things particularly for educational field and also those
who are interested.
Wassalamu’alaikum Wr. Wb
Purwokerto, August 2013
ABSTRACT
THE IMPROVEMENT OF STUDENTS’ READING COMPREHENSION
THROUGH JIGSAW TECHNIQUE
(A Classroom Action Research at the VIII G Grade Students of SMP Negeri 2 Adipala in Academic Year 2012/2013)
By:
IKA OKTAVIANA KARIMAH 0801050045
The main objective of the research was to improve the reading comprehension of second grade students in VIII G SMP Negeri 2 Adipala using Jigsaw technique. The participants of this research were 35 students of second grade in VIII G class at SMP Negeri 2 Adipala. This action research was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. In collecting data, reading test as the quantitative data also observation and questionnaire as qualitative data were used. To support the qualitative data, interview to the
students was conducted to know the students‟ reading problems. The results of the
TABLE OF CONTENTS A. The Background of Research ... 1
B. Reasons for Choosing the Topic ... 3
C. Problem of the Research ... 3
D. Aim of the Research ... 4
CHAPTER II: LITERATURE REVIEW A. The Nature of Reading ... 5
1. Definition of Reading ... 5
2. The Importance of Reading... 6
3. Aims of Reading ... 7
B. Nature of Reading Comprehension ... 8
1. Nature of Reading Comprehension ... 8
C. The Nature of Jigsaw Technique ... 11
1. Definition of Jigsaw Technique ... 11
2. The Steps of Jigsaw Technique to Teach Reading ... 12
3. Advantages of Jigsaw Technique ... 13
D. Relevant Studies on Jigsaw Technique ... 13
E. Basic Assumption ... 15
CHAPTER III: RESEARCH METHOD A. Method Of The Research ... 16
B. Time and Place ... 16
C. The Subject of the Research ... 17
D. Research Designs ... 18
E. Techniques for Collecting Data ... 21
1. Test... 22
2. Observation ... 22
3. Questionnaire ... 26
4. Interview ... 26
5. Documentation ... 27
F. Techniques for Analysing Data ... 27
1. Qualitative Data ... 27
2. Quantitative Data ... 30
G. The Criteria of Action Success ... 32
H. Process of Data Validity ... 33
a. Planning ... 47
b. Acting ... 48
c. Observing ... 49
d. Evaluating ... 55
e. Reflecting ... 56
3. The Triangulation Data Results ... 56
a. Observation ... 57
b. Evaluation Test ... 62
c. Questionnaire ... 72
d. Interview ... 72
B. Discussion ... 73
CHAPTER V: CONCLUSION AND IMPLICATIONS A. Conclusion ... 80
B. Implications ... 81
REFERENCES
LIST OF TABLES
CHAPTER 3
TABLES
1. The Schedule of Research ... 17
2. Indicators of Teacher‟ Activity ... 23
3. Indicators of Students‟ Activities ... 24
4. Students‟ Observation Sheet ... 24
5. Teacher‟s Observation Sheet ... 25
6. Students‟ Questionnaire ... 26
7. Students‟ Interview Indicator ... 27
CHAPTER 4 TABLES 1. Teacher‟s Observation Result ... 39
2. Students‟ Observation Result ... 43
3. Students‟ Post – Test 1 Result ... 45
4. Teacher‟s Observation Result ... 50
5. Students‟ Observation Result ... 53
6. Students‟ Post – Test 1 Result ... 55
7. Recapitulation of Teacher‟s Observation ... 58
8. Recapitulation of Students‟ Observation ... 60
LIST OF FIGURES
CHAPTER 3
Figure
1. Kemmis and McTaggart Action research Model ... 18
CHAPTER 4 Figure 1. Triangulation Data... 58
2. The Graphic of Teacher‟s Activities... 59
3. Students‟ Activities... 62
4. Students‟ Improvement in Evaluation Test... 65
5. The Improvement of Students‟ Decoding Knowledge... 66
6. The Improvement of Students‟ Vocabulary Knowledge... 67
7. The Improvement of Students‟ Syntactic Knowledge... 69
8. The Improvement of Students‟ Discourse Knowledge... 70
9. The Improvement of Students‟ Readiness Aspect... 71
APPENDIXES
1. Appendix A
The Result of Students‟ Pre Test The Result of Students‟ Post – Test 1
The Result of Students‟ Post – Test 2
Students‟ Test Result
2. Appendix B
Students‟ Activity in cycle 1 Students‟ Activity in cycle 2
The Result of Students‟ Questionnaire Indicator
Questionnaire of Student‟s Perception Students‟ Questionnaire result
Students‟ Name List
3. Appendix C
Instrument Pre – Test
Instrument Post – Test 1
Instrument Post – Test 2
4. Appendix D
Lesson Plan Cycle 1 Action 1
Lesson Plan Cycle 1 Action 2
Lesson Plan Cycle 2 Action 1
