IMPROVING STUDENTS’ READI
NG COMPREHENSION THROUGH
JIGSAW TECHNIQUE IN SMP NEGERI 2 NGRAMPAL, SRAGEN
IN THE ACADEMIC YEAR OF 2011/2012
THESIS
Submitted to
Department Of Language Study
Post Graduate Program Of Universitas Muhammadiyah Surakarta
to Complete The One of Regulations for Master’s Degree in English Language Study
Composed by:
SUWANDI
NIM S 200090049
DEPARTMENT OF LANGUAGE STUDY
POST GRADUATE PROGRAM
UNIVERSITAS MUHAMMADIYAH SURAKARTA
v MOTTO
The mediocre teacher tells
Good teacher explains
Superior teacher demonstrates
Great teacher inspires
vi
DEDICATION
With very humble, the writer dedicates this thesis very specially to:
1. The parents for all their countless giving.
2. The wife, children and all of my families for the moral, spiritual and
financial support
3. All of the colleages.
vii ABSTRAK
Suwandi, S 200090049. Improving Students’ Reading Comprehension through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic Year of 2011/2012. Universitas Muhammadiyah Surakarta. Tesis. 2012.
Tujuan dalam tesis ini adalah 1) meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen dengan menggunakan jigsaw, 2) mengetahui efektivitas jigsaw dalam meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen, dan 3) mengetahui kekuatan dan kelemahan dalam meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen.
Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Lokasi penelitian ini di SMP N 2 Ngrampal Sragen, tepatnya kelas VIII/F. Subjek penelitian ini adalah siswa kelas VIII/F di di SMP N 2 Ngrampal Sragen pada tahun pelajaran 2011/2012 sebanyak 36 anak. Pengumpulan data dilakukan dengan observasi, wawancara, dokumentasi dan tes.
Hasil penelitian ini adalah 1) jigsaw mampu meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen, 2) efektivitas jigsaw dalam meningkatkan kemampuan membaca komprehensif pada siswa SMP N 2 Ngrampal Sragen, sangat tinggi, 3) kekuatan jigsaw adalah siswa menjadi aktif dan kerja sama dalam pembelajaran Bahasa Inggris. Sedangkan kelemahan jigsaw adalah bagi siswa yang kurang cerdas, belum ada kemampuan dalam mengikuti pembelajaran. Saran dalam penelitian ini adalah 1) guru seharusnya menggunakan berbagai metode pembelajaran sesuai dengan materi pelajaran dan fasilitas, 2) siswa seharusnya bekerja sama dan berdiskusi sesuai dengan materi pelajaran, mengajukan pertanyaan dan mengerjakan tugas.
viii ABSTRACT
Suwandi, S 200090049. Improving Students’ Reading Comprehension through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic Year of 2011/2012. Muhammadiyah University of Surakarta. Thesis. 2012.
The objectives of the study are 1) to improve the students’ ability in comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency by using Jigsaw, 2) to have the effectiveness of Jigsaw in improving the students’ ability in comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency, and 3) to have the strength and the weakness of Jigsaw in improving the students’ skill in comprehending reading texts at SMPN 2 Ngrampal Sragen Regency.
This is a Class Action Research (CAR). This research is held in the SMP N 2 Ngrampal, Sragen Regency, notably in class VIII/F. The subject is the student of class VIII/F in SMP Negeri 2 Ngrampal in the Academic Year of 2011/2012, as 36 persons. Collecting data are using observation, interview, documentation, and test.
The result of this research are 1) Jigsaw improved the students’ ability in comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency, 2) The effectiveness of Jigsaw in improving the students’ ability in comprehending reading texts at SMP N 2 Ngrampal, Sragen Regency was very high, 3) The strength of Jigsaw that the students become active and cooperative in learning English. Meanwhile, the weakness was incompetent for shabby students during learning English. The suggestion for this research are 1) Teacher could do learning with various methods according to the subject matter and the facilities, and 2) Students could cooperate and discuss about the subject matter, ask the questions and do the tasks.
ix
ACKNOWLEDGMENT
Alhamdulillaahirobbil’aalamiin, praise dan grateful to Alloh Swt. for al ot of graces and opurtunities so the writer is able to continue the study on the higher
education on Muhammadiyah University of Surakarta. In this study, the writer
composes the thesis with the titel ”Improving Students’ Reading Comprehension
through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic
Year of 2011/2012”. During following the education and composing this thesis,
the writer would like to thank to.
1. Prof. Dr. Bambang Setiaji, as the Head of Muhammadiyah University of
Surakarta, for the opportunity to follow this higher education on Education
Management Program of Postgraduate Program on Muhammadiyah
University of Surakarta.
2. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum., as the Directur of Postgraduate
Program on Muhammadiyah University of Surakarta, for the educational
services in following higher education on Education Management Program of
Postgraduate Program on Muhammadiyah University of Surakarta.
3. Prof. Dr Joko Nurkamto, M.Pd. as the First Counselor and Drs. Maryadi,
M.A. as the Second One for giving the guidances and directions during
composing this thesis.
4. All of the colleages in SMP Negeri 2 Ngrampal, Sragen.
5. All of the students in SMP Negeri 2 Ngrampal, Sragen
6. All of the lectures in Education Management Program of Postgraduate
Program on Muhammadiyah University of Surakarta who have accomplished
the knowledges.
ix
ACKNOWLEDGMENT
Alhamdulillaahirobbil’aalamiin, praise dan grateful to Alloh Swt. for al ot of graces and opurtunities so the writer is able to continue the study on the higher
education on Muhammadiyah University of Surakarta. In this study, the writer
composes the thesis with the titel ”Improving Students’ Reading Comprehension
through Jigsaw Technique in SMP Negeri 2 Ngrampal, Sragen in the Academic
Year of 2011/2012”. During following the education and composing this thesis,
the writer would like to thank to.
1. Prof. Dr. Bambang Setiaji, as the Head of Muhammadiyah University of
Surakarta, for the opportunity to follow this higher education on Education
Management Program of Postgraduate Program on Muhammadiyah
University of Surakarta.
2. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum., as the Directur of Postgraduate
Program on Muhammadiyah University of Surakarta, for the educational
services in following higher education on Education Management Program of
Postgraduate Program on Muhammadiyah University of Surakarta.
3. Prof. Dr Joko Nurkamto, M.Pd. as the First Counselor and Drs. Maryadi,
M.A. as the Second One for giving the guidances and directions during
composing this thesis.
4. All of the colleages in SMP Negeri 2 Ngrampal, Sragen.
5. All of the students in SMP Negeri 2 Ngrampal, Sragen
6. All of the lectures in Education Management Program of Postgraduate
Program on Muhammadiyah University of Surakarta who have accomplished
the knowledges.
Surakarta, August 2012
x CONTENTS
Tittle Page --- i
The Agreement of the First Counselor --- ii
The Agreement of the Second Counselor --- iii
The Statement of the Thesis Originality --- iv
Motto --- v
xi
C. Jigsaw --- 15
D. Genre and Narrative Text --- 20
E. Previous Research --- 23
F. Rationale (Theoretical Frame Work) --- 25
G. Hypothesis --- 27
CHAPTER IV RESEARCH RESULTS AND DISCUSSION OF THE FINDING
B. Discussion of the Research Findings --- 51
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion --- 58
xii
C. Suggestion --- 59
xiii
LIST OF PICTURES
1. Schema 2.1 The frame work of the research --- 27
xiv
LIST OF TABLES
1. Table 2.1. The kinds and characteristics of genre --- 21
2. Table 2.2. The subject in each cycle --- 27
3. Table 3.1. The schedule of research activities --- 29
xv
LIST OF APPENDICES
1. First Appendix. Learning Preparation on Pre Cycle --- 62
2. Second Appendix. Learning Preparation on The First Cycle ---- 64
3. Third Appendix. Learning Preparation on The Second Cycle -- 72
4. Fourth Appendix. Learning Preparation on The Third Cycle --- 80
5. Fifth Appendix. Groups Distribution --- 89
6. Sixth Appendix. The Result of Written Test --- 90
7. Seventh Appendix. Reading Texts on The First Cycle --- 91
8. Eight Appendix. Reading Texts on The Second Cycle --- 93
9. Ninth Appendix. Reading Texts on The Third Cycle --- 95
10.Tenth Appendix. The Instrument of Written Test on The First Cycle --- 98
11.Eleventh Appendix. The Instrument of Written Test on The Second Cycle --- 102
12.Twelfth Appendix. The Instrument of Written Test on The Third Cycle --- 106
