357 A. Narrative Text
Narrative text is one of the most powerful ways of communicating with other. They not only understand the event, but they can almost feel it. The action, detail, and dialogue put the reader in these seem and make it happen for them. Moreover, narrative is a peace of text tell a story and doing so, entertain, or inform the reader or listener.
In curriculum 2004 narrative is defined a text which function is to amuse, entertain, and to deal with actual or various experience in different ways. Narrative deals with problematic event lead to a crisis or turning point of some kind in turn finds a resolution.
358 h) Students present his or her segment to the group. Other members are encouraged to
ask question for clarification.
i) The teacher needs to observe the process from group to group. Intervene if any group is having trouble such as a member being dominating or
disruptive. There will come a point that the group leader should handle this task.
Teacher can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.
j) A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count.
III. Research Methodology
This chapter discusses about the method and the procedure to answer the problem of this research. Methodology is a specific set of procedure of researching. It explains the design of the research, the subject of the research, the object of the research, the technique of collecting data and the technique of analyzing data (Cohen et al 2007:96).
A. Research Design
This research is a quantitative research design. According to Cresswell (2009:48),
“Quantitative research is an approach for testing objective theories by examining the relationship among variables.” These variables, in turn can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures. This research is conducted by using experimental research. According to Cohen (2007:272), the essential feature of experimental research is that investigators deliberately control and manipulate the conditions which determine the events in which they are interested, introduce an intervention and measure the difference that it makes.
B. Technique of Collecting Data
In conducting the test, there are three steps applied: doing pre-test, treatment and doing post test.
- Pre-test
The writer does the pre-test when the teacher for the first time entered the class. It is aimed to know the students ability in material of teaching reading comprehension which given by the researcher. It is doing for experimental group and for control group.
- Treatment
The treatment gives to both experimental group and control group. X PMIA-5 as the experimental group is gives reading comprehension material but by using Jigsaw technique, and X PMIA-2 as the control group is the group which receive the treatment by using conventional technique. Both of experimental group and control group give same material.
- Post-test
Post-test is done in order to know the changeable on students reading comprehension material in teaching reading without Jigsaw with teaching reading comprehension using Jigsaw. It is to know the improvement of the students.
C. Technique of Analyzing Data
The data is quantitative in nature. The data collected is aimed at describing the changes after the action. To get those data, the following data techniques is employed:
1. After the researcher gets all the students scores from the pre-test and post-test in experimental group and control group, the writer calculates the total scores of pre-test and post-test from each group. The writer calculates means of pre-test and post-test from each group.
359 The Formula (mean) : X = ∑
The researcher finds the highest and lowest score from each groups. And the researcher makes the conclusion.
2. The researcher analyses the level of ability of the students in experimental group and control group by calculating the raw score of students in experimental group and control group. To know the level ability of the students from both groups, the researcher uses the criteria of each group.
The formula : (SD) : S = {( ∑( ) )( ) } Note : SD = Standard Deviation
N = Number of Sample X = Score
So, the researcher concludes the level ability of the students.
3. The researcher calculates the means of experimental group (My) and control group (Mx). The researcher also calculates the standard deviation of experimental group (dy) and the standard deviation of control group (dx).
4. Testing the T-Test formula. The T-Test formula is uses to find out T-Count. The form : =
∑ ∑
Note : Mx = Mean of control group My = Mean of experimental group
dx = The standard deviation of control group dy = The standard deviation of experimental group Nx = Total sample of control group
Ny = Total sample of experimental group IV. Finding and Discussion
A. Research Findings
Research findings were the conclusion of the research result with data shown. After the researcher treated the data and verified the hypothesis, then the researcher came to the research finding. It was important as adequate exposition of the purpose of the study being reported and the chapter topic involved. The researcher found that:
1. The effect of Jigsaw technique to the students’ ability in comprehending narrative text at grade ten students of SMA Negeri 2 Pematangsiantar, the students were able to comprehend the text.
2. The use of Jigsaw technique had an effect in comprehending narrative text at grade ten of SMA Negeri 2 Pematangsiantar. The result of analyzing data, the score of t-test was higher than t-table (5.26> 1.66). It means there was a significant effect of using Jigsaw technique in comprehending narrative text at grade ten of SMA Negeri 2Pematangsiantar.
3. The researcher found that by technique teaching English by using Jigsaw technique, the students begin to interest in English. It can be seen that language learning is hard task that can make frustrating but by Jigsaw technique the students can express their idea freely, and using their background knowledge in study English.
4. Jigsaw technique well behaved in classroom activities, which the students are motivated to learn, because this technique invites the students to user brainstorming when reading.
360 5. The researcher found that the all the students in experimental group are active in teaching learning process. While in control group just the smartest students in that class who are active.
B. Discussion
The purpose of this research was to find out whether teaching by using Jigsaw technique was more significant than without using Jigsaw technique to the students’ ability in comprehending narrative text. From the result that the researcher got after doing the research it could be concluded that Jigsaw technique was suitable as the teaching technique for the students especially in teaching reading comprehension in narrative text. It could be seen from the score that the students got in experimental group was higher than the students in control group. This technique was suitable to increase students’ comprehending in comprehend the text well. In experimental group using Jigsaw technique, the students were more active and they can share their feeling, idea, and arguments when completed their task that had given by the researcher. By using Jigsaw technique, every student had the chance to give their idea and if there were the students did not understand about the lesson the other students in that group must helped them. During the activity, the students needed to discuss certain on topics in a group. Each student should share their ideas when doing the work in group. However, when they already used their opportunity to speak, they needed to be patient and turned to listen the others members’ ideas. Before using this technique the student difficult to understand the text and they were difficult to get the meaning from the text. It indicated that by applying Jigsaw technique, the students’ reading comprehension had improved and the problem of students in reading comprehension had been solved.
V. Conclusion
Jigsaw technique taught to grade ten at SMA Negeri 2 Pematangsiantar has significant effect to the students ability in comprehending narrative text. It could be seen by the score of the students who taught by using Jigsaw technique was higher than without using Jigsaw technique. The students who were taught by using Jigsaw technique are more active, because they study actively to read a narrative to solve their problem. They struggled to comprehend the material. To make the students enjoy learning English, the teacher should find out the suitable technique to teach the students, so that the students could increase their ability in English lesson. To increase the students ability in comprehending narrative text, the teacher used Jigsaw technique because was a suitable technique that can be used to help the students are successful in their learning process.
References
Brassel, Danny.2008. Taking students beyond ordinary understanding to deep comprehension. Huntington Beach, CA 92649
Cohen, et. al. 2007. Research Methods in Education. USA and Canada: Taylor and Francis e-Library.
Cresswell, John. W. 2009. Research Design-Qualitative, Quantitative and Mixed Methods Approaches. USA: Sage Publication.
Kagan, S 2009. Cooperative Learning. San Clemente: Kagan Publishing Snow, Chaterine. 2002. Reading for Understanding. RAND
Slavin, 1982, Cooperative learning: Students Team. What Research Say to The Teacher.
Washington, D.C: National Education Association.
361 THE EFFECT OF SURVEY QUESTION READ RECITE WRITE REVIEW (SQ4R)
ON STUDENTS’ ABILITY IN READING COMPREHENSION
Sarah Sitompul
English Department of Nommensen HKBP University, Pematangsiantar, Indonesia
Abstract
This research examined the Effect of survey question read recite write review (SQ4R) on students’ ability in reading comprehension. This research design is quantitative research. The sample of this research is taken from two classes that consists of 60 students (30 students in experimental group in class IX1 and 30 students in control group in class IX2). After the data had been analyzed it was this covered that the effect of SQ4R on students’ reading ability was higher than traditional method. The mean of pre-test in experimental class is 41.3 and post- test is 80, The mean of pre-test in control class is 40.6 and post-test is 65.3. It means that the score of experimental group is more significant than control group.After analyzing the data, the writer concluded that survey question read recite write review (SQ4R) method could develop on students’ ability in reading comprehension.
Keywords: Effect, method, reading, recount text, SQ4R.
I. Introduction
According to Grabe (1988) cited in Villanueva (2006) stated that reading is essential to life. And reading with comprehension is the chief justification why we read, understanding what the text is all about. According to Dennis (2011) reading comprehension is a complex balance between recognizing printed symbols and interpreting the meaning behind the symbols.
Based on the writer’s observation in SMP N 1 Gunung Malela, students assumed that reading was very difficult. To get the reason why students assumed reading was difficult, the writer made a test to the students. From 2 classes in the third grade the writer took 1 class and gave the test to make a paraphase from the text. The class consisst of 32 students. From 32 students, some of students got low score. 7 students got 40 score, 10 students got 50 score and 8 students got 55 score. Some of students got 60 score. From the test, the writer assumed that the students got the low score because the students were not able to find the main idea of a text because they had less vocabularies, the students have poor of comprehension because they did not give a good attention when the teacher taught them. So, from the problem above the writer give a solution by using survey, question, read. recite, write and review (SQ4R).
To solve the problems above, the writer uses survey, question, read. recite, write and review (SQ4R). SQ4R method is an excellent method to use with textbook that provide a lot of' information and require the readers to learn material in depth. It is also teaming methods that enable to students to use their own background knowledge to understand and retain new content material. The method supposes to find out the topic sentence and the important things from a text in order to be able to remember the content of' the text in a long time. However, this study is primarily concerned with survey, question, read, recite, write and review (SQ4R) as the reading method on the students ability in reading comprehension.
362 II. Literature review