CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
B. Prerequisite testing analysis
The testing prerequisite analysis is carried out before conducting data analysis. The prerequisite used in this study is the normality test and homogeneity test. The result of analysis prerequisite test was presented as follows;
1. Normality test
66 77 88
0 2 4 6 8 10 12
31
A normality test is conducted to test whether all variables are normally distributed or not. The normality uses the Shapro-wilk formula in calculations using the SPSS 24.00 program because the samples were less than 50 students. To find out whether or not normal is if sig > 0.05 then it is normal and if sig < 0.05, it can be said tobe abnormal. The calculation results obtained are as follows:
Table 4.2
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
Reading comprehension
Pretest .214 20 .017 .869 20 .011
Posttest .263 20 .001 .800 20 .001
a. Lilliefors Significance Correction
Based on the table above, it showed that the signficance of pre-test result was > 0.05 while the post-testresult was < 0.05, by this case it can be concluded that the data groupare distributed abnormally.
2. Homogeneity test
After knowing the level of normality of the data, then the homogeneity test is performed. A homogeneity test is used to determine the level of variance similarity of the data. To accept and reject the hypothesis is by
32
comparing the sig on Levene’s statistic with 0.05(sig > 0.05). In this research, the researcher used SPSS 24.00 program todetermine the homogeneity.
Table 4.3
Test of Homogeneity of Variances
Reading comprehension
Levene Statistic df1 df2 Sig.
1.716 1 38 .198
Based on the table above, the significance is known as0.198 > 0.05, so that it can be concluded that the variance data of the pre-test and post-test are homogenous.
3. Hypothesis test
Based on the resultoof the normality test, the data was distrbuted abnormally. By considering that result, the hypothesis test used in this case was Wilcoxon test to know whether there is a significance different between the result before and after the treatment using jigsaw technique towards students reading comprehension. To find out whether there is a significance different or not is if Asymp. Sig < 0.05 then Ha is accepted and if Asymp. Sig
> 0.05 then Ha is rejected. The result of the hypothesis test is presented bellow:
33 Table 4.4
Wilcoxon Signed Ranks Test
Based on the calculation above, by looking at the Asymp. Sig (2-tailed) by using Wilcoxon test, the result was 0.000 < 0.05. it means that Ha was accepted. By that
Ranks
N Mean Rank Sum of Ranks
posttest - pretest Negative
Ranks 1a 4.50 4.50
Positive
Ranks 17b 9.79 166.50
Ties 2c
Total 20
a. posttest < pretest b. posttest > pretest c. posttest = pretest
Test Statisticsb
posttest - pretest
Z -3.600a
Asymp. Sig. (2-tailed) .000
a. Based on negative ranks.
b. Wilcoxon Signed Ranks Test
34
result, it can be concluded that there is a significnce influence using jigsaw technique towards students’ reading comprehension.
C. Dscussion
Based on those results above, the mean score of pre-test score (before treatment) was 63 and the mean score of post-test was 79. It showed that there is a significant differents between those two result and indicated that the use of jigsaw technique influence the students reading comprehension.
Based on the hypothesis test using Wlcoxon test, it can be seen that the asymp. Sig (2-tailed) was 0.000 < 0.05. it means alternative hypothesis (Ha) was accepted and nul hypothesis (Ho) was rejected. Thus, the it can be concluded that the jigsaw technique influenced students’ reading comprehension.
Furthermore, based on the result above, it proved that teaching reading using jigsaw technique can influence students reading comprehension. According to Aronson et al in Juhaendi, jigsaw is a cooperative learning strategy that enables each student of a home group to specialize in one aspect of a learning unit.44 By this technique students will be more active and the learning will be more effective
Moreover, the result of this research was in line with the result of the previous research by Restu Widoyoko who found a big the diffference of the students score
44Dzulfikar Akbar Juhaendi, “ The Use…,, p, 3.
35
improvement between experimental and control class. By looking at the score he concluded that learning using Jigsaw technique in teaching reading skill can increase reading comprehension ability.45 Comparing with the recent study, this previous study focus on the difference achivement between the experimental and control class before and after the treatment while the recent study focus on one class (only experimental class).
As the result of this research which found that there is a significance influence of using jigsaw technique towards students reading comprehension, this technique is very good to be applicated as a main teaching technique. Because of the implementation of this technique is very easy and make students more active in the classroom. By this technique, the students can keep their reading practice regularly.
45 Restu Widoyoko, “The Effect of..., p. 60
36 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was an experimental research which was conducted in the second grade students of MA Al-Jamil Bare Eleh. This research aimed to know whether there is a significance influence using jigsaw technique towards students reading comprehension. Based on the analysis using SPSS, the result of pre-test and post-test has a significance different with the sig. 0.000 < 0.05 which means that Ha is accepted. It can be concluded that the use of jigsaw technique significantly influence the students’ reading comprehension.
B. Suggestion
With the research finding in applying jigsaw technique towards students reading comprehension, the researcher offers his suggestion as follows:
1. The English teacher in MA Al-Jamil Bare Eleh especially at second grade (XI) grade should guide and make a good instruction and communication with the students in the class.
2. The students should pay attentions to what strategy that used in the class in orther to improve their reading ability.
37
3. The researcher hopes the students in MA AL-Jamil Bare Eleh at second grade (XI) grade always do the practice that have been teach by the teacher.
38 Reference
Annisa Ulfah, “The Effectiveness of Using Jigsaw Technique to Develop Students’
Reading Comprehension on Narrative Text Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta”, Thesis, English of Education Departement, Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta 2014, p. 36.
Burmaster, Reading: In Grades 3 through 8 and 10, Wisconsin: Department of Public Instruction, 2005, p. 3
Carnie, Instruction Reading, Columbus Ohio: Meril PublishingCompany, 1990, p. 30.
Carolyn Kessler, Cooperative Language Learning, New Jersey: Prentice Hall Regents, 1992, p. 137
Detty Varita, “Improving Reading Comprehension Through Literature Circles”, English Education Journa,Vol.8, No.2, April 2017 .p. 237.
Dzulfikar Akbar Juhaendi, “The Use of Jigsaw Technique in Improving Students’
Reading Comprehension”, Thesis, English Education Department Faculty of Language and Arts Education Indonesia University of Education, 2013, p, 1.
Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 4.
39
Gladstone C, “The Jigsaw Method: A Cooperative Learning Strategy”.
http://mindgatemedia.com/lesson/the-jigsaw-method-teaching-studentsto- teach-each-other/.Access on 25 March 2020, at 9.30 PM.
Grabe William, and Fredricka L Stoller, Teaching and Researching Reading. New York: Longman, p. 7.
Haris D.D. and Sipay, L, Teaching Reading Vocabulary New York: Holt Rinehart, 1980, p. 8
Haryanto, “Pengertian Model Pembelajaran Kooperatif Jigsaw”, from http://belajarpsikologi.com/model-pembelajaran-kooperatif-jigsaw/4. Access on 20 March 2020, at 03.20 AM.
Ika Kusriani, “Using Jigsaw Technique to Improve Reading Comprehension Skill at The Eight Grade Students of SMPN 3 Melati Yogyakarta in Academic Year 2012/2013”, Thesis, English Language Education Study Program, Faculty of Languages and Arts of State University of Yogyakarta 2013, p. 100.
Jeremy Harmer, How to Teach English, Kuala Lumpur: Pearson Education, 2007, p.
99.
R. R. Jordan, English for Academic Purposes, New York: Cambridge University Press, 1997, p. 143
Restu Widoyoko, “The Effect of Using Jigsaw Technique on Students’ Reading Comprehension Ability of SMK Muhammadiyah Bawang”, Thesis, English Education Department, Faculty of Language and Arts of State University of Yogyakarta 2013, p. 60.
40
Slomo Sharan, Handbook of Cooperative Learning Methods, Westport: Greenwood Publishing Group, Inc., 1994, pp. 35-36.
Snow and Catherine E, Reading for Understanding:Toward an R&D Program in Reading Comprehension, Santa Monica: RAND Education, 2002, p. 11 Stephanie, “Reliability and Validity in Research”, in
https://www.statisticshowto.datasciencecentral.com/reliability-validity- definitions-examples/, accessed on December 22, 2019, at 23.26.
Sugiyono, Metodelogi Penelitian Kuantitatif, Kualitatif Dan R&D, Bandung:
Alfabeta, 2013, p.117.
Suharsimi Arikunto, Prosedur penelitian: Suatu pendekatan praktik [Research procedure; A practical approach], Jakarta: Rineka Cipta, 2006.
41 APPENDICES
PRE TEST
The Lion and the Mouse
The Lion and the Mouse Mr. Lion was lying asleep when he was suddenly awaked by a mouse running over his face. The little mouse was being chased by a wild cat. “How dare you!” he roared, and raised his paw to kill the mouse. “Please, sir. Begged Miss. Mouse, “let me go, and one day I may do something for you in return. “You help me! Ha...ha..., “laughed Mr. Lion, but he let her go. One day, Mr.
Lion was caught in a net by hunters, “I can’t get out!” he roared angrily, “But I can help you,“ said a tiny voice. Then Miss. Mouse nibbled and gnawed the ropes until the lion was free. “There”, she said proudly, “if you had not let me go, I would not have found a way to help you. “Yes, you should thank her, Mr. Lion. She has saved your life”, said a monkey who was sitting on a branch of a tree.
Question
1. What is the main idea of this passage?
2. What is the authors’ purpose of this passage?
3. In your opinion, what do you understand about the text?
42 POST TEST
Prambanan Temple
This is the most famous and also the most magnificent of Central Java's temples or more precisely complex of temples. Situated about 15 kilometers from Yogyakarta, the top of the main shrine is visible from a great distance and rises high above the scattered ruins of the former temples. Prambanan is the masterpiece of Hindu culture of the tenth century. The slim building soaring up to 47 meters makes its beautiful architecture incomparable. Seventeen kilometers east of Yogyakarta, King Balitung Maha Sambu built the Prambanan temple in the middle of the ninth century. Its parapets are adorned with bas-reliefs depicting the famous Ramayana story. This magnificent Shivaite temple derives it name from the village where it is located.
Prambanan Temple is locally known as the Roro Jonggrang Temple, or the Temple of the "Slender Virgin", it is the biggest and most beautiful Hindu temple in Indonesia. The temple complex of Prambanan lies among green fields and villages. It has eight shrines, of which the three main ones are dedicated to Shiva, Vishnu and Brahma. The main temple of Shiva rises to a height of 130 feet and houses the magnificent statue of Shiva's consort, Durga. There are 224 temples in the complex;
three of them, the main temples are Brahma Temple in the north, Vishnu Temple in the south, and the biggest among the three which lies between Brahma and Vishnu temples is Shiva Temple (47 meters high).
Question
4. What is the main idea of this passage?
5. What is the authors’ purpose of this passage?
6. In your opinion, what do you understand about the text?
43
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MA AL-Jamil Bare Eleh Mata pelajaran : Bahasa Inggris
Kelas/Semester :XI / Genap Alokasi waktu :2 x 45 menit Materi Pokok : Narrative Text 1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
a. Memahami makna struktur dan bentuk bahasa dari teks narrative
b. Berdiskusi tentang berbagai informasi dalam suatu teks berbentuk narrative c. Mengungkapkan isi dari teks narrative dengan bahasa sendiri
2. Kompetensi Dasar
1. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative untuk berinteraksi dalam konteks kehidupan sehari- hari
2. Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari 3. Indikator
a. Memahami makna struktur dan bentuk bahasa dari teks narrative
44
b. Berdiskusi tentang berbagai informasi dalam suatu teks berbentuk narrative c. Mengungkapkan isi dari teks narrative dengan bahasa sendiri
4. Materi Pembelajaran
Narrative Text “Ramayana”
RAMAYANA
Along time ago, there was a king namely Rahwana. He was very rich and powerful, but he had no wife to accompany him in his life. He had a very big and beautiful palace. And in the other side, there was another king namely Rama. He had a very beautiful wife namely Shinta. One day, Rama wanted to hunt wild animals in the forest with his servant. He left her wife in the beautiful park behind the palace. He told Shinta not to go out from the magic circle he made on the ground. Rahwana knew that Rama had gone to hunt. He changed into a golden deer and came near Shinta. Shinta wanted to catch the deer and she got out the circle. Then Rahwana kidnapped her. He brought her to fly to his palace as his wife. Rama knew who kinapped her wife. He asked Hanoman to help him fight against Rahwana. Then he won the battle with the help of the king apes namely Hanoman. Finally, they live happily ever after.
5. Metode Pembelajaran
1. Pendekatan : Scientific approach 2. Model : Jigsaw
3. Teknik : Tanya jawab, diskusi dan presentasi.
45 6. Media/Alat,Bahan Dansumber Belajar
Media/alat : Papan tulis ,Board marker,Gambar,Leptop,internet.
Sumber ajar :
LKS bahasa inggris kelas X
7. Kegiatan Pembelajaran 1. Pertemuan ke-1
Pendahuluan (10 menit)
1. Guru menjelaskan struktur kebahasaan teks narrative
2. Guru memberikan contoh lain dari teks narrative 3. Guru memberikan teks narrative dengan tema
“Ramayana”
4. Guru memperkenalkan teks dengan menggunakan metode jigsaw
5. Siswa mengidentifikasi makna dari teks yang diajarkan
Kegiatan inti (65menit)
A. Elaborasi
Dalam kegiatan elaborasi:
1. Guru membagi siswa dalam lima kelompok 2. Guru menjelaskan strategi dari “Jigsaw
Technique” untuk digunakan dalam mempelajari teks narrative (preview, click and clunk, get the gist and wrap up)
3. Siswa bekerja secara berkelompok untuk mengidentifikasi teks dengan menggunakan strategy jigsaw
46
4. Guru menfasilitasi siswa untuk menyajikan hasil kerja secara berkelompok
5. Guru megevaluasi siswa dengan memberikan beberapa pertanyaan yang berhubungan dengan teks yang berjudul “Ramayana” Konfirmasi B. Dalam kegiatan konfirmasi:
1. Guru bertanya jawab tentang hal-hal yang belum diketahui siswa
2. Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan Kegiatan
penutup (15 menit)
1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
2. memotivasi siswa untuk belajar dengan giat
3. memberikan umpan balik terhadap proses dan hasil pembelajaran
8. Penilaian,Pembelajaran Remedial Dan Pengayaan 1) Teknik penilaian
a) Tertulis : membuat contoh teks memberi tawaran dan saran b) Unjuk Kerja
(Kinerja/performance):
Melakukan percakapan berisi ungkapan suggestion dan offering.
c) Penilaian sikap selama proses pembelajaran:
47
Sikap saat kegiatan diskusi
Sikap saat kegiatan kerja kelompok 2) Instrument penilaian
a. Teknik Penilaian : Unjuk kerja b. Bentuk : Tes tulis
Rubric Penilaian reading Aspek yang
dinilai
Kriteria Indikator Nilai
Ide pokok Sangat baik Siswa menemukan ide pokok pada teks bacaan dan setiap paragraph
4
Baik Siswa menemukan ide pokok pada setiap paragraph
3
Memuaskan Siswa menemukan ide pokok pada beberapa paragraph
2
Kurang Siswa menemukan ide pokok hanya pada satu paragraph
1
Informasi detail Sangat baik Siswa mengetahui semua informasi detail pada text
4
Baik Siswa mengetahui semua informasi detail pada setiap paragraph
3
Memuaskan Siswa mengetahui semua informasi detail pada beberapa paragraph
2
Kurang Siswa mengetahui semua informasi detail pada satu
1
48
paragraph
Aspek Sikap Aspek yang
dinilai
Kriteria Nilai
Sopan santun Sering menunjukkan sikap sopan santun 4 Beberapa kali menunjukkan sikap sopan santun 3 Pernah menunjukkan sikap sopan santun 2 Tidak pernah menunjukkan sikap sopan santun 1
Bertanggung jawab
Sering menunjukkan sikap bertanggung jawab 4 Beberapa kali menunjukkan sikap bertanggung jawab
3
Pernah menunjukkan sikap bertanggung jawab 2 Tidak pernah menunjukkan sikap bertanggung jawab
1
Jujur Sangat sering menunjukkan sikap jujur 4 Beberapa kali menunjukkan sikap jujur 3 Pernah menunjukkan sikap jujur 2 Tidak pernah menunjukkan sikap jujur 1 Disiplin Sangat sering menunjukkan sikap disiplin 4 Beberapa kali menunjukkan sikap disiplin 3 Pernah menunjukkan sikap disiplin 2 Tidak pernah menunjukkan sikap disiplin 1 Percaya diri Sangat sering menunjukkan sikap disiplin 4 Beberapa kali menunjukkan sikap disiplin 3 Pernah menunjukkan sikap disiplin 2
49
Tidak pernah menunjukkan sikap disiplin 1
3) Remedial
Bagi peserta didik yang belum mencapai target pembelajaran yang nilainya kurang dari KKM, perlu diberikan kegiatan remedial.
4) Pengayaan
Bagi peserta didik yang telah mencapai target pembelajaranyang nilainya diatas KKM, perlu diberikan kegiatan pengayaan.
Mataram, 14 Oktober 2019
Guru Pamong Mahasiswa
Nasri, S.Pd Ahmad Gozali
NIM. 160107019
Mengesahkan, Kepala MA Aljamil
50 Muhammad Husni S.Pd.i
The score of the second grade students of the MA Al Jamil Bare Eleh in academic year 2020/2021
Pre-Test.
SNo Initial Name
Aspects
score Main
idea
Important detail
Understand content
1. AY 1 2 2 55
2. MR 2 2 2 66
3. MA 2 2 2 66
4. LMZ 2 2 1 55
5. AR 2 2 2 66
6. MAF 3 2 2 77
7. AF 2 2 2 66
8. BNR 2 2 2 66
9. DAH 3 2 2 77
10. HN 2 2 2 66
11. KAPS 2 3 2 77
12. NA 2 2 1 55
13. NM 1 2 2 55
14. VHS 2 3 2 77
15. YA 2 2 2 66
16. SR 2 2 1 55
17. NA 2 2 1 55
18. NK 3 2 2 77
19. SM 2 2 1 55
20. LR 1 2 1 44
Total 1276
Mean 64
51 Posst-Test
No Initial Name
Aspects
score Main
idea
Important detail
Understand content
1. AY 2 3 2 77
2. MR 3 2 2 77
3. MA 3 3 2 88
4. LMZ 2 2 2 66
5. AR 3 3 2 88
6. MAF 3 2 2 77
7. AF 2 3 2 77
8. BNR 3 3 2 88
9. DAH 3 3 2 88
10. HN 3 2 2 77
11. KAPS 2 2 2 66
12. NA 2 3 2 77
13. NM 3 3 2 88
14. VHS 3 3 2 88
15. YA 2 2 2 66
16. SR 2 3 2 77
17. NA 3 2 2 77
18. NK 3 3 2 88
19. SM 2 3 2 77
20. LR 3 2 2 77
Total 1584
Mean 79
52
LAMPIRAN
53
54
55
56
57