CHAPTER I INTRODUCTION INTRODUCTION
B. Review of the Related Findings
There are some related studies that have been done by many researchers about reading.
The relationship of applying the jigsaw technique to improve students reading comprehension could be seen from the related findings. Triono (1994) in his reasearch about The influence of jigsaw technique to the result of social study at SMAN 1 Pamulang. He found that using the students’ own speaking for jigsaw is one way that
teacher can achieve a more learner- centre. At that time, he was successfull to develop students’ skill and also he was able to make students become interdependent. The relationship between researcher’s research with Triono is that the researcher also will use jigsaw technique. But, the researcher has different level of students in conducting her research with Triono. In his research, Triono wanted to see the influence of jigsaw technique to the students’ result in social study, while the researcher wants use jigsaw to improve her students’ reading comprehension of narrative text. Triono conducted his research in senior high school, but the researcher will conduct her research in junior high school.
Purnomo (2001) in his research about the Influence of Jigsaw Technique to the learning result of Social Subject in SMAN 3 Banyumas found that the result of students increase by using Jigsaw technique in the classroom. From Purnomo’s research, the researcher found that she will also use the same technique in her research. Purnomo has proven that jigsaw technique could make the learning result of students increased.
That’s why the researcher choose jigsaw technique to see wheter it can be useful in narrative text. The researcher has different level of students in conducting her research with Purnomo. Purnomo conducted his research in senior high school, but the researcher will conduct her research in junior high school.
Then, Kiptiyah (2004) also conducted her research by using jigsaw technique entitled The comparison of study between jigsaw technique and mental concept on electrolity solution and concept for tenth year students of SMAN 1 Kaliwungu. She
found that this jigsaw technique was better than mental concept. It is effective to improve students’ concept understanding. Kiptiyah’s research has similarity with the writer’s research, that is about the application of jigsaw technique. She found the benefit of jigsaw technique in teaching and learning at certain subject that is the comparison between jigsaw and mental concept. Then, the research above also have distinguished with the writer’s research. The writer will conduct a research to find out how well the use of jigsaw can improve students’ reading comprehension of narrative text at class VIII A of SMPN I Bangkinang.
Ardinur (2005) in his research about the implementation of jigsaw technique in learning mathematics at the third year students of SMPN 2 Probolinggo founded that the result of students’ post-test which was taught by using Jigsaw technique was more highest rather than the result of the test by using conventional method. Ardinur conducted his research for getting higher scores in the test, but the researcher will conduct her research to improve the teaching and learning process.
The research above has similarity with the writer’s research, that is about applying jigsaw technique in Junior High School. She found the benefit of jigsaw technique in teaching and learning at certain subject such as mathematics. In her research, the writer will conduct a research to find out how well the use of jigsaw can improve students’ reading comprehension of narrative text at class VIII A of SMPN I Bangkinang.
Next, Supriono (2006) conducted a research entitled The application of cooperative learning of jigsaw technique on civic study. The result of the research showed that jigsaw technique could grow students’ motivation and increase learning achievement. Based on the result of the research, jigsaw technique can be applied as one of alternative in carrying out the learning activities well. The above researcher, has proven that jigsaw technique could grow students’ motivation and increased learning achievement on civic study. Because of the above researcher used jigsaw technique and it is relate to her research, so the researcher also wants to use that technique in improving her students’ reading comprehension of narrative text at Class VIII A SMPN I Bangkinang.
The other research has been done by Fitriani (2007) in her research about The influence of cooperative learning type jigsaw technique in learning social in at class X SMAN 3 Surakarta found that obviously the situation in the classroom which is using Jigsaw technique get the highest result, positive relationship and psychology adaptation rather than the situation in the classroom which is full of individualize competion.
Although the researcher has differents level of students with Fitriani, but the researcher has the same situation with Fitriani’s research that is the researcher will conduct her research in the classroom.
As been done by Ferianty (2008) in her research about improving students speaking skill through Jigsaw Technique at Junior High School 1 Bukittinggi. She found that her students’ ability in speaking was not good and not all students participate
in the group. Then, after she applied jigsaw technique, the condition has changed. She found that by using jigsaw technique could improve students’ speaking skill at Junior High School 1 Bukittinggi. It is because teaching and learning process was more interesting and communicative.
The researcher sees that there is similarity between her research with Ferianty.
She is also conduct her research in the junior high school. But there is difference that Ferianty has conducted her research to improve students’ speaking skill but the researcher will conduct her research to improve students’ reading comprehension skill.
Those above researchers have proven that several techniques can improve students’ English reading comprehension skills. But the researcher could not find the research that conducts about the narrative text.
From the related study above, it could be concluded that Jigsaw technique can give contrbution to improve students’ reading comprehension skill in the classroom.
When teaching reading comprehension in the classroom, the teacher is as a facilitator must be able to facilitate the students to communicate and the classroom should be the learner- center. To sum up, jigsaw technique is effective to create and develop the students’ reading comprehension skill. That’s why the researcher also wants to conduct this jigsaw technique in her classroom.