Suggestion - CONCLUSION AND SUGGESTIONS - the influence of jigsaw technique toward reading

CHAPTER V CONCLUSION AND SUGGESTIONS

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.

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

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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.

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http://mindgatemedia.com/lesson/the-jigsaw-method-teaching-studentsto- teach-each-other/.Access on 25 March 2020, at 9.30 PM.

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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.

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99.

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Alfabeta, 2013, p.117.

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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?

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

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

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:

 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

Baik Siswa menemukan ide pokok pada setiap paragraph

Memuaskan Siswa menemukan ide pokok pada beberapa paragraph

Kurang Siswa menemukan ide pokok hanya pada satu paragraph

Informasi detail Sangat baik Siswa mengetahui semua informasi detail pada text

Baik Siswa mengetahui semua informasi detail pada setiap paragraph

Memuaskan Siswa mengetahui semua informasi detail pada beberapa paragraph

Kurang Siswa mengetahui semua informasi detail pada satu

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

Pernah menunjukkan sikap bertanggung jawab 2 Tidak pernah menunjukkan sikap bertanggung jawab

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

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

LAMPIRAN

Dalam dokumen the influence of jigsaw technique toward reading (Halaman 57-79)