Peer Assesment Mean Score in Cycle 1 2 3
F. Suggestion
Based on the result of the study and conclusion, the researcher would like to suggest as follows:
78 a). To the teacher
They should enhance their ability in teaching English especially when he taught using flashcards to improve vocabulary mastery, so the students will remember the words easily. The teacher should teach vocabulary effectively. So, teachers‟ role in teaching learning process can influence students in improving their vocabulary mastery. Beside, the teacher asked the students to study English continually.
b). To the students
Student should always be active in teaching learning process and are not afraid of English lesson; students should study English continually in classroom and in their home.
When teacher teach vocabulary, the students should pay attention to the teacher‟s explanation.
c). To the researcher
It has been known from the result of the study using flashcards that it can improve the students‟ vocabulary mastery. Therefore, it is hoped that the result of the study makes the English teacher use an appropriate teaching mode of presentation on improving student‟s vocabulary mastery. Based on the explanation the researcher would like to suggest other researcher, the result of the study can be use as additional reference for further research with the different sample and occasions.
REFERENCES
Cross, David. 1991. A Practical Handbook of Language Teaching. London: Cassel.
Hatch, Evelyn and Brown, Cheryl. 1995. Vocabulary, Semantic, and Language Education.
Cambridge: Cambridge University Press.
Haycraft, Jhon. 1978. An Introduction to English Language Teaching. England: Longman.
Hopkins, David. 1993. A Teacher’s Guide to Action Research. Buckingham:
Open University Press.
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Edwards,Stephen. 2006. 50 Ways to to Improve Your study Habits. Kuala Lumpur: Golden Book Center.
Glolier. 1974.The New Glolier Webster International Dictionary of the English Language, New York, Glolier Incorporated.
Harmer, Jeremy. 2002. The Practice of English Language Teaching, England, Longman.
Hopkins, David. 1993. A Teacher’s Guide to Classroom Research, Philadelphia, Open University Press.
Nasr, Raja T. 1972. Teaching and Learning English. London, Longman group limited.
Richard, Jack C. 2001. Curriculum Development in Language Teaching. United States of America. Cambridge University Press.
Richard, Jack C. Charles Lockhart. 1994. Reflective Teaching in Second Language Classroom, United States of America. Cambridge University Press.
Scott, Wendy A. and Lisbeth H. Y treberg. 1990. Teaching English to Children, New York.
Longman.
Suyanto, Kasihani K. E., 2008. English for Young Learners, Jakarta, Bumi Aksara.
Thornbury, Scott. 1990. How to Teach Vocabulary, England, Longman.
Webster, Merriam. 1961. Webster’s Third New International Dictionary and Seven Language Dictionary. USA.
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THE IMPLEMENTATION OF USING JIGSAW TECHNIQUE IN TEACHING READING COMPREHENSION
(A Classroom action research in Tenth Grade at Madrasah AliyahMinhajutTholibin Jakarta) InayahTaslimah
1609067003 INTRODUCTION
There are many languages that are used in the world. One of them is English. English is one of the languages that is used in the world to communicate. Patel and Jain state, “The English language is the window which opens up the vast prospect of human achievement”1. It shows that English is an important trigger to achieve wider opportunities to live better. Furthermore, almost all countries have adapted English used as a compulsory subject in the school. English has four basic language skills. There are listening, speaking, writing and reading. Listening and reading are receptive skills, speaking and writing are deductive skills.
Reading is one of the most important skills in learning English. It means that it can give more knowledge and information from printed text. According to Brich and Rumelhart,
“Reading is an interactive process that takes place between the text and the reader‟s processing strategies and background knowledge”.2 The key terms of this statement are interactive process, reader‟s processing strategies, and background knowledge. Interactive process means the communication occurs between the writer and the reader where the reader understands the text well. Reader’s processing strategies means an action of method that the reader does in reading the text. Background knowledge means the information about the text that the reader has already known before. From those key terms, the writer summarizes that reading is communication between the reader and the writer where the reader has an action of method to read the text or to understand the text and it happens because the reader has already known the text well before.
Moreover, according to Nunan, “Reading comprehension is thus an interactive process between the reader and the text, in that the reader is required to fit the clues provided in the text to his or her own background knowledge”.3 It means that reading comprehension is about the understanding of what students read. It is a process of studying in order to get the idea and knowledge which the writer has already provided in the text. It is also called as an interactive process because it lets students work through a text interactively by constructing and reconstructing the ideas after getting more knowledge through the reading activity they carry out.
However, when the writer interviewed the English teacher at SMK PGRI 36 Jakarta about the students‟ reading comprehension, the teacher told the writer that the process of
1M.F. Patel and Praveen M Jain. 2008. English Language Teaching (methods, tools & techniques)Jaipur:
Sunrise Publishers & Distributors. p.10
2Kristin Lems, et al. 2010. Teaching Reading to English Language Learners. New York: The Guilford Press. p.33
3David Nunan. 2001. Second Language Teaching & Learning. Boston: Heinle&Heinle Publishers. p. 257
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comprehending a reading text was still problem for a student‟s especially at the 10th grade. Their unsatisfactory result of the student‟s reading comprehension might be caused by the following problems. Firstly, most students of SMK PGRI 36 still had low competence in those skills and low understanding of language components especially in reading comprehension. For them, reading is difficult and boring lesson. Secondly, they were difficult to find the message contain in the text because of the lack of vocabularies that they have. Thirdly, the text of the subject that they had was not up to date. Finally, a less effective of learning condition also caused them to get easily bored, and they did not get fun in learning activity. One of the reasons was the technique in teaching reading that could not make the situation effective and unsuitable to the purpose of learning.
To solve this problem, in the process of teaching and learning English, the teachers have to know the techniques to make the class activities more active and interesting. One of them is using cooperative learning. In cooperative learning, not only the teachers who participate in learning activities but the students also take the roles. Gillies, et al states, “Cooperative learning is widely accepted as a pedagogical practice that can be employed in classrooms to stimulate students‟ interest in learning through involvement with their peers”.4 It means that cooperative learning can make teaching and learning more active and interesting and also give students the responsible in learning activities. Cooperative learning has many types of techniques that can be used in teaching reading. One of the techniques is Jigsaw.
Jigsaw is one of techniques which is learned by grouping that can be used in teaching reading. Based on Orlich, et al, “Jigsaw technique is a method in which each member of the small group is given a specific peace of textual information”.5 It means that, by jigsaw technique, the students will not feel bored and the condition of learning in the classroom would be more effective. Students have the opportunity to teach themselves, instead of having material presented for them. The technique fosters depth of understanding. Each student has a chance to contribute meaningfully to discussion. Students can ask each group to discuss a follow-up question after individual presentation fosters real discussion.
Based on all explanations above, the writer intends to do the research about the application of jigsaw technique in teaching reading. Thus, the writer entitles the research as “The Effectiveness of using Jigsaw Technique in Teaching Reading Comprehension at the Tenth Grade Students of SMK PGRI 36 Jakarta at the Second Semester of 2016/2017 Academic Year.”
The Identification of the Problem
Based on the background of the study above, the problems can be identified into:
1. The student had low competence in Reading skill
2. The student had low understanding of language components
4R.M Gillies, et al. 2008. The Teacher Role in Implementing Cooperative Learning in the ClassRoom. New York: Spinger Science + Business Media, LLC. p. 239
5 Donald C.O, et al. 2010. Teaching Strategies A Guide to Effective Intruction. Boston: Wadsworth, Cengage Learning. p.263
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3. They were difficult to find the message contain in the text 4. They had lack of vocabularies
5. The text of the subject that they had was not up to date 6. They had less effective of learning condition,
7. They did not get fun in learning activity
The Limitation of the Problem
According to the identification of the problem, the writer limits the research on finding the effectiveness of using jigsaw technique in teaching reading comprehension at the tenth grade students of MA MinhajutTholibin Jakarta in Academic Year of 2016/2017.
The Question of the Problem
Based on the background of the study above, the problems can be identified into:
1. How does the implementation of using jigsaw technique for students‟ reading comprehension at the tenth grade students of MA MinhajutTholibinJakarta in Academic Year of 2016/2017?”.
2. Does jigsaw have any effects on students‟ understanding of implicit information in reading texts?
The Purpose of the Research
The main purpose of this research is to find out the empirical evidence whether using jigsaw technique can teach reading comprehension at the tenth grade students of MA MinhajutTholibinJakarta in academic year of 2016/2017