352 III. Research Methodology
353 5. After that, counting t-test to know the effect of using STAD to the students’ ability in
reading narrative text. The researcher uses t-test formula (Arikunto 2013: 354)
= Mx − My
∑ ∑
| | +
Note:
Mx : Mean of Experimental class My : Mean of control group
∑ : The standard deviation of experimental group
∑ : The standard deviation of control group Nx : The total sample of experimental group Ny : The total sample of control group.
IV. Findings and Discussion
The posttest was administered to both the experimental and the control groups where the experimental group had been taught reading by using STAD technique, and the control group had been taught reading using conventional method. The scores of the posttest were used to investigate the significant difference between the experimental and the control groups. The results of the posttest were statistically analyzed by using Independent Samples T-test to investigate whether the mean difference between the experimental and the control groups was significant or not.
In this research, the researcher formulated the null hypothesis (H0) that the use of STAD Technique is not significantly affect to the students’ ability in reading narrative text at grade ten of SMA KartikaPematangsiantar.(Ha) that the effect of STAD Technique is more significant than the effect of Conventional teaching method on students’ ability in reading narrative text at grade ten of SMA KartikaPematangsiantar. From the result of calculation, the total t-test obtained value of the research is 6.78 with degree of freedom (df) is (30 + 30) –2= 58 and level of significant 5% (0.05), so the value table of t-table is 1.67. It shows that t- obtained value is higher than t-table (6,78>1.67). Therefore, the Alternate Hypothesis (ha) is accepted and Null Hypothesis (ho) is rejected.
As stated previously, the objective of this research was to prove if the effect of using STAD Technique in teaching reading comprehension was more significant than with using Conventional method. In order to achieve the objectives of the research, the researcher did some steps to collect the data. The first step was administering pre-test to know students’
reading ability before being taught using STAD. Then, the second step given treatments to the students. The treatment here was teaching reading by using STAD. In this treatment, the researcher divided the students into a group. And every group work together with their teams and make their group must be master about the test that the researcher gave for them. After that the researcher gave them post-test.
Based on the result of the research, the researcher concludes that in teaching reading by using STAD technique in comprehending narrative text is more effective than with using Conventional method.Regarding on the result of data analysis, it is strongly related to some advantages served by using STAD. As the theory of this Technique has been discussed in chapter II. According to Slavin (1982:8) STAD is a teaching Technique of cooperative learning in which students are assigned to four or five member learning teams that are mixed in performance scores in the scoring system. The main idea behind STAD is to motivate students to encourage and other master’s skill present by the teacher. Using STAD can help teacher so that the students work together in achievement its objectives by upholding the
354 norms of the group, actively assist and motivate students to succeed to share passion and active role as a peer tutor to further enhance the success of group.
V. Conclusion
STAD technique taught to grade ten at SMA KartikaPematangsiantar 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 STAD Technique was higher than without using STAD Technique.The students who were taught by using STAD technique are more active, because they study actively to read a narrative to solve their problem. They struggled to comprehend the material. The result of t-test has proved the significant means of experimental class and control class. The result of t-test higher than t-table with the level of significant ά = 0.05, it is concluded that using STAD technique affect significantly to the students’ ability in comprehending narrative text.To make the students become enjoy in 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 STAD technique because was a suitable technique that can be used to help the students are successful in their learning process.
References
Alderson, J. Charles. (2000). Assessing reading. Cambridge: Cambridge University Press.
Arends, R. I. (2012).Learning to teach (Ninth Edition). New York: the McGraw- Hill Companies.
Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. (Edisi Revisi). Jakarta:
RinekaCipta.
Ary, Donald. (2010). Introduction to Research in Education : 8 th Ed. Singapore; Wadsworth Cengange Learning.
Brassel, D and R, Timothy. (2008). Comprehension That Works. Huntington Beach: Publish Corrinne Burton.
Cohen, et. All. (2007). Research Methods in Education. USA and Canada:Taylor and Francis e-Library.
Grellet, F. (1999). Developing Reading skills. Cambridge: University Press.
Kagan, S. (2009). Cooperative Learning. San Clemente: Kagan Publishing.
Nunan, D. (2005). Practical English Language Teaching: Young Learners. New York:
McGraw-Hill.
Patel and Jain, (2008). English Language Teaching. Jaipur: Sunrise Publisher and Distributor.
Pang, S. Elisabeth.(2003).Teaching Reading.International Academy of Education.
Sapir, Edward, (1921). Language An Introduction to The Study of Speech. New York:
Harcourt,Brace.
Slavin, Robert E. (1987).Cooperative Learning: Students Teams. What Research Says to The Teacher.2 ndEdition. Washington, D.C :National Education Association.
Slavin, Robert E. (1991).Student Team Learning: A Practical Guide to Cooperative Learning. 3rd. Washington, D.C :National Education Association.
Snow, Chaterine. (2002). Reading for Understanding. RAND
William, Grabe and Stoller.(2002). The Nature of Reading Abilities.Harlow: Pearson Education.
355 THE EFFECT OF JIGSAW TECHNIQUE TO THE STUDENTS’ ABILITY IN
COMPREHENDING NARRATIVE TEXT
Reni Farida Sihite
(English Department, Nommensen HKBP University, Indonesia) [email protected]
Abstract
The objectives of the research is to find out the effect of Jigsaw technique to the students’ ability in comprehending narrative text at grade ten of SMA Negeri 2 Pematangsiantar. The research design is quantitative research. The sample of this research is taken from two classes that consist of 72 students (36 students in experimental group in class X PMIA-5 and 36 students in control group in class X- PMIA 2). The researcher found that the mean of post-test in experimental group is 83.05 and the mean of post-test in control group is 74.02 and the researcher also found that t-test is higher than t-table. It shows that t-test is higher than t-table (5.26> 1.66). The conclusion is there was significant effect of Jigsaw technique to the students’ ability in comprehending narrative text. Jigsaw technique could develop the students’ ability in comprehending narrative text.
Keywords: Jigsaw technique, reading comprehension, narrative text
I. Introduction
Learning English in a foreign language is now one of the most important subjects.
Learning English is never considered an easy task, and some students struggle more than others. There are four skills that are needed to draw on specialized functional components within general language system, they are listening, speaking, reading, and writing.
Reading is one of language skills that should be mastered by the students. By reading students can add their knowledge and get much new information from the text. The point of all students’ problem in reading activities is about reading comprehension. The students get difficulty in comprehending the meaning and understanding the story of the text. This problem can be caused because students are slow reading. Students cannot recognize the words: get the main idea and specific information of the text.
Reading in English as a foreign language has some difficulties for the students. They have difficulties in phonetic, vocabulary, fluency and structures. Reading is a thinking process to get the comprehension. In order to get the comprehension, the readers should have prior knowledge about the text. If the students accustom to read lots of book, newspapers, magazines or novels, they will have much information in their mind as their prior knowledge.
According to Pang (1986:6), Reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. For the students of senior high school, reading comprehension is really an important matter. They usually learn many kinds of genre to determine the genre of the text. They have to read the text and comprehend it.
The researcher found, many students had the difficulties to comprehend the text, and they were very low in it. The researcher found some problems came from the teacher, the students, the facility of the school and the government. The teacher’s teaching way is another factor that makes the students fail in understanding the content of the text because the teacher
356 cannot create a good condition in the classroom activities. The common ways that the teacher uses in teaching reading is to ask the students to read the text individually, then read aloud the text and translate the sentences of the passage one by one. The teacher also just used an explanatory method in every schedule of subject. Explanatory method in which the teacher just explained the material of the study to the students without knowing the students understand or not about the lesson, sometimes the teacher explained the material just once and it made the students did not understand about the study and they felt bored in the subject.
The teaching learning processes only focused on the teacher and the learners did not pay attention to the teacher. Students just listen to the teacher’s explanation do some matters given by the teacher until the teacher gave a score for them and so on.
The students must be involved and active in the learning process for the effectiveness of learning and for getting the learning objective. Many reading strategies need to be used to make the students active in doing reading comprehension activity. There are many kinds of methods applied by English teacher in teaching English. Cooperative learning may be considerably more effective for the students than the attention of the teacher only in the class.
Kagan (2009:442) explained that there are some kinds of techniques in cooperative learning method, one of them is Jigsaw.
Jigsaw is the students work in small group without paying attention of gender, ethnicity, religion, and ability. Then in this team work format every student is forced to be active. Actually, group member can complete the students’ strength and weakness in learning English reading because each student has a different background and ability in learning.
II. Literature Review
1. Definition of Reading Comprehension
Literally, reading comprehension includes taking in ideas that is stated directly in a selection. The main ideas directly stated in the text. Reading comprehension is not a passive activity in which meaning “magically” appears once the reader the words in the text. Harris and Hodges in Brassell (2008:16) state Reading comprehension is the construction of the meaning of a written communication through a reciprocal, holistic interchange of ideas between the interpreter and the message. This definition also suggests that reading comprehension requires an action on the part of the reader. That action involves the use of the existing knowledge that the reader has on the topic of the text as well as the text itself in order to create meaning. The problem in reading comprehension is making meaning from the text. The problem is solved by the intentional action of the reader, which includes the purpose for reading as well as the ability to draw upon prior knowledge that is relevant to the text.
In classroom, in students’ reading activities, the writer is sure that they have many purposes, among others are to graduate from their school and to provide themselves with the knowledge to continue their study whatever their purposes are. In order to achieve the goal, the comprehension ability in reading is needed, reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material.
We define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. “Comprehension entails three elements: the reader who is doing the comprehending, the text that is to be comprehended, and the activity in which comprehension is a part includes by Snow (2002:11).” From the statement above it is important to bear in mind that reading is not an invariant skill. They are different types of reading skill that correspond to the many different purposes we have for reading.
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.