Improving Students' Reading Comprehension of Narrative Texts Through Jigsaw Technique in Class VIII A of SMPN I Bangkinang. To increase students' reading comprehension of narrative texts, the researcher conducted an action research in the classroom by applying the Jigsaw technique.
INTRODUCTION INTRODUCTION
Background of the Problem
In order to improve students' reading comprehension, the author used jigsaw technique in teaching reading as an implementation to improve. Jigsaw technique is also one of the cooperative learning techniques to solve students' problems in reading.
Identification of the Problem
Some reasons why the writer followed the narrative text in her research on Grade VIII A students of SMP Negeri I Bangkinang. Another reason why the writer followed the narrative text, because in the curriculum it should be presented to students of the second year of high school.
Limitation of the Problem
So it will be quite easy for the students to read and produce the simple text. To solve this problem, the researcher used puzzle technique developed by Aronson to improve students' reading comprehension of Narrative text.
Research Question
Narrative text was used, as it was a text for VIII. class of students.
Purpose of the Research
Significance of the Problem
Definition of the Key Terms
The purpose of reading is to understand the ideas and meanings of the text. Each home group reads the story in front of the class based on the components of Narrative text.
Review of the Related Findings
The result of the research showed that the jigsaw technique can increase students' motivation and increase learning achievement. She found that by using the jigsaw technique she could improve the speaking skills of students at Junior High School 1 Bukittinggi.
Conceptual Framework
Type of the Research
In support of the above statement, Johnson (2005) adds that action research in the classroom can be a process of studying a real situation to improve the quality of action and teaching. In this research, the researcher used the classroom action research method proposed by Kemmis and Taggart.
Location
We can conclude that action research in the classroom tries to find solutions in the classroom for the problems faced by teachers in their subject areas. Because this method has a systematic process and a clear purpose to improve the teaching and learning process in the classroom.
Participants
In addition, students in this class, based on the 2006 syllabus, learned about narrative text in the second semester.
Instrumentation
Students answer some questions that emphasized the generic structure of narrative texts and also the reading comprehension indicator of narrative texts. This kind of checklist was used to observe the application of the Jigsaw technique whether it has the necessary requirements or not.
MAIN ACTIVITIES
Procedure of the Research
Before the teaching learning process began, the researcher coordinated with other English teachers about the research plan. Sometimes the researcher also played some kind of game related to the topic with the students. In this activity, the researcher reflected on the basis of the observation whether the research is a success or not.
Based on the activities carried out for action research, the researcher collected data from tests, observation sheets, field notes and students' assignments. The researcher used some tests of reading comprehension of narrative texts to collect the data, after which the researcher examined them quantitatively. The researcher interviewed the students after cycling to know what factors can improve students' reading comprehension of narrative texts through Jigsaw technique.
Technique of Analyzing the Data
To ensure that the researcher had the observer's dated, organized notes, comments, and reflections. The researcher classifies the problems the students face from the observation checklist and the reading comprehension test. The researcher also classifies the technique used by the teacher based on the theory from observational checklist transcripts.
Description: After the researcher has read the data and written the important questions she was given, the researcher will describe what is happening in her research on the students' ability to read a narrative text using the jigsaw puzzle technique. In this research, the researcher would relate the jigsaw puzzle technique in reading narrative text with students' skills. After analyzing the data, the researcher took the next step, which was to write a report.
Finding
- To extent to which Jigsaw technique can improve students’ reading comprehension of narrative texts comprehension of narrative texts
To the extent that Jigsaw technique can improve students' reading comprehension of narrative texts comprehension of narrative texts comprehension of narrative texts. Based on the analysis of each indicator of reading comprehension of narrative text such as finding factual information, finding main idea, finding the meaning of vocabulary in context, identifying reference, making inference and identifying generic structure of narrative text, the students asked by the researcher to identify each indicator in the given text. Each meeting gave the researcher their task and at the end of each cycle the researcher gave their reading comprehension of narrative text test.
The data showed that the mean score in some indicator of reading comprehension of narrative text increased. The average scores of the students' reading comprehension of narrative text per indicators are shown in the following graph. The level of the students' reading comprehension of narrative text in each indicator can be illustrated in the following graph.
Chart 1. The Average Score of Indicators After Cycle 1
In addition to analyzing students' mean scores of the students' reading comprehension test of each indicator, the researcher also analyzed the students' reading comprehension test scores. The result of the students' reading comprehension text test after completing the first cycle can be seen in the following table. The Minimum Achievement Criterion (KKM) for reading is 7.5, this meant that students' reading comprehension scores of narrative text in cycle 1 could not reach the KKM and this was one of the considerations to continue to the next cycle as quantitative data.
The data showed the students' average score in each indicator of reading comprehension of narrative texts. The average score of the students' reading comprehension of narrative text for each indicator can be seen in the following graph. Compared to the first cycle, the students' score increased because in this cycle the researcher made some changes in the application of puzzle technique such as; changing the member of groups, gave the students reward, and gave more explanation, and also create a new atmosphere in teaching and learning process.
The Average Score of Indicators After Cycle 2
The mean score of students in identifying factual information was 75.7, while it was 71.2 in the first cycle. The mean score for finding the meaning of vocabulary was 79.1, while it was only 70.1 at the first cycle. The average score for identifying generic structure of the text was 79.2, while it was 68.2 at the first cycle.
The mean score of students in identifying factual information was 78.2, while it was 75.7 at the second cycle. Next, the mean score for importance of vocabulary was 81.5, while it was 79.1 at the second. Next, the average score for identifying reference was 78.4, while it was 75.4 at the second cycle.
The Average Score of Indicators After Cycle 3
In this cycle, the researcher analyzed the students' average score for each indicator of reading comprehension of the narrative text. Thus, we can conclude that the puzzle technique adequately improved the student's reading comprehension of the narrative text. After analyzing the data from the 2nd cycle, in order to determine the average score of the students on the reading comprehension test of each indicator, the researcher also analyzed the students' score on the reading comprehension test.
The above table shows that the average score of the students for reading comprehension of the narrative text test increased compared to the second cycle. It can be concluded that the students' reading comprehension of narrative text can be improved by applying the Jigsaw technique. The figure showed that students' reading comprehension of pre-Jigsaw implementation, cycle 1, cycle 2, and cycle 3 narrative text increases.
The Improvement of Indicator Score after Cycle I, Cycle II, and Cycle III
- The Factors that influence the changes of students’ reading comprehension by applying Jigsaw technique applying Jigsaw technique
- Discussion
- Conclusion
- Implication
- Suggestion
In short, the application of Jigsaw technique in teaching reading comprehension of narrative text can be better used to improve students' comprehension of narrative texts. However, the researcher concluded that the students did not have problems in the features of narrative texts. As a result, it can influence students to improve their understanding of the narrative text through the jigsaw technique.
Based on the analysis of the data conducted during the three cycles, the researcher found that the application of the jigsaw technique in teaching reading comprehension of narrative texts can improve students' comprehension of narrative texts. In other words, the Jigsaw technique is effective in improving students' comprehension of narrative text. Based on the observation checklist, students were active while teaching and learning reading comprehension of narrative texts through jigsaw technique.
Shortly, the queen’s dream became reality, she delivered a beautiful baby girl
Questions
All student1 reading orientation all student2 reading complexity 1, all student3 reading complexity 2, all student4 reading resolution. In this step, the researcher will only assign the task to each of their members before they work in the expert group. This means that all students1 in group A, B, C, D and E with the same segment will meet together.
When students return to their home group, they must teach each member of the group their segment. The researcher will ask the students to design an activity that would synthesize the information the students learned in the four paragraph segments.
LESSON PLAN (CYCLE II) LESSON PLAN (CYCLE II)
The man was thrilled to have the smartest parrot, but he couldn't understand why the parrot wouldn't say Catano. The man tried to teach the bird to say Catano, but the bird kept not saying the word. At first, the man was very kind to the bird, but then he became very angry.
Then the man got so angry and called out to the bird again and again; "Say Catano or I'll kill you". One day, after he had tried so many times to get the bird to say Catano, the man became very angry indeed. What did the man do to the bird when the bird could not say Catano.
Questions
Stage III : Closing
LESSON PLAN (CYCLE III) LESSON PLAN (CYCLE III)
The next day, when the five-footed bear was looking for meal, the rabbit helped
Questions
The teacher asks some questions related to the topic they are going to discuss.
