The title is "Jigsaw Technique in Teaching Reading (Quasi-Experimental Research at MTs Al-Madani Nurul Huda Ponorogo)". 13 Agustina, "The role of jigsaw technique in improving the reading comprehension skills of students in SMPN 3 Pasuruan" (Thesis, Universitas Merdeka Pasuruan, 2010). In the background of the study, the researcher talks about the reasons why the jigsaw technique is chosen as an alternative choice in teaching reading.
In limitation of the study, it focuses on the use of jigsaw technique as a means to compare the score of student's reading ability before and after using jigsaw technique in reading instruction. In statements of the problem, the researcher talks about the research questions about the effectiveness of puzzle technique in reading instruction. In the objectives of study, it talks about the purpose of this research according to the statement of the problems.
Theoretical Background 1. Teaching
Component of Teaching a. Lesson Plan
The success or failure of their teaching-learning activities is affected by their lesson plan. A lesson plan is designed to meet core competency that can be completed in one or more sessions. The competency standard is the minimum student proficiency qualification that illustrates the mastery of knowledge, attitudes, and skills acquired during each class or semester for each subject.
Teaching objective illustrates the process and the learning outcome achieved by the students in accordance with the basic competence. Method is used by teachers to create the teaching and learning process to enable the students to achieve the basic competence or a set of specified indicators. This activity is done at the beginning of the lesson and is intended to stimulate the students' motivation and to focus the students.
Reading
By reading, the reader will know what they are reading and be challenged to respond to the ideas of the writer. In order to understand the messages of the author, the readers must have the ability to read. The reader uses background knowledge, makes predictions and searches the text to confirm or reject the predictions made.
Interactive models: the reader combines elements of both bottom-up and top-down reading models to achieve understanding.25. The readers also use their background knowledge and make predictions to achieve understanding and the reader can also combine these models. Understanding (understanding) must be developed from the very beginning. a) Activate the reader's prior knowledge: Encourage students to activate his or her prior knowledge each time they read a new text.
Jigsaw Technique
The Jigsaw technique allows students to actively participate in the learning process because the Jigsaw is one of the cooperative learning techniques. The students work together without the teacher controlling their every move; they make some of their own learning decisions. While groups A and C are doing one task, the teacher can spend some time with group B who needs special attention.
The teacher is expected to give an individual test to each student, randomly survey students by asking one student to present his or her group's work orally to the teacher, observe each group and the frequency with which record each member's contribution to the group. s work,. 34 Jeremy Harmer, How to Teach English, An Introduction to The Practice of English Language Teaching, (England: Malaysia VVP, 1998), P. After the students have done/read and understood their task, they should go back to their home group / puzzle group and share their knowledge "Each student develops an expertise and has something important to contribute to the group".
In the jigsaw technique, each student participates and becomes an essential part of the class because they must be responsible for completing their task. For groups of four, the expert sheet consists of four questions each focusing on one of the four topics of the reading materials. Each member of each group is responsible for answering one of the questions on the sheet by reading the relevant passages in the reading materials.
When a problem arises, students must try to find their own solution before seeking help from the teacher. Then the students go back to the home group from the expert group to teach each other the things they discussed. Immediately after the test, members exchange their paper for grading, referring to an answer sheet provided by the teacher.
Each student's score is entered under the test score column on the group score sheet.
Previous Research Findings
Depending on the type of questions, it may not require a group consensus for the question being discussed. Teachers can conduct a short whole-class discussion after the teaching task has ended in all home groups. The purpose of the class discussion is to clear doubts, if any, as well as to provoke further discussion of the topic.
The title is "The improvement of reading comprehension through puzzle technique to the eighth grade students of SMPN 3 Bebandem in the academic year 2012/2013. The result of this research is that reading comprehension of the tenth grade students of SMPN 3 Bebandem can be improved by puzzle technique. The second is from Dian Nur Aini, the title is The Comparative Study between Jigsaw Learning and Lecturing Technique on Reading Comprehension Mastery for the Tenth Grade Students of MA AL MUKAROM Sumoroto Ponorogo in Academic Year 2009-2010.
The purpose of this study was to compare puzzle learning and the direct method for reading comprehension. In her research, students' reading comprehension using the puzzle learning technique is good and the average score achieved is 79.91. Based on the above two studies, the researcher concludes that the puzzle technique offers many advantages in the learning process, especially in learning to read.
Theoretical Framework X: Jigsaw Technique
Hypothesis
RESEARCH METHODS
- Research Design
- Population and Sample
- Instrument of Data Collection
- Validity and Reliability 1. Validity
- Normality and Homogeneity 1. Normality
- Technique of Data Collection
- Technique of Data Analysis
One of the most commonly used quasi-experiment designs in educational research can be stated as follows:41. The researcher chooses class VIII A as the experimental class and VIII B as the control group. In this step, the researcher performs some treatments on both classes; The experimental class uses puzzle technique and the control class uses conventional technique.
The research design that was used by the writer is adapted to the purpose of the study to know that teaching using the jigsaw technique affects the reading ability of students in the eighth grade of MTs Al-Madani Grogol Ponorogo students in the academic year 2015 /2016 finding the result of the "t" test between students who are taught using jigsaw technique and students who are not taught using jigsaw technique. In the written educational encyclopedia: a population is a group (or collection) of all elements that possess one or more attributes or interest.42 It means that the population is the entire subject on which the researcher can obtain data. According to the research design, the researcher takes two classes, one class for implementing Jigsaw technique and another for implementing conventional teaching.
Data is the most important thing in research, in order to get that data, the researcher must arrange the instrument and technique data necessary to collect data. The test is constructed by the researcher based on the standardized procedure for making tests. This means that the correctness of the assessment is called validity.47 Validity can be divided into four types, namely content validity, construct validity, predictive validity and concurrent validity.
To test the validity of the instrument in this study, the researcher used a type of construct validity. To measure the validity of the research instrument, the researcher placed the total sample of 20 respondents in students of class VIII A MTs Terpadu Bina Putra. Given its simplicity, testing the normality of the data is highly dependent on the ability to examine data when plotting the data. If the amount of data is large and the implementation is not 100% normal (not perfect), then the conclusions drawn are probably wrong.
According to Brown, a test is a method of measuring a person's skills, knowledge or performance in a certain field.52 The researcher used the test to get data results from the students, so it can be known the significant difference in the students who are taught by used the jigsaw technique and students. which are not taught using the jigsaw technique. Documentation is the technique of collecting data that is obtained from writings such as books, newspapers, opinions related to research.53 In this research documentation as supporting data include the history of the school, geographical location, vision, mission and purpose of the school. In this case, the researcher counts the data to answer the problem statement and tries to test the hypothesis.
RESEARCH RESULT
- Place and Time Research
- Data Description
- Procedure of Experiment
- Procedure of Control Class
- Data Analysis
- Discussion and Interpretation
It is used to measure whether the Jigsaw technique is successful or not in teaching reading. There is a pre-test, first and second treatment with the conventional technique and the last post-meeting test. To know whether the Jigsaw technique is effective or not for teaching reading, the researcher describes the data.
Ha : the data does not have a normal distribution. See the Kolmogrorov-Smirnov table with the standard signifier. Ho : Students who are taught using the jigsaw technique do not perform better in reading than students who are not taught using the jigsaw technique. Ha : Students who are taught using the jigsaw technique have better reading scores than students who are not taught using the jigsaw technique.
The discussion is used to answer the hypothesis that the Jigsaw Technique is effective in increasing the reading achievement of the eighth grade students of MTs Al-Madani Ponorogo in the academic year 2015/2016. Students who are taught using the jigsaw technique perform better in reading than students who are not taught using the jigsaw technique. Since the result of this research was effective, it is necessary to analyze the reasons why the Jigsaw technique is effective.
CLOSING
Conclusion
The use of jigsaw technique in the teaching of reading had also helped both the teacher and the students. It also helps the teacher to make a good teaching and learning process in the class, because each student has a role and more active in the classroom, to make their own comments about solving the task on their group to answer the question and make things done .
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