297
IMPROVING THE STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT BY USING CONCEPT ORIENTED READING INSTRUCTION AND JIGSAW STRATEGY
AT THE TENTH GRADE OF SMA YP PGRI MAKASSAR
Renita Luju¹, Rina Asrini Bakri², Lukman HB³
¹STKIP YPUP Makassar, Email: [email protected]
²STKIP YPUP Makassar, Email: [email protected]
³STKIP YPUP Makassar, Email: [email protected] ABSTRACT
The objective of this research was to find out the improvement of the students’ reading comprehension in narrative text by using Concept Oriented Reading Instruction and Jigsaw strategy at the tenth grade of SMA YP PGRI 2 Makassar. This research used pre-experimental method. The population of this research was the tenth grade of SMA YP PGRI Makassar in 2021/2022 academic year. The sample of this research was 20 students and used purposive sampling technique in one class. The result of data analysis showed that there was significance difference between the students’ score in pre-test and post-test of students reading comprehension, where the students score in post-test was higher than score in pretest (85.50>53.25) and the result of t-test was higher than t-table (9.873>2.093). Based on the result of this research, it can be concluded that by using Concept Oriented Reading Instruction and Jigsaw strategy can improve students’ reading comprehension at the tenth grade of SMA YP PGRI 2 Makassar.
Keywords: CORI; Jigsaw; Reading Comprehension
INTRODUCTION
English is a language that is used by many people in this world. That is why world decides English as an international language. In Indonesia, English is one of the important subjects that are provided in school curriculum. It means that every level is provided English subject, from kindergarten level until Senior High School and even to the university. The general goal of English subject is to increase students’ knowledge as a foreign language and help them interact with the foreign people. In English there are four skills should be mastered, they are Speaking, Listening, Reading and Writing. The students have to master these in order that they master English well.
Reading is one of the important skills in English which has an important contribution to the success learning language. Nuttal (1996) said that reading is an activity that essentially concerned with the transfer of meaning from mind to mind, a message from a writer to a reader. Reading needs comprehension to understand the content and get the new information of the texts. Reading is not an easy process because it involves the work eye and brain most to get information or message from the text. So that to make the students be able to read effectively, efficiently, and correctly, the teachers should be prepared good material in teaching English, especially in reading. It means that the teachers should use the good method when they are teaching in order to students will be easy to understand the subject.
Reading Comprehension is an active thinking process that depends not only on understanding, but also on students’ experience and prior knowledge that involves understanding vocabulary, organizing ideas, and enhancing student interest in reading books and literary words.
In learning English, students are expected to get some messages from their reading. Since it is generally learned from secondary level of education and higher education the students are expected in reading text as well as possible. However, in fact, many students have some problem in reading.
298 They still have low ability in reading, such as difficulties in understood the meaning of the text; they cannot comprehend the text well, and have difficulty in finding out the main idea of the text.
Based on the observation that researcher was done when doing Internship III at SMA YP PGRI 2 Makassar on August, 2021, the researcher found that there were some problems that she found during learning process especially in reading. The researcher found that the students had some problems which difficult in comprehend the text especially in narrative text; they were difficult in expressing an idea. The students were difficult to identify the main idea of the text, and they have difficulties to comprehend the generic structure of narrative text. The problem can be caused by several factors such as the student’s lack of vocabularies, background knowledge and low motivation in learning process. Therefore, the researcher offers CORI and Jigsaw strategy as the solution.
There are many ways in learning and teaching reading. Two of them are CORI and Jigsaw. CORI is a complex yet coherent instructional process for teaching students to use multiple comprehension strategies flexibly and interactively around text to increase self-regulated strategy use and student engagement or motivation to foster the learning of content. While Jigsaw according to Kagan (2001) is an effective strategy to use when you want to increase student’s mastery or a topic at hand, boost their concept development, enhance targeted discussion among students, and foster group project participation in learning. Therefore, this strategy would make students to develop their material and increase their ability to mastery about the text.
Based on the explanation above, the researcher was interested in conducting or having research that was improving the Students’ Reading Comprehension in Narrative Text by Using Concept Oriented Reading Instruction (CORI) and Jigsaw Strategy at Tenth Grade of SMA YP PGRI 2 Makassar.
METHODS
Research Method and Design
This research used a pre-experimental design with one group pre-test, treatment and post-test.
The students were given pre-test, treatment and post-test. The design was illustrated as follows:
O1 X O2
Pre-test treatment post-test Where: O1 = Pre-test
X = Treatment O2 = Post test Variable of the Research
There were two variables that were involved in this research, namely dependent variable and independent variable. Independent variable of this research was the use of CORI and Jigsaw in improving reading comprehension in narrative text, and the dependent variable of this research was the students’ reading comprehension.
Population of the Research
The population of this research was the tenth grade of SMA YP PGRI 2 Makassar in 2021/2022 academic year. The population consists of two classes. The total numbers of population were 40 students.
Sample of the Research
The researcher used purposive sampling in determining the sample. The researcher took one class of tenth grade of SMA YP PGRI 2 Makassar. The total numbers of samples were 20 students.
Instrument of the Research
The instrument of this research was reading test. The kind of the test was objective test in multiple choice forms. It would consist of pre-test and post-test.. Pre-test was given to determine the students’ prior knowledge in reading comprehension before CORI and Jigsaw was implemented.
299 While post-test was given after CORI and Jigsaw was implemented. It was given to know the students’ improvement be taught by CORI and Jigsaw strategy.
Procedure of Collecting Data
In collecting data, the researcher applied the following procedure:
1. Pre-test
Before giving treatment, the researcher gave the pre-test to the students that to determine the level of students’ ability and knowledge of Reading comprehension in narrative text before taught by using CORI and Jigsaw strategy.
2. Treatment
Treatment was the important process of this research in order to improve the students’ reading comprehension in narrative text. The researcher gave the hold of treatment for four meetings. The researcher gave the material about narrative text by using Concept Oriented Reading Instruction (CORI) and Jigsaw strategy.
3. Post-test
The post-test was given after giving the treatment; the students were given the reading test about narrative text to assess their reading comprehension in narrative text after the treatment by using CORI and Jigsaw Strategy.
FINDINGS AND DISCUSSION Findings
Based on the problem that had been discussed in the previous chapter, the objective of this research was to find out whether the students’ reading comprehension in narrative text at the tenth grade of SMA YP PGRI Makassar can be improved by the use of CORI and Jigsaw strategy.
Research findings examined the frequency and rate percentage of student performance, mean score of pre-test and post-test, standard deviation of scores of students, t-test value and hypothesis testing. The significance test that was meant to determine whether or not the mean of both pre-test and post-test scores was significantly different, which could indicate a significant improvement.
The researcher used the pre-experimental method in this research using the CORI and Jigsaw strategy and of this research displayed the presentation of the data that had been analyzed which took from one class that consisted of 20 students as a sample. These findings will be described below.
1. The Comparison Between Pre-test and Post-test
To know the significant difference between the score of students pre-test and post- test, in this part the researcher made some comparisons on the table and graphic.
Table 4.1 The Frequency and Rate Percentage of Students’ Pre-test and Post-test No Classification Score Pre-test post-test
(F) (%) (F) (%)
1. Excellent 90-100 0 0 9 45
2. Very good 79-89 2 10 8 40
3. Good 68-78 3 15 3 15
4. Fairly good 57-67 3 15 0 0
5. Fair 46-56 5 25 0 0
6. Poor 35-45 3 15 0 0
7. Very poor 0-34 4 20 0 0
Total 20 100% 20 100%
By looking at the data shown on the table, it can be known that there was significance improvement the students’ reading comprehension after applying Concept Oriented Reading Instruction (CORI) and Jigsaw strategy. It could be seen the students’ score in pre-test none of
300 students or about 0% was classified as excellent while in post-test, there were nine (45%) students classified got excellent or got score about 90-100. In pre-test, there were two (10%) student’s classified got very good while in post-test there were eight (40%) students classified got very good. In pre-test there were three (15%) students classified got good classification while in post-test there were also three (15%) students got good classification. In pre-test there were three (15%) students classified as fairly good while in post-test there was none student classified as fairly good. In pre-test there were five (25%) students classified as fair while in post-test, none student classified as fairly good. There were three (15%) students classified got poor and no one student got poor in post-test, and in pre-test, there were four (20%) students classified got very poor while in post-test, none of students classified got very poor.
Graphic 4.1 The students’ score classification in pre-test and post-test
Based on the graphic above, it can be concluded that the students’ highest classifications in pre-test was fair classification, it was presented in the graphic above that five (25%) of 20 students obtained fair classification. While, the highest classification in the post-test result was excellent, because there were nine (45%) students were categorized as excellent classifications. From the graphic above, it also presented that the students’ lowest classification in pre-test was very good classification, there were only two students were categorized as very good classification, three for fairly good, and three for poor, and four for very poor classification, but it also different from post- test, no more students’ were categorized as poor, very poor, fair and fairly good classification.
Although there were two (10%) students considered as very good and three (15%) students categorized as good classification in the pre-test, but there were significant changes in the post-test when the excellent was changed into nine (45%) students categorized as excellent classification, eight (40%) students classified got very good, three (15%) students classified got good classification and no more students were categorized as bad classifications. From the comparison graphic above, it can be concluded that there was a significant improvement in the result of the students in pre-test and post-test after care was offered to the students. It can also be concluded that in the tenth grade of SMA YP PGRI 2 Makassar can improve reading comprehension by teaching reading comprehension by using Concept Oriented Reading Instruction (CORI) and Jigsaw strategy.
2. The Mean Score and Standard Deviation of Pre-test and Post-test
After receiving pre-test and post-test score from the students, the researcher calculated the data by using SPSS 23 version to find out the mean score of the students. The following table described the mean score and standard deviation of the pre-test and post-test of the students with the total students was 20 students. Standard deviation showed the spread of each students
0 10 20 30 40 50
Excellent Very
good Good
Fairly good Fair
Poor Very poor
Pre-test and Post-test
Pre-test post-test
301 score from the mean. The table showed that the pre-test students’ mean score was 53.25 categorizing got bad classification, and in the post-test the students’ mean score was 85.50, categorizing got very good classification. While the standard deviation of the students in pre-test was 16.958 and the standard deviation of the students in post-test was 7.416. Based on the definition above, the difference between the participants’ mean score and the standard deviation between the participants’ pre-test and post-test score can be inferred. The students’ mean score improved from 53.25 in the pre-test to 85.50 in the post-test. Meanwhile, the standard deviation of the students’ score was increase which in the pre-test was 16.958 into the post-test was 7.416.
Table 4.2.The main score and standard Deviation of the students’ score in pre-test and post-test N Mean Std. Deviation Std. Error Mean
Pair Pre-test 20 53.25 16.958 3.792 Post-test 20 85.50 7.416 1.658 3. Test of Significant
The researcher tested the t-test in this research using the SPSS 23 version. It is to find out if there were significant differences between the pre-test and the post-test. If the result of the t- test value is greater than the t-table value, it will be rejected the null hypothesis and will be accepted the alternative hypothesis. To the contrary, if the result of the t-test is lower than the value of the t-table, the null hypothesis is accepted and the alternative hypothesis is rejected.
There are two variables in this research, they are pre-test and post-test. And then the significance level is (0.05) with the degree of freedom (df) = N-1, where (N) is the total respondent number. If the significance level of the value is greater than 0.05, this means that in pre-test and post-test there is no significance. In contrary, if the significance test value is less than 0.05, this means that the significance different between pre-test and post-test is improvement. The total respondent in this research were 20 students. It means that the degree of freedom of this research were 19.
And of course, the t-table value must 2.093.
Table 4.3 Test of Significance Paired Samples Test Paired differences
Mean Std.
Deviation Std.
Error Mean
95% Confidence Interval of the Difference
T df
Sig.(2- tailed) Lower Upper
Pair X1-X2
32.25 14.910 3.334 39.228 25.272 9.678 19 0.00
Table 4.3 above showed the result of the computation of the t-test of the students’ score of the pre-test and post-test including literal question. We could see that the significance (2-tailed) 0,00 was less than the significance level (0.05). This can be considered that there is a significant difference between the pre-test and post-test score of the students. And then the t-test value was (9.678). It could be concluded that t-table (2.093) was smaller than t-test value (9.037) of the
302 students reading comprehension improvement. The table also showed that the improvement score in pre-test and post-test was 32.250.
4. Hypothesis Testing
For the level of significance (P) = 0.05 and the degree of freedom (df) = 19, and the value of t-table was 9.673 in deciding whether or not there was significance different of students’
improvement was if the result of the t-test was higher than the value of the t-table, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Otherwise, if the result of the t-test was lower than the value of the t-table, the null hypothesis (H0) was accepted and the alternative hypothesis (H1) was rejected. Based on the above data, the t-test value (9.673) could be concluded to be higher than the t-table value (2.093). In other words, it could be said that 9.673˃2.093. It meant that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was significance different between the pre-test and posttest after teaching reading comprehension by using CORI and Jigsaw.
Discussion
In this part, discussion deals with the interpretation of findings associated with the using Concept Oriented Reading Instruction (CORI) and Jigsaw to improve students’ reading comprehension in narrative text at the tenth grade of SMA YP PGRI 2 Makassar. This discussion also deals with interpretation of the findings divided from the data analysis. The description of the data analysis collected through the test before and after giving the treatment in improving reading comprehension as explained in findings section showed the students’ English reading improved. The researcher used three steps in the data collection process in this research. It was pre-test, treatment, and post-test.
Based on statistical analysis of the research, the researcher found that the students score in pre-test and post-test was different. In table 4.1 of chapter four showed that the total of the students’ score in pre-test (X1) was 1.065 and the total students’ score in post-test (X2) was 1.710.
The gain of students score between pre-test and post-test (X2-X1) was 645 and square of gain (D2 ) was 25.025, it can be indicated that the students total score of post-test was higher than the students’ total score of pre-test after they had been taught by using Concept Oriented Reading Instruction (CORI) and Jigsaw strategy.
In the pre-test and post-test, it can be seen that from 20 students the minimum score in pre- test was 30 and in post-test the minimum score was 80. Meanwhile in pretest the maximum score was 70 and in post-test the maximum score was 95. The table also showed that the students mean score in post-test was 85.50 while in pre-test was 53.25. It can be concluded that the students’ score in post-test was higher than pre-test. It means that, there was improved students’ score in reading comprehension. From poor into good, it was signified that classification of students score was increasing and came into a better category score from poor to good. It also indicated that there was an improvement in students score.
To see if both mean score were significant different, we should look at the value of t-test and the t-table value firstly. Where the t-test value was 9.673 and the t-table value was 2.093. To get the result 2.093, formulated: df: N-1 where N was sample of student was 20-1=19. So we could look at table at point 19. From here, we can be seen that the t-test of value was higher than the t-table of value, which meant both mean score on significant different. It meant that students’ reading comprehension improved after being taught by using Concept Oriented Reading Instruction (CORI) and Jigsaw strategy.
Based on the description in this discussion, it can be concluded that the teaching of English especially teaching reading comprehension in narrative text by using Concept Oriented Reading Instruction (CORI) and Jigsaw as a strategy was better to be used because it had been proved from
303 the statistical analysis of t-test and the result showed that the students reading improvement was better than before. The data which obtained from the statistical analysis indicated that there was significant different between students reading comprehension before applying Concept Oriented Reading Instruction (CORI) and Jigsaw strategy and after being taught by using that method. It was showed that the null hypothesis (2.093) was rejected and alternative hypothesis (9.673) was accepted or based on the result, the researcher gave conclusion that using Concept Oriented Reading Instruction (CORI) and Jigsaw strategy in reading to improve the tenth grade students reading comprehension of SMA YP PGRI 2 Makassar was successfully applied.
The results of this research were supported with those of the previous study. There were some research findings that studied the same strategy to improve the students’ reading comprehension.
From the first researcher Lestari (2021) conducted a research entitled “The Use of Jigsaw Technique to Improve Students’’ Reading Comprehension at SMAN 3 Bulukumba.” The aimed of this research was to know the effectiveness in reading comprehension through the Jigsaw technique and to know any positive responses in reading comprehension in reading after using Jigsaw technique at eleventh grade of SMAN 3 Bulukumba. On her research concluded that using Jigsaw technique can improve students reading comprehension at the eleventh grade of SMA 3 Bulukumba.
The second research was by Nurainun with the title “Improving the Students’ Reading Comprehension in Narrative Text by Using Concept Oriented Reading Instruction (CORI) at Grade VII Private Islamic Junior High School Ali Imron Medan.” The aimed of this study was to improving the students’ reading comprehension in narrative text by using Concept Oriented Reading Instruction strategy. This research of this study was conducted by using Classroom Action Research (CAR). The result of this study concluded that using Concept Oriented Reading Instruction (CORI) strategy can improve the students’ reading comprehension.
Based on the result of the research findings above, the researcher can indicated that there was similarity and difference of the application Jigsaw between the first research finding and the researcher. The similarity was both the first research finding and the researcher used pre- experimental in collecting the data but in the first research, the researcher only used one strategy (Jigsaw) as a method in teaching reading comprehension, while the researcher in this research used two strategy as a method in teaching reading comprehension, it was the combination of Concept Oriented Reading Instruction (CORI) and Jigsaw strategy. Meanwhile, there was difference and similarity between the second research finding and the researcher. The researcher on the second research conducted qualitative research with classroom action research design, while the researcher conducted quantitative research with pre- experimental design and also the second research only used Concept Oriented Reading Instruction (CORI) as the method without combining it with the Jigsaw.
Based on the discussion and the result of students’ score above, it was found that the students’
reading comprehension in narrative text was gradually improved. It was showed that there was a good impact of Concept Oriented Reading Instruction (CORI) and Jigsaw toward the improving of students’ reading comprehension in narrative text. The students admitted that they were interested this method. They felt easier in analyzing and identifying the text of narrative. The students look motivated and confident in finishing the test. By considering the explanation above, the researcher concluded that the research was successful and the Concept Oriented Reading Instruction (CORI) and Jigsaw strategy can improve the students’ reading comprehension in narrative text.
CONCLUSION
Based on the findings and discussions of the data analysis in the previous chapter, it could be concluded that the result of the test that the students were taught using CORI and Jigsaw strategy has successfully improved the students’ reading comprehension in narrative text, and they got higher score in post-test than in pre-test. The total score in pre-test was 1.065 and the total score in
304 post-test was 1.710. The mean score of the students pre-test was 53.25, while in post-test were 85.50. For the level significance 0.05 and the degree of freedom (df) =19 and t-test value (9.673) was higher than t-table value (2.093). So the alternative hypothesis was accepted and the null hypothesis was rejected. It can be concluded that there were significance differences between the results of pre-test and post-test which indicated that using CORI and Jigsaw strategy could help the students to improve their reading comprehension. Furthermore, CORI and Jigsaw strategy improve reading comprehension at the tenth grade of SMA YP 2 PGRI Makassar.
REFERENCE
Aronson, E., et. al.1978. The Jigsaw Classroom. London: Sage Publication. (2008), The Jigsaw Classroom: A cooperative Learning Technique (online) di http://www.jigsaw.org/april.htm.12/4/2022
Azis, A. (2015). The Use of Concept-Oriented Reading Instruction (CORI) to Improve Teaching and Learning of Reading Narrative Texts to Grade VIIIB Students of SMP Islamic Center Siak.
English Department: Riau University. ELT. 3(1)
Gay, L.R.2012. Educational Research Competencies for Analysis and Application (Tenth Edition). New Jersey: Pearson Education. Retrieved on January 15th, 2021)
Guthrie, John. 2004. Motivation Reading Comprehension (Concept-Oriented Reading Instruction).
London: Mahwah, New Jersey.
Kagan, S., 2001. Kagan structures: Research and Rationale. Available from http://www.kaganonline.com/free_articles/dr_spencer_kagan/research_in_nutshell.p.
Kelly, M. 2019. 10 Strategies to Increase Student Reading Comprehension. Available on:
https://www.thoughtco.com/reading -comprehension-strategies-5752 . 21/3/2022
Khoiriyah (2010). Reading 1.Kediri: English Department Nusantara PGRI Kediri University Press.
Klingner, J. K., Vaughn, S. and Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guilford Press.
Lestari, A. W. (2021). The Use of Jigsaw Technique to Improve Students reading Comprehension at SMAN 3 Bulukumba (A Pre-Experimental Research).
Mikulecky. S. B. 2011:5. More Reading power3 Student Book: Third Edition. Pearson Longman. New York.
Nurainun (2017) conducted the research in title “Improving the students’ Reading Comprehension in Narrative Text by Using CORI at Grade VII Private Islamic Junior High School All Imron Medan.”
Nurbianta. (2018). Improving the Eight Graders’ Reading Comprehension Comprehension through Jigsaw Technique at SMP 1 PSKD.
Nuttal. (1996) Teaching Reading Skill in a foreign language. Oxford.
Patel, M. F. &. Jain, Praveen M. 2008. English Language Teaching, Jaipur: Sunrise
Slavin, R. E. (1995). Cooperative learning: Theory, research and practice. 2nd ed Boston: Allyn and Bacon.
305 Sustika, Y. (2017) conducted the research entitled “The Effect of Concept-Oriented Reading Instruction (CORI) on Students’ Reading Comprehension at the Eight Grade of Madrasah Tsanawiyah Negeri Binjai.”
Vongkrachang, S. (2015). CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students. PASAA, 49(2
306
