THE IMPROVEMENT OF READING COMPREHENSION BY USING JIGSAW TECHNIQUE (Classroom Action Research for the Tenth Grade Students of SMA N Gebog Kudus in Academic Year 2012/2013)
By Kukuh Nizar Nurvais NIM 2008-32-128
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
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THE IMPROVEMENT OF READING COMPREHENSION BY USING JIGSAW TECHNIQUE (Classroom Action Research for the Tenth Grade Students of SMA N Gebog Kudus in Academic Year 2012/2013)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment for Completing the Sarjana Progam in English Education
By KUKUH NIZAR NURVAIS NIM 200832128
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
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ADVISORS’ APPROVAL This is that to certify that the Sarjana Skripsi of Kukuh Nizar Nurvais (NIM: 200832128) has been approved by the skripsi advisor for further approval by the Examining Committee.
Kudus, 18 September 2012 Advisor I
Fajar Kartika, SS, M.Hum NIP. 0610701000001191 Advisor II
Dr. H.A. Hilal Madjdi, M.Pd. NIS. 0610713020001020 Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd NIP 19560619-198503-1-002
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Kukuh Nizar Nurvais (NIM: 200832128) has been approved by the Examining Committee as a requirement for the Sarjana Degree in English Education Department. Kudus, 10 January 2013 Skripsi Examining Committee:
Fajar Kartika, SS, M.Hum NIS. 0610701000001191
, Chairperson
Dr. H.A. Hilal Madjdi, M.Pd. NIS. 0610713020001020
, Member
Dra. Sri Endang Kusmaryati, M.Pd. NIS. 0610701000001009
, Member
Ahdi Riyono, SS, M.Hum NIS. 0610701000001191
, Member
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd NIP 19560619-198503-1-002 v
MOTTO AND DEDICATION
MOTTO Nothing is impossible Think, do and feel the results There is no perfect world, but do not feel like the worst
DEDICATION This skripsi dedicated to: His beloved parents (Suyoto and Endang Rahmawati) who always give their love, advice and pray for him. Thanks for all. His sister and young brothers “Yayan, Atif and Hanif” and family who always give support for him. All his friends who are always loyal to the hard and happy.
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ACKNOWLEDGEMENT
His special thanks must first and foremost go to Allah SWT the almighty and the merciful for blessing, health, miracle and inspiration given to his leading to the completion of this skripsi. Praise and invocation are also given to our prophet, Muhammad SAW, who is always his intercession in the end of the world. Therefore, the researcher would express his appreciation to those who have helped him, namely: 1.
Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education Faculty of Muria University.
2.
Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.
3.
Fajar Kartika, SS, M.Hum. as the First Advisor for his best suggestion, guidance, and motivation in finishing this skripsi.
4.
Dr. H.A. Hilal Madjdi, M.Pd. as the Second Advisor for her valuable help, guidance, correction and suggestion for the completion of this skripsi.
5.
Supriyono, S.Pd, M.Pd. as the Headmaster of SMA 1 Gebog Kudus, who permits him to conduct the research in his school.
6.
Rudiono, S.Pd. as the PIC of SMA 1 Gebog Kudus, who helps and facilitates him to conduct the research in his school.
7.
The English Teacher of class X4 of SMA 1 Gebog Kudus, Mr. Sugiyanto, S. Pd, thanks for his help, and all of the students of class X4 of SMA 1 Gebog Kudus for helping him in collecting the data.
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8.
His beloved parents (Suyoto and Endang Rahmawati) who always make him proud and spirit.
9.
His brothers, especially “Atif and Hanif”, thanks for support.
10. His family, thanks for support and affection. 11. His loyal friends (Anton, Vriska, Rindho, Yohan, Yendra, Qowi and Sakinah) thank for your help and motivation.
Kudus, December 18th, 2012
The Researcher
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ABSTRACT Nurvais, Kukuh Nizar. 2012. The Improvement of Reading Comprehension by Using Jigsaw Technique (Classroom Action Research for the Tenth Grade Students of SMA N Gebog Kudus in Academic Year 2012/2013). Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (i) Fajar Kartika, SS, M.Hum. (ii) Dr. H.A. Hilal Madjdi, M.Pd Keywords: Reading Comprehension, Jigsaw Technique Teaching English is one of the most important teachings in Senior High School because English is one of lesson in final examination in the last year of Senior High School. Therefore, all students have to master English well, especially reading comprehension. Reading comprehension has the biggest percentage in the examination. Although reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in the academic year 2012/2013 is categorized sufficient, but most of students still cannot reach the KKM (75). Therefore, researcher does research to improve the students’ reading comprehension. In this research, researcher uses Jigsaw Technique to improve reading comprehension of the students. Jigsaw Technique is one of instructional technique which provides opportunity for students to exchange information and work as a team. The objective of the research is to know if Jigsaw Technique can improve the reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in academic year 2012/2013. The method used in this research is classroom action research (CAR). CAR is one of the kind researches that are done by the teacher in the class. CAR has four steps. Those are planning, action, observation, and analysis and reflection. The subject of the research is the tenth grade X4 students of SMA 1 Gebog Kudus in the academic year 2012/2013. After doing two cycles in teaching reading, researcher finds that the students’ reading comprehension has increasing in every cycle. The students’ reading comprehension in cycle 1 is 73.33%. The improvement score from the last score in daily assessment to cycle 1 is 3.43%. Students’ reading comprehension in cycle 2 reaches 85.30%. The improvement score from cycle 1 to cycle 2 is 11.97%. Beside the score, the students’ activeness also increase in cycle 2, students become more active and focus to the materials in peer tutoring. The result shows all students can reach the criteria standard and got excellent achievement in cycle 2. Based on that condition, researcher decided to stop his research. From the result of this research, researcher can conclude that Jigsaw Technique can improve the reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in academic year 2012/2013. Then, researcher can suggests for teacher to use Jigsaw Technique to teach her students, especially in teaching reading. ix
ABSTRAK Nurvais, Kukuh Nizar. 2012. Meningkatkan Pemahaman Membaca Menggunakan Tehnik Jigsaw (Penelitian Tindakan Kelas Untuk Siswa Kelas Sepuluh di SMA N Gebog Kudus Pada Tahun Ajaran 2012/2013). Skripsi. Progam Studi Pendidikan Bahasa Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (i) Fajar Kartika, SS, M.Hum. (ii) Dr. H.A. Hilal Madjdi, M.Pd Kata Kunci: Pemahaman Membaca, Tehnik Jigsaw Mengajar bahasa Inggris adalah salah satu dari pengajaran yang terpenting di Sekolah Menengah Awal karena bahasa Inggris adalah salah satu dari pelajaran dalam ujian terakhir di akhir tahun ajaran pada SMA. Pemahaman membaca memiliki persentase terbesar dalam ujian. Walaupun pemahaman membaca para siswa kelas sepuluh SMA 1 Gebog Kudus tahun ajaran 2012/2013 dikategorikan cukup, tetapi para siswa belum mencapai KKM (75). Oleh karena itu, peneliti melaksanakan penelitian untuk meningkatkan pemahaman membaca siswa-siswi. Tehnik Jigsaw adalah tehnik pembelajaran yang menyediakan kesempatan kepada para siswa untuk saling bertukar informasi dan bekerja sama dalam satu tim dalam proses belajar mengajar melalui bertukar informasi. Tujuan penelitian ini adalah untuk mengetahui apakah Tehnik Jigsaw dapat meningkatkan pemahaman membaca para siswa dari kelas X4 di SMA 1 Gebog Kudus pada tahun ajaran 2012/2013. Metode yang dipakai penelitian ini adalah penelitian tindakan kelas (PTK). PTK adalah penelitian yang dilakukan oleh guru didalam kelas. PTK memiliki empat tahap. Yaitu rencana, tindakan, pengamatan, analisis dan refleksi. Subyek dalam penelitian ini adalah siswa kelas X4 dari SMA 1 Gebog Kudus pada tahun ajaran 2012/2013. Setelah menjalankan dua siklus dalam mengajar reading, peneliti menemukan pemahaman membaca siswa mempunyai peningkatan disetiap siklus. Pemahaman membaca siswa di siklus 1 adalah 73,33%. Peningkatan dari nilai ulangan harian terakhir ke siklus 1 adalah 3,43%. Pemahaman membaca siswa di siklus 2 mencapai 85,30%. peningkatan nilai dari siklus 1 ke siklus 2 adalah 11,97%. Selain nilai, keaktifan para siswa juga meningkat disiklus 2, para siswa menjadi lebih aktif dan fokus terhadap materi dalam pengajaran. Hasilnya semua siswa mencapai KKM dan mendapat pencapaian baik sekali disiklus 2. Berdasarkan kondisi tersebut, peneliti memutuskan untuk menghentikan penelitiannya. Dari hasil penelitian ini, peneliti menyimpulkan bahwa Tehnik Jigsaw dapat meningkatkan pemahaman membaca para siswa kelas X4 di SMA 1 Gebog Kudus pada tahun ajaran 2012/2013. Kemudian, peneliti dapat menyarankan x
kepada guru untuk menggunakan Tehnik Jigsaw untuk mengajar para siswanya, khususnya dalam mengajar membaca. TABLE OF CONTENT COVER ............................................................................................................ i LOGO .............................................................................................................. ii TITLE ............................................................................................................... iii APPROVAL OF ADVISOR ........................................................................... iv APPROVAL OF COMMITTEE ..................................................................... v MOTTO AND DEDICATION ........................................................................ vi ACKNOWLEDGMENT ................................................................................. vii ABSTRACT .................................................................................................... ix ABSTRAK ...................................................................................................... x TABLE OF CONTENT .................................................................................. xi LIST OF TABLES .......................................................................................... xv LIST OF FIGURES ......................................................................................... xvi LIST OF APPENDICES ................................................................................. xvii CHAPTER I INTRODUCTION 1.1. Background of the Research .....................................................................
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1.2. Statement of the Problem .........................................................................
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1.3. Objective of the Research .........................................................................
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1.4. Significance of the Research ....................................................................
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1.5. Limitation of the Research .......................................................................
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1.6. Operational Definition ..............................................................................
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CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION HYPOTHESIS 2.1 Reading .....................................................................................................
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2.1.1 Purpose of Reading .................................................................................
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2.1.2 Reading Comprehension ........................................................................
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2.1.3 Factors Affecting Performance in Reading Comprehension...................
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2.1.4 Recount Text ..........................................................................................
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2.1.5 Technique ...............................................................................................
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2.1.6 Cooperative Learning .............................................................................
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2.2 Jigsaw Technique ......................................................................................
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2.2.1 The History of Jigsaw .............................................................................
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2.2.2 The Advantages of Jigsaw Technique ....................................................
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2.2.3 Procedures of Implementation Jigsaw Technique ..................................
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2.3 English Teaching for Senior High School..................................................
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2.3.1 English Teaching in SMA 1 Gebog Kudus .............................................
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2.3.2 The Curriculum of English Teaching in SMA 1 Gebog Kudus ..............
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2.3.3 The Material of English Teaching in SMA 1 Gebog Kudus …. .............
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2.4 Review of Previous Research ....................................................................
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2.5 Theoretical Framework .............................................................................
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2.6 Action Hypothesis .....................................................................................
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CHAPTER III METHOD OF THE RESEARCH 3.1 Setting and Characteristic of Subject of the Research ...............................
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3.2 Variable of the Research ...........................................................................
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3.3 Design of the Research ..............................................................................
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3.3.1 Planning ..................................................................................................
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3.3.2 Acting .....................................................................................................
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3.3.3 Observing ...............................................................................................
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3.3.4 Reflecting ...............................................................................................
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3.4 Procedure of the Research .........................................................................
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3.5 Data Analysis .............................................................................................
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CHAPTER IV FINDING OF THE RESEARCH 4.1 Fact Finding Analysis ................................................................................
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4.1.1 The Result of Cycle 1 ..............................................................................
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4.1.1.1 Planning ...............................................................................................
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4.1.1.2 Action ..................................................................................................
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4.1.1.3 Observation ..........................................................................................
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4.1.1.4 Analysis and Reflection .......................................................................
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4.1.2 The Result of Cycle 2 .............................................................................
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4.1.2.1 Planning ...............................................................................................
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4.1.2.2 Action ..................................................................................................
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4.1.2.3 Observation ..........................................................................................
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4.1.2.4 Analysis and Reflection .......................................................................
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CHAPTER V DISCUSSION 5.1 The Improvement of Reading Comprehension by Using Jigsaw Technique (Classroom Action Research for the Tenth Grade Students of SMA N Gebog Kudus in Academic Year 2012/2013).............................
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5.2 The Activities on the Tenth Grade Students of SMA 1 Gebog Kudus in Teaching Reading Comprehension Taught by Using Jigsaw Technique………………………………………………………………. CHAPTER VI CONCLUSION AND SUGGESTION
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6.1 Conclusion .................................................................................................
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6.2 Suggestion .................................................................................................
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BIBLIOGRAPHY ...........................................................................................
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APPENDICES .................................................................................................
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CURRICULUM VITAE ................................................................................. 130
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LIST OF TABLES Tabel 2.1 The Material of English Teaching for the Tenth Grade Students of SMA Gebog Kudus in the First Semester Basic Competence.........
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Table 3.1 The Table of Students’ Score...........................................................
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Table 3.2 Criteria of Evaluation.......................................................................
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Table 4.1 The Observation in Cycle 1 ............................................................
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Table 4.2 Scoring of Students’ Achievement Test in Cycle 1 ........................
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Table 4.3 The Observation in Cycle 2 .............................................................
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Table 4.4 Scoring of Students’ Achievement Test in Cycle 2 ........................
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Table 4.5 The Recapitulation Data Related to Students’ Score ......................
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LIST OF FIGURES Figure 3.1. Cylical AR Model Based on Kemmis and McTaggart (1988) .....
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Figure 4.1. Diagram of Interpretation Data .....................................................
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LIST OF APPENDICES Appendix 1 Syllabus for Teaching English of Tenth Grade of SMA 1 Gebog Kudus in First Semester ................................................................ ....................................................................................................... 69 Appendix 2 Lesson Improvement Plan Cycle 1 ..............................................
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Appendix 4 Documentation of activities in Cycle 1 .......................................
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Appendix 3 The Result of Observation in Cycle 1 ..........................................
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Appendix 4 Achievement Test Cycle 1 ...........................................................
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Appendix 5 The Lay-Out of Answer Sheet ..................................................... 100 Appendix 6 Lesson Improvement Plan Cycle 2 .............................................. 101 Appendix 7 Documentation of activities in Cycle 2 ....................................... 108 Appendix 8 The Result of Observation in Cycle 2 .......................................... 109
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