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CHAPTER I INTRODUCTION This chapter discuss about background of the study, statement of the problem, the objective of the study, hypothesis, and significances of the study. 1.1 Background of the study Reading is the important communication skill which need to be developed by the student in classroom. River (1981:259) that the most important activity in any language class is reading dominates all activities in English class. Wood (1991:5) also states that reading will become valuable source of information when it is learned to get meaning from different types of material and to read for a variety of purpose. In reading process, the student should comprehend the word, sentences and paragraph. According the result of the observation, there are many student who still have problem in comprehending reading text. They has difficult in comprehend of word meaning, sentence and whole paragraph. The students reading are still poor because their motivation to read is low, so they cant understand the context. Besides, the technique in teaching and learning in reading is uninteresting. So, the student fell boring to study in the class, they choose to make noise and talk to each other when teaching and learning process. The problem of reading need to be solved to improve comprehend of reading. One of the method is Jigsaw Technique. Jigsaw technique is the interesting method. In this technique the class will divide into some groups. So, it will more interest to student than they have to work individually. 1.2 The statement of the problem Based on the background above the problem that are going to be studied through this study can be formulated as follow : How can jigsaw technique be used to improve the XI IPS 2 students ability in reading text at SMA 1 Ngunut in academic year 2011/2012.

1.3 The objective of the study Based on the problem above the objectives of the study is formulated as follows: To find out whether or not the jigsaw technique can improve the students ability in reading text at SMA 1 Ngunut in academic year 2011/2012. 1.4 Hypothesis The hypothesis of this study is : If jigsaw technique is used in reading text,it can improve reading text at SMA 1 Ngunut in academic year 2011/2012. 1.5 Significances of the study The result of this study are hopefully for the following people : 1.5.1 1.5.2 For the student For the English teacher The student can improve their reading text skill use jigsaw technique. This research result could be used as information by the english teacher, it can solve her teaching problem and creat effective technique in teaching reading. 1.5.3 For the other researchers This action result can be used as reference in their study in similar or other problems about teaching english.

CHAPTER II REVIEW OF RELATED LITERARURE 2.1 Reading 2.1.1 The Definition of Reading 2.1.2 The Nature of Reading 2.1.3 The Purpose of Reading 2.1.4 The Types of Reading 2.1.5 The Procedures of Teaching Reading 2.1.6 Strategies of Developing Reading Skills 2.1.7 Stages in Teaching Reading 2.1.8 How to Design Reading Text 2.2 Jigsaw Technique 2.2.1 The Definition of Jigsaw Technique 2.2.2 The History of Jigsaw Technique 2.2.3 How to Use Jigsaw Technique 2.3 Using Jigsaw Technique in Teaching in Teaching Reading

CHAPTER III RESEARCH METODOLOGY This chapter presents the research methodology employed in the present study. It includes research design, research procedure, researchers attendance, setting and subjects of the study, data and sources of data, data collection method, data analysis, and data validity. 3.1 Research Design The research design conducted is Classroom Action Research (CAR). Iskandar (2008:210) states that CAR can be defined as a cycling process which consists of some steps namely planning an action, implementing the action, observing the action, and reflecting on the observation. This design was used because Classroom Action Research is a kind of research which is intended to develop a new strategy to solve problems found by teacher in his or her classroom. It is collaborative classroom action research.. Since the researcher did not have her own class, she did the research by having a collaboration with an English teacher in SMAN 1 Ngunut in academic year 2011/2012.

The diagram of the four main steps of Classroom Action Research is presented in Figure 3.1.
Preliminary Study Observing the class and giving pre-test Students reading: -students ability in reading text is low -Students dont active in the class

Planning an Action

Designing Lesson Plans Preparing the Criteria of Success

Revised plan

Implementing the Action Teaching reading using jigsaw technique as a media.

Observing the Action Observing and collecting the data through the observation sheet, questionnaire and reding test

Reflecting on the Observation -Analyzing the data collection -Determining whether the action is successful or unsuccessful

Unsuccessful

succesfull
The CAR is stopped

3.2 Research Procedures The design of the study is Collaborative Classroom Action Research which consists of some stages namely planning an action, implementing the action, observing the action, and reflecting on the observation. The research began with a preliminary study as problem identification. Each stage is elaborated as follows. 3.2.1 Preliminary Study The preliminary study was conducted to define the problems happening in class. In addition, the result of preliminary study was used as a base to know students reading ability. In the preliminary study, the researcher assigned the students of XI IPS 2 at SMAN I Ngunut to read a text , the teacher give 30 minutes to finish it but, many student cant finish it. The result of this test is 20% can do the test and 75% cant do this test. 3.3.2 Implementation of the Action In the planning stage, the researcher prepared design lesson plans and prepare the criteria of success based on the data obtained in the preliminary study. In this step, the researcher do the activity for one meeting. a. Designing Lesson Plan In the teaching learning, the teacher explain about the reading text and the generic structure. After this activity, the teacher : 1. Divide class into some group, each group consist of 4 or 5 members. 2. Give each group a part of text, each group get different part. 3. Ask student to read and discuss the text with their group. 4. Put member of each group to make a new group. So, each group consist of every member of group. 5. Ask student to discuss the text. So, they can understand of text completely. 6. For the last, ask student to do the exercise induivially.

b. Preparing the Criteria of Success The criteria of success were set to determine whether the teaching technique used was successful or not. The criteria of the success in this study were emphasized on the teaching and learning reading process and the products of the students reading . The criteria is at least 75% can answer the question correctly.

3.3.3 Implementing the Action This research was held at 5th November 2011. During the teaching and learning process, the researcher introduced jigsaw technique. Besides, the teacher explain a model of text and the generic structure of text and then the teacher teaching reading using jigsaw as media. To help the researcher to observe the class, the researcher collaborate with English teacher to observe the situation in the class. 3.3.4 Observing the Action The researcher observed and collected the data about any events which happened during the implementation of the action. The data about students attitudes towards the teaching and learning process as well as the reading process were obtained from questionnaire, reading test and observation sheet. 3.3.5 Reflecting on the Observation The last stage of the research is reflection on the observation. In this stage, the research evaluated the effect of using jigsaw in the teaching of reading text. The result of the implementation of the action was considered successful if it followed the predetermined criteria. The collected data, then, was analyzed to determine whether the research was stopped or was continued to the next cycle. 3.3 Researchers Attendance This research is used qualitative approach. In the preliminary study, the researcher as observer, he observe the activity in the class. In planning step, the researcher as plan maker, he make lesson plan. In implementation step, the researcher as

practitioner, he practice the lesson plan in the class. In observation step, the researcher as evaluator, he evaluate the condition in the class. In reflection step, the researcher as judge he determine whether the action is successful or unsuccessful. So, the researcher take part in all stages. 3.4 Setting and Subjects of the Study The study was conducted at SMAN 1 Ngunut, Tulungagung, East Java Province. The location of this school is in jl. Sumberingin kidul. The researcher choose this school because it is the place of researcher to do PPL. SMAN I Ngunut has good discipline, the gate will be close if it is a quarter to seven. There are many facilities, such as canteen, library, laboratorium, wifi, and mosque. The subjects of the study was the second year students, XI IPS 2 in academic year of SMAN 1 Ngunut. The researcher choose this class because in this school there are many difficulties for student to understanding a text, it mean the motivation of the student to read a text is low. 3.5 Data and Sources of Data Data is collection of fact. The data collected in this research are : 1. The result of questionnaire, 2. The result of observation sheet, 3. The result of reading test. The source of data in this research are : 1. Student of SMAN 1 Ngunut in academic year 2011/2012, 2. The English teacher of SMAN 1 Ngunut in academic year 2011/2012, 3. Observation sheet, 4. Questionnaire, 5. Reading test. 3.6 Data Collection Method Data collection is a term used to describe a process of preparing and collecting data. The researcher prepared the instruments for data collection before conducting the research. The instruments used are described as follows: 1). Questionnaire In this questionnaire, the teacher give some question to the student. It consist of how far the knowledge of the student in understanding the text. It

consisted of four questions based on the text.: the first and second questions were about reading activities in class, the third question was related to the students attitude towards reading activities, the fourth question was about the difficulties of teaching reading. 2). Observation sheet There were two kinds of observation sheet used in this study. The first observation checklists were used to collect information about the students activities during the teaching and learning process. Furthermore, the second observation checklists were used to collect the information from teacher .It related to the researchers activities during the process of teaching writing. 3). Reading test The teacher give some question to the student to know the students ability In reading recount text. It consist 10 question, all the question is about the text comprehension. 3.7 Data Analysis Data analysis was done to see whether or not the implementation of the action was successful. The data was gained from questionnaire, the observation sheet, and the students final reading products. This analysis is calculated to use the statistic modestly in the following: 1. Test Test is given to the student to measure the students reading ability when they learning English using jigsaw technique. Researcher can analyze data by using the pattern bellow: P=

F X 100 % N
= precentase of testing result
F = students amounts who get mark higher or equal than 75 N = students amount

Detail of P

IF X = 75

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2. Observation List observation passed to by teacher to observe the classroom action research to know how his responses of student ability in reading . 3. Questionnaire The data questionnaire
F x100 % N

are as question list. It is transformed into

percentage by using the formula which used in this study : P=

Detail of P = respondent percentage F = the number of respondent that choose each option N = the number of all the respondents 3.8 Data Validity According to Gronlund and Linn (Jossey-Bass, 2011) test is valid if it is result are appropriate and useful for meaning decisions about an aspect of students achievement. Technically validity refers to the appropriateness of the interpretation of the result and not to the test itself, through colloquially we speak about a test being valid. Validity is a method of degree and considered in relation to specific use or interpretation (Jossey-Bass, 2011). A test has construct validity if it demonstrates an association between the test score and the prediction of a theoretical trait. When a test has content validity, the items on the test represent the entire range of possible items the test should cover, individual text questions may be drawn from a large nol of items that cover abroad range of topics.

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IMPROVING THE XI IPS 2 STUDENTS ABILITY OF READING TEXT THROUGH JIGSAW TEHNIQUE AT SMAN 1 NGUNUT IN ACADEMIC YEAR 2011/2012 CLASSROOM ACTION RESEARCH (CAR) LECTURER: MAHFUD EFENDI, M.Pd

By : NAME NPM CLASS :MAMI RAHAYU :0888203001785 :7 F

ENGLISH DEPARTMENT FACULTY TRAINING OF TEACHER AND EDUCATION STKIP PGRI TULUNGAGUNG 2012

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