i

A THESIS

IMPROVING THE STUDENTS’ READING COMPREHENSION

THROUGH JIGSAW TECHNIQUE AT THE SECOND GRADE OF SMPN
10 SOUTH POLEANG

Submitted as a Partial Fulfillment of the Requirement for the Thesis

Examination in English Language Education Study Program of the Teacher
Training and Education Faculty of Sembilanbelas November University of
Kolaka

By

MASDARIYANTI

170220045

TEACHER TRAINING AND EDUCATION FACULTY

SEMBILANBELAS NOVEMBER KOLAKA UNIVERSITY
KOLAKA
2022
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 ABSTRACT
Masdariyanti. (170220045). 2022. Improving the Students’ Reading
Comprehension Through Jigsaw Technique at the Second Grade of
SMPN 10 South Poleang. Teacher Training and Education Faculty
Sembilanbelas November University Kolaka. It’s guided by Rohima Nur
Aziza Al Hakim, S.Hum., M.Hum as the first consultant, and Rais Abin,
S.Pd., M.Pd as the second consultant.
The design of this study was Collaborative Action Research (CAR). The
researcher was collaborated by one of the English Teachers in the school that to
make sure that the Jigsaw Technique is effective and suitable for solving the
problem in teaching. The setting of this study was conducted at SMPN 10 South
Poleang and the subject of this study was the students of the eighth grade of
SMPN 10 South Poleang who registered in academic 2020/2021. Especially at
class VIII A. The instruments used in this study were reading tests and
observation sheets. The result of this research showed that the Jigsaw Technique
could improve the students’ reading comprehension in the eighth grade of SMPN
10 South Poleang. It could be seen from two aspects. Firstly, the average score of
the reading test (produce) in cycle one was 59 or 62.5%. It’s not yet achieved the
criteria as success that was 65 (KKM). So, the researcher continued to cycle two
and the result showed that the average score of cycle two was 75 or 80%, it
indicated that the study was a success because the criteria of success were
achieved. Secondly, the average of observation sheets (process) actively
participated during the teaching and learning process in the first cycle the
students’ average was 40.67% means “fair” it improved to be 80% means “good”
in the second cycle.
Key Word: Improving, Reading Comprehension, and Jigsaw Technique

iv
 ABSTRAK
Masdariyanti. (170220045). 2022. Meningkatkan Pemahaman Membaca
Siswa Melalui Teknik Jigsaw Kelas VIII SMPN 10 South Poleang.
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sembilanbelas
November Kolaka. Di bimbing oleh Rohima Nur Aziza Al Hakim,
S.Hum., M.Hum sebagai pembimbing pertama, Rais Abin, S Pd. M. Pd
sebagai pembimbing kedua.
Desain penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian
ini dikolaborasikan oleh salah satu guru bahasa Inggris di sekolah tersebut untuk
memastikan bahwa teknik jigsaw efektif dan tepat untuk memecahkan masalah
dalam pengajaran. Setting penelitian ini dilakukan di SMPN 10 Poleang Selatan
dan subjek penelitian ini adalah siswa kelas VIII SMPN 10 Poleang Selatan yang
terdaftar pada tahun pelajaran 2020/2021. Khususnya di kelas VIII A. Instrumen
yang digunakan dalam penelitian ini adalah tes membaca dan lembar observasi.
Hasil penelitian ini menunjukkan bahwa Teknik Jigsaw dapat meningkatkan
pemahaman membaca siswa kelas VIII SMPN 10 Poleang Selatan. Hal ini dapat
dilihat dari dua aspek. Pertama, rata-rata skor tes membaca (hasil) pada siklus I
adalah 59 atau 62.5%, belum mencapai 65 kriteria keberhasilan (KKM). Jadi
peneliti melanjutkan ke siklus dua dan hasilnya menunjukkan bahwa nilai rata-
rata siklus dua adalah 75 atau 80%. Hal ini menunjukkan bahwa penelitian
berhasil karena memenuhi kriteria keberhasilan. Kedua, rata-rata lembar observasi
siswa (proses) berpartisipasi aktif selama proses belajar mengajar. pada siklus I
rata-rata nilai observasi siswa 40.67% berarti “cukup” meningkat menjadi 80%
berarti “baik” pada siklus II.

Kata Kunci: Peningkatan, Pemahaman Membaca, dan Teknik Jigsaw

v
 ACKNOWLEDGEMENT

First of all, the researcher would like to say Alhamdulillahirobbil’alamin,

the highest gratitude is expressed to ALLAH SWT, the Almighty, the Mercyful,

and the owner of the universe for the blessing love mercy, opportunity, help and

everything give to a researcher in completing this thesis. The researcher does not

forget to wish shalawat and salam were always given to our Prophet

MUHAMMAD SAW, who has given her life moral improvement and to be mercy

universe.

The researcher would like to say thanks to her beloved parents H.Asdar,

and Hj.Suhaema who has given support, motivation, and prayers for the

arrangement to finish this thesis.

Special thanks to Rohima Nur Aziza Al Hakim, S.Hum. M.Hum as the

first consultant, and Rais Abin, S.Pd, M.Pd as the second consultant, who has

given advice, suggestion, and support for arranging and finished this thesis.

The researcher would like to express many thanks to:

1. Dr. Azhari S,STP, M.Si as the Rector of Sembilanbelas University Kolaka.

2. Dr. Nur Ihsan HL., M.Hum as the dean of teacher training and Education

Faculty of Sembilanbelas November University

3. Lina Anisah, S.Pd., M.Pd as the head of English Study Program of

Sembilanbelas November University Kolaka.

4. All the lectures and staff of Sembilanbelas University Kolaka especially the

lecture of the English Department that has given their idea in arranging this

thesis.

vi
5. Direktorat Jenderal Pendidikan Tinggi Riset dan Teknologi

Kemendikbudristek, who have provided research funding

6. Laode Hibani, S Pd as the head master of SMP Negeri 10 Poleang Selatan.

Who has been allowed to do study in this school.

7. Suriyanti, S.Pd as the English teacher of SMP Negeri 10 Poleang Selatan.

Who has given much time to get the data, and helping me arrange this thesis.

8. All the teacher of SMP Negeri 10 Poleang Selatan and staff who has given

motivation and kindness for finished this thesis.

9. All the students of SMP Negeri 10 Poleang Selatan at the eighth grade

especially class VIII A.

10. Thanks also the researcher said to her beloved all big family and especially my

husband Ruslan Efendi, S.P who never feel tired and bored in giving advice,

support, motivation, and pray for the writer finished this thesis.

11. Thanks also the researcher said to Cigleds Squad “Mariana, Devina Salva

Felisa, Irwana Fitri, Faradillah Balqis, Desti Safrianti and Fitriani, thank you

for the support, encouraging each other and helping each other in everything.

12. All my friends at English Study Program class A have given invaluable

supports in finishing this thesis.

13. All friends on the English Study Program of Teacher Training and Education

Faculty at Sembilanbelas November University Kolaka.

vii
 Finally, the researcher realized that this thesis is still far from perfection,

therefore many constructive suggestions to make this thesis more perfect are

expected.

Kolaka, 2022

The researcher

viii
 TABLE OF CONTENTS

COVER ………………………………………...……………………….…. ..….i

PRONOUNCEMENT…………………………………………………………..ii
APPROVAL SHEET…………………………………………………………...iii
ABSTRACT……………………………………………………………………..iv
ABSTRAK……………………………………………………………………….v
ACKNOWLEDGEMENT……………………………………………………...vi
TABLE OF CONTENTS ……………..………….……………...…….….……ix
LIST OF TABLES……………………………………………………….….….xi
LIST OF FIGURES………………………………………………….….……...xii

CHAPTER I INTRODUCTION
1.1 Background of the Research…………………………………………1
1.2 Question of the Research…………………………………………….3
1.3 Objective of the Research……………………………………………3
1.4 Significances of the research………………………………………...3
1.5 Scope and Limitation of the Research……………………………….3
1.6 Definition of the Key Terms…………………………………………4

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Previous Related Researches……………………………………....…5
2.2 Definition of Reading…………………………………………….......8
2.2.1 Reading Skill………………………………………………....…9
2.2.2 Kinds of Reading………………….…………………...……….12
2.2.3 The Purpose of Reading ...…………………………………......13
2.2.4 Strategies in Reading…………………………………………...13
2.3 Definition of Reading Comprehension………………….……..….....16
2.4 The Nature of Descriptive Text………………………………..….....18
2.5 Aspects of Descriptive Text…………………………………............18
2.6 Definition of Jigsaw Technique…………………………………......19
2.6.1 Steps of the Jigsaw Technique in Reading Comprehension......20
2.6.2 The Advantages of Jigsaw Technique…………………….......22
2.7 Conceptual Framework………………………………………….......22

CHAPTER III METHOD OF THE RESEARCH

3.1 Research Design……………………………………....……….…….24
3.2 Setting and Subjects of the Research………………………………..26
3.3 Instruments of the Research……………………….………………...26
3.4 Procedure of the Research………….……………………………......27
3.4.1 Preliminary Research………………………………………..…27
3.4.2 Planning…………………………………………………….….28
3.4.2 Implementing…………………………………………….….…29
3.4.3 Observing…………………………………………………........30
3.4.4 Reflecting……………………………………………….….......30
3.5 Technique of Data Collection……………………..………………....30

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 3.6 Technique of Data Analysis………………………………………….31

CHAPTER IV FINDING AND DISCUSSION

4.1 Findings of Preliminary Research………………...…………………33
4.2 Findings of the First Cycle…………...…………...…………………34

4.2.1 Planning………………….……….……………………….34
4.2.2 Implementing………………………………...……….…...34
4.2.2.1 The First Meeting………....………………...……...34
4.2.2.2 The second meeting…………......………...…….….36
4.2.2.3 The third meeting………………....……......………38
4.2.2.4 The fourth meeting………………………….......….39
4.2.3 Observation …………………...……….………...…....….40
4.2.4 Data Analysis……………………….…………...……......40
4.2.4.1 Observation of the Teacher Activities Result…...…40
4.2.5 Analysis of the Students’ Observation Sheet………...…...42
4.2.6 Data Analysis of the Students’ Reading Comprehension...43
4.2.7 Reflecting…………..……………………...……………...46
4.3 Data Presentation of the Second Cycle………………………..........47
4.3.1 Planning…………………..……….……………………...47
4.3.2 Implementation…………………....……………………...48
4.3.2.1 First meeting ………………….……...………….....48
4.3.2.2. The second meeting………..………....……………50
4.3.2.3 The third meeting…………...……..……..…………51
4.3.2.4 Fourth meeting……...……………..……………......52
4.3.3 Observation of the Teacher Activities Result...…………..53
4.3.4 Observation of the Students’ Activities Result……….…..54
4.3.5 Data Analysis of the Students Reading
Comprehension…………………………………...………55
4.3.6 Reflecting…………………………………………………58
4.4 Discussion………………...………………………………………...60

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion ……………………………………………………..….62
5.2 Suggestions…………………………………………………….…..63
BIBLIOGRAPHY ……………………………………………....…....64
APPENDICES……………………………..…………………....….....66

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 LIST OF TABLES

Table 2.1 The Similarity and Differences Reading Comprehension…………..6

Table 2.2 Reading and the Purpose…………………………………………...10
Table 3.1 Score the student’s answer the researcher uses the following formula..
…………………………………………………………....32
Table 4.1 Result of Teacher Observation of Cycle 1……………………...….41
Table 4.2 Result of Students’ Observation of Cycle 1……………………..…42
Table 4.3 The Score of the Students’ Final Reading of the First Cycle………43
Table 4.4 The Problem of Students in Learning Process……………………..46
Table 4.5 Result of Teacher Observation of Cycle 2…………………………54
Table 4.6 Result of Students’ Observation of Cycle 2……………………......55
Table 4.7 The Score of the Students’ Final Reading of the Second Cycle…...55

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 LIST OF FIGURES

Figure 2.1 Conceptual Framework…………………………….…………..…..23

Figure 3.1 Procedure of Classroom Action Research……………………...….25
Figure 4.1 Reading Test Results of Cycle 1……………………………..…….45
Figure 4.2 Reading Test Results of Cycle 1 and 2……………………...……..58

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 CHAPTER 1

INTRODUCTION

This chapter includes the background of the research, the question of the

research, the objective of the research, the significances of the research, the scope

of the research, and the definition of the key terms.

1.1 Background of the Research

Reading is one of the four language skill taught in English language

learning process besides listening, speaking, and writing. However, among of all

the skills, reading is considered as the most important skill. The ability to read is

highly valued and important for social and educational advancement (Brown

2007). In addition, Snow (2013) also stated that reading is essential to success in

our society. Furthermore, according to Komiyama (2009) stated that reading

supports the development of overall proficiency and provides access to crucial

information at work and in school. Therefore, it can be concluded that students

should master those aspects so they can comprehend the text and answer the

questions which are served well.

However, since English in Indonesia is a foreign language, most students

at any level of education get difficulty in reading English text (Apsari and Yana,

2014). There are some students who are still having difficulty in learning to read

in this case is influenced by two factors: internal factors and external factors,

while internal factors that cause students experiencing learning difficulties is less

1
interest students themselves to learn to read so that they become in learning to

read, and

2
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stated in them reading is very unattractive because they do not understand

vocabulary and pronunciation. While the external factors affecting learning

difficulties reading for students is the family environment; the lack of attention of

parents in encouraging their children to learn to read more hard and the school

environment is the lack of facilities and infrastructure for students and also the

lack of attention of teachers in encouraging their students to learn to read. For

students who have learning difficulties in order to foster a sense of interest in

learning especially reading, students should increase the time to learn and repeat

the lessons that have been submitted by teachers at home.

Based on preliminary research, the interview between the teacher and the

researcher, on February 27th 2021 the teacher said that students interest in learning

English still lacking and also the teacher said the most difficult skill which

students should learn is reading skill. Lack of reading comprehension because the

lack knowledge how to apply the technique in reading skill. The teacher also said

that among three classes that her taught the class that was the lowest ability in

English, especially reading was the second grade of SMP Negeri 10 South

Poleang

Therefore, the researcher proposed jigsaw method as a problem solving.

Jigsaw is method that could help readers quickly gain information from a book,

magazine, newspaper or website without having to read every word. A well-

known technique which is recognized as an effective strategy to encourage

students’ capability in getting information and main idea is jigsaw. (Harmer 2016)
 3

Meanwhile, Sudrajat (2010) Jigsaw is type of cooperative learning is a

type of cooperative learning consisting of several members in one group who are

responsible for mastering part of the learning material and are able to teach the

material to other members of the group

Based on the background the researcher, the research conducting a entitled

“Improving The Students’ Reading Comprehension Through Jigsaw Technique at

the Second Grade Students of SMPN 10 South Poleang”.

1.2 Question of the Research

The researcher formulated a research question based on the fact above.

The question of the research was “How can jigsaw technique improve the

students’ reading comprehension at the second grade of SMPN 10 South

Poleang?”

1.3 Objective of the Research

The objective of the research was to improve the reading comprehension

of the second grade students of SMPN 10 South Poleang.

1.4 Significances of the Research

The researcher hopes that this research contributed to the teachers in

creating a more enjoyable method of teaching reading. In addition, the researcher

wish that future researches used this thesis as a guideline to conduct their own

classroom action researches.

1.5 Scope and Limitation of the Research

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The research’s scope was to improve class VIII A students’ reading

comprehension of descriptive text by implementing jigsaw technique.

1.6 Definition of the Key Terms

There are some terms that are used in this study and to make it clearly,

some definition of terms are presented as follow:

1. Which means reading is the heart education. In this case, a person who reads

frequently, his education will advances and he will have a broad insight. (Dalman,

2013)

2. Reading comprehension is an ability to understand and comprehend a written

text, as well as getting information from the text (Harmer, 2007).

3. Jigsaw technique is a learning model cooperative which focuses on students

group work in the form small group (Rusman, 2014)

 CHAPTER II

REVIEW OF RELATED LITERATUR

This chapter comprises of previous related researches, definition of

reading, definition of reading comprehension, the nature of reading

comprehension, and its aspect, as well as definition of jigsaw technique, how to

implement jigsaw technique, advantages of jigsaw technique.

2.1 Previous Related Researches

The researcher includes four previous researches related to teaching

reading through jigsaw technique to serve as a guideline to conduct her own

research.

The first research was conducted by Sari Ratna Virta (2012) in a research

entitled “Increasing Intensive Reading Skills of Character Biographies with the

Jigsaw Technique at Grade VII Students of SMPN 2 Kudus”. This research design

has improved after using the jigsaw technique

The second research was conducted by Fatmawati (2014) in a research

entitled “The impact of Using Jigsaw Technique Reading Comprehension at

Grade Eight of SMPN 22 Bandar Lampung”. The design of the research was

quasi experimental. Fatmawati proved that jigsaw technique was an effective

technique to improve students’ reading comprehension by the end of the research.

The third, as well as the last research, was conducted by Wahyuni in 2015

which was entitled “Improving Students’ Reading Comprehension Using Jigsaw

Technique” The research used classroom action research to achieve the goal of
 6

this research, i.e. to improve the reading comprehension of the students. The

researcher managed to achieve this goal by the end of the last cycle.

The fourth research was conducted by Adib (2019) which was entitled

“Improving students’ Reading comprehension by using jigsaw technique at the

Tenth Grade of MA Nurul Muttaqin Wedi Kapas Bojonegoro in Academic

2018/2019’’. It was a classroom action research that resulted in improvement of

the students’ comprehension reading text after he taught the students about how to

use jigsaw technique.

The similarity and differences can be seen as the following:

Table 2.1 the Similarity and Differences Reading Comprehension

No Previous Researches Title Author Similarity Difference

1 “Increasing Intensive Focus reading The difference could

Reading Skills of Sari comprehension be seen on the subjects

Character Biographies Ratna and used jigsaw and setting of the

with the Jigsaw Technique Virta technique research at Grade VII

in Grade VII Students of (2012) Students of SMPN 2

SMPN 2 Kudus”. Kudus

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2 “The Impact of Using Focus reading The difference could

Jigsaw Technique Reading Fatma comprehension be seen on the subjects

Comprehension at Grade wati and used jigsaw and setting of the

Eight of SMPN 22 Bandar (2014) technique. research. This research

Lampung were conducted at the

Grade Eight of SMPN

22 Bandar Lampung

3 “Improving Students’ Focus reading The difference could

Reading Comprehension Wahyu comprehension be seen on the subjects

Using Jigsaw Technique “ ni in and used jigsaw and setting of the

2015 technique research

4 ‘Improving Students’ Focus reading The difference could

Reading Comprehension comprehension be seen on the subjects

by Using Jigsaw Technique Adib and used jigsaw and setting of the

at the Tenth Grade of MA (2019) technique research. This research

Nurul Muttaqin Wedi were conducted at the

Kapas Bojonegoro in Tenth Grade of MA

Academic 2018/2019’’ Nurul Muttaqin

There were some similarities and differences between this research

compared to the previous ones. This similarities could be seen on the design of the
 8

research. This research employed classroom action research, similar to two of the

previous ones. Other than that, the aims of this research and the previous ones

were also two improve the students reading comprehension.

On other hand, the differences could be seen on the subjects and setting of

the research. This research were conducted at SMPN 10 South Poleang,

meanwhile the previous research were conducted in different setting with different

subjects.

2.2 Definitions of Reading

Reading is one of English skills besides speaking, listening and writing. It

is the way to understand written messages. According to Dalman (2013), reading

is a development of skills that begin from the word and on to critical reading. Due

to also (Somadayo 2011) states that reading is an interactive activity to pick and

understand the meaning contained in the writing material.

According to Tarigan (2015) reading is a process that is carried out and

used by readers to get the message, which is wanted delivered by the author

through the media of word/written language. Word recognition is defined as the

process of getting how written symbols correspond to one’s spoken language

while comprehension is the process of making the meaning of words, sentences

and connected text. He adds his statement that the reader who has background

knowledge, vocabulary, grammatical knowledge, experience with text and other

strategies can help them understand written texts.

 9

Based on two definitions above reading can be defined as the

instantaneous recognition of various written symbol with existing knowledge and

it also can be defined as comprehension of the information and the idea

communicated. It means that when a reader interacts with printed messages, he

tries to get the visual (written) information result or to get meaning in

comprehending the messages or the texts from the writer. It also can be said that

reading not only the process of getting the written symbols correspond to one’s

spoken language but it is also the process of making the meaning of words,

sentences and connected text that can be called comprehension.

2.2.1 Reading Skill

The skill of reading is used by the reader to anticipate text information,

selecting key information, organized and mentally summarize information,

monitor comprehension, repair comprehension breakdowns, and match

comprehension output to the reader goals. Every reader has their own way of

reading to do that which is appropriate with them. The teacher should give some

skill to the students to make them comprehend text easily. Using the skills, the

students may increase the pleasure and effectiveness of reading activity.

There are skills of reading from other experts. One of the experts is

Suryani (2015) also proposes reading skill that can be seen in the table below.

Having a skill makes the students can solve any problem in reading a

written text. The reading skills also can increase pleasure and effectiveness of

reading activity
 10

Table 2.2 Reading and the Purpose

No Skills Purpose

1 Automatic decoding Students are able to recognize a word at a

glance

2 Preview and predicting Students are able to guess what the text is

about by looking at the text a quick once

over.

3 Identifying purposes Students are able to predict what the form

and context of the text will be

4 Specifying purposes Students are able to know why the text is

being read

5 Students are able to find out the specific

Scanning information in a text by looking at the text

very rapidly

6 Students are able to find out what the text

Recognizing topics tells about after reading and

comprehending the text.

7 Location the topic sentences Students are able to find out a topic

sentence in a text.

8 Making inference by use Students are able to infer main ideas of

evidence the text and can show the evidence that

supports their inference.

 11

9 Guessing the meaning of Students are able to guess the meaning of

unknown words from the unknown word from the context.

context

10 Students are able to process a text rapidly

Skimming at many levels in order to get an overall

picture of it.

11 Students are able to paraphrase the text to

Paraphrasing help them understand the text by using

their own words

12 Students are able to shorten the text by

Summarizing retaining and re-stating the main idea by

leaving out details

13 Students are able to put together the

Drawing conclusion information from several parts of the text

and induce new or additional ideas

14 Students are able to judge the accuracy of

the text with respect to what the reader

Reading critically already knows and distinguish facts or

opinions

15 Students are able to read fast enough to

Reading faster allow the brain to process the input

 12

When the students master skills of reading, they can be helped in all other

subjects and in the personal and professional lives. However, being a skilled

reader is not a simple effort. They have to struggle and do any activity gradually

any time to produce a good reader to be a good concept maker from the

information gained from the text read.

2.2.2 Kinds of Reading

Kennedy (2014), mentioned that there are two kinds of types of reading.

Reading aloud and silent reading. Silent is reading needed by students when they

level school and for reading aloud is necessary because it ensures that reading

process is going on and helps.

1. Aloud Reading

Reading aloud is a planned oral reading of a book or print excerpt, usually

related to a theme or topic of the study. The reading aloud can be used to engage

the student listener while developing background knowledge, increasing

comprehension skills, and fostering critical thinking. Reading aloud good books

can become a tradition and favorite activity in the classroom.

There are two reasons why reading aloud is necessary, first it ensures that

the reading process is going on and helps the teacher to improve it. Second it

gives practice in the manipulation of sounds and practice in speech and

pronunciation.

2. Silent Reading
 13

Reading is primarily a silent activity. The majority of reading that we do

will be done silently. Silent reading is one of reading class performance, it is the

way to read without produce any voice. So, the readers read the text by their heart.

It makes people beside the reader doesn’t hear the reader’s voice.

Based on the statement above, it can that reading aloud is reading designed

to develop reading comprehension skills, while silent reading is a silent activity

where the way of reading it does not make a sound and can make us understand

the reading text without making any sound

2.2.3 The Purpose of Reading

According to William (2011), the category of purpose for reading includes

are : reading to search for simple information, reading to skim quickly, reading to

learn from text, reading to integrate information, reading to write, reading to

acquire texts and reading for general comprehension.

Meanwhile, Nunan (2014) reading for pleasure is one of the purpose of

reading: for example reading bedtime stories. The main point of reading bedtime

stories is for getting joyful experience of reading.

2.2.4 Strategies in Reading

According to Brown (2007) stated that these reading strategies that involve

bottom-up strategies, top-down strategies, and interactive strategies.

1) Bottom-Up

According to Mukhroji (2020), the bottom-up strategies of reading assume

that the process of translating print to meaning begins with print. The process is
 14

initiated by decoding graphic symbols into sounds. Therefore, the reader first

identifies features together to recognize letters; combined to recognize word; and

the process to sentence, paragraph, and text level processing.

The process of deriving meaning from print in bottom-up strategies is

triggered by graphic information embedded in print, by applying the bottom-up

strategies, readers start to process the text from the low linguistic level to the

higher one.

The bottom-up strategies are also used by the readers when they feel the

text being read is difficult. The difficulty of the text can be about the language and

content of the text. When the language text is felt difficult, readers start to identify

the word meaning. Then, they combine the word meaning to get understanding, of

the plashes, sentence, and paragraph until reaching the entire meaning of the text.

2) Top-Down

The process of deriving of the text into top-down strategies starts from the

reader’s prior knowledge and experience to the print. By the top-down strategies,

readers start to process the text by applying the higher level stage. In the case,

readers starts from hypotheses and prediction and attempt to verify them by

working down to the printed stimuli. By having the prior knowledge and

experience, readers can make hypotheses and prediction about what they are

going to find in the text.

Reading usually use to the top-down strategies when they have

background knowledge and sufficient language competence about the text being

read, and when the cues in the text can active the content schemata. Although,
 15

readers have sufficient knowledge about the topic and can understand the meaning

in every word in the text, if there are no cues in the text can activate a certain

content schemata. In the words, the understanding of the text based on the top

down strategies, readers must have background knowledge and language

competence as well as readers’ understanding about the cues that are on print that

can activate the content schemata (the characteristics of the text).

3) Interactive

The interactive strategies of reading assumes that the process of translating

print to meaning involved making use for both print and prior knowledge.

Interactive strategies in reading required both bottom-up and top-down strategies

in combination. Readers in understanding a text use these two strategies suggest

that the process of reading is initiated by decoding letters and words and by

formulating hypotheses about meaning.

Readers in understanding a text start at first by processing the visual

information that exists in the text. The visual information in used to activate the

higher level of schemata. After the schemata have been activate, readers use them

as the basis of making predictions. These predictions are then confirmed to the

new information found in the text. In the attempt of getting meaning of a text,

readers cannot just rely on visual information or nonvisual in formation. The

knowledge is applied interactive.

Based on the statement above, a strategy in reading that involves a bottom-

up strategy can make it easier for someone to understand the reading because the
 16

reader begins to identify the meaning of the word and combine the meaning of the

word making it easier to understand the text from a lower linguistic level to a

higher level by using a top-down process starting from previous reading

knowledge and experience, besides that interactive requires a combination of

bottom-up and top-down strategies to further maximize clear information and

make understanding easier.

2.3 Definitions of Reading Comprehension

Reading comprehension is the term used for identify the skills that need to

be understood and applying the information contained in written materials

Resmini et al (2010). In reading understanding, readers are required to understand

the content of the reading. In reading comprehension the speed of understanding

the reading varies, depending on the reading material being read. If reading

material what we read is easy to understand then the speed of understanding will

be maximum speed, whereas if the reading material is read difficult to understand

then the speed in understanding will be less than optimal. Reading comprehension

is a reading skill learned in high class and this skill are higher than read the

beginning.

A reader creates sense through s written text transaction that has been

generated by symbols representing a language. By comparing the previous

interaction of readers, the language context, the cultural framework and their

intention of reading, readers perceive the knowledge they extract from the text.

Reading was an essential ability that every students at every level requires to

learn optimally, because there were plenty of knowledge that students can get
 17

from written content can be only fully derived from successful reading. In order

to get a meaningful message that writers give through printed or written media,

readers should be able to make use of vocabularies and link them to the previous

knowledge.

Santosa (2010) states that learning to read must have a clear goal. The

objectives in question include:

1. Enjoying the beauty contained in the reading.

2. Read aloud to provide opportunities to students enjoying reading.

3. Using certain strategies to understand the reading.

4. Explore stores of knowledge.

5. Connecting new knowledge with students.

6. Looking for information for the preparation of the report to be addressed

orally or in writing.

7. Doing reinforcement before committing an action read.

8. Provide opportunities for students to do experimentation to examine

something that is described in a reading.

9. Studying the structure of the reading.

10. Answering specific questions developed by teacher or deliberately given

by the author of the reading.

Some of the goals above will further strengthen implementation of reading

activities. If the purpose of reading has been set by the teacher, students will think

hard to acquire the purpose of reading them. How to formulate a reading goal

intended by the teacher will be a model for students at all times he will read, that
 18

is, formulate goals first, then adjust the reading strategy that is deemed most

appropriate.

2.4 The Nature of Descriptive text

Descriptive text is a text that tells what a person or a thing is like. Its

purpose was to describe and expose a specific person, place or object. Boyle

(2016) describe a descriptive text as a word painting. By reading descriptive text,

readers believe like they see a detail much as they see an image. The aim of the

descriptive text is to identify an object or person that the author is interested in.

Descriptive text provide an introduction accompanied by an orderly

description of the characteristics of the thing mentioned and an appraisal

statement can be made within. The object of a descriptive text was basically a

descriptive text that classifies and explains items in general and in particular

terms. The descriptive text draws attention to the characteristics of a particular

object.

2.5 Aspects of Descriptive Text

Descriptive was a category of text that describes an entity (living or non-

living things) such a person, location or item. There are three aspects about it that

have to be known: communicative purposes, general arrangement, and

grammatical characteristics.

1. Social Function

The social role of writing descriptive texts is to identify a specific person,

location things or animal.

 19

2. Generic structure

Each type of text has its own generic structure. Descriptive text has two

main parts, such as:

a. Identification;

Identification was the introduction of the text. It was the first paragraph of

a text that contains a brief introduction of what the text was about.

b. Description was the part of the text that describes something. It was the

main part of the text which includes the details of the object that was being

described.

3. Grammatical Feature

In descriptive text, it is focuses on specific participant, uses of attributes,

declarative sentence, and simple present tense.

Based on the statement above, descriptive is describing a from of person’s

identity, location or item. Descriptive has three aspects that must be known such

as social function which is writing descriptive text to identify someone or

something and then general structure which has its own generic structure such as

identification of short introduction about text. The description is to describe the

main part of the paragraph and the language features must also be known because

the language features in descriptive text focus on the use of attributes such as

simple present tense.

2.6 Definition of Jigsaw Technique

 20

Sudrajat (2008) explains that the Jigsaw type of cooperative learning is a

type of cooperative learning consisting of several members in one group who are

responsible for mastering part of the learning material and are able to teacher

material to other members of the group

Jigsaw is the one of kind of cooperative learning. Slavin (2005) Jigsaw is a

technique was originally designed by Eliot. Based on Aranson and Patnoein

Azmin (2016), says that jigsaw is one of the learning strategies under cooperative

learning in which, just like jigsaw puzzle, the content of lesson is subdivided into

different parts of information and then given to groups of students who would

later explain to each other their parts and result in the whole jigsaw puzzle to be

completed.

According to Adams (2013) the main goal to implement the jigsaw to

teach student is to decrease competition and increase cooperation and a

competitive students can create difficulties. Based on the explanation above the

implement of jigsaw to teach student is to increase their cooperation with their

friends and decrease their competition between their friends.

Based on the statement above, Jigsaw is cooperative learning in which

each lesson there are several groups who are responsible for mastering some of

the learning material and are able to teach the material to their friends this is very

effective because this jigsaw learning model increases collaboration between

students and reduces competition.

2.6.1 Steps of the Jigsaw Technique in Reading Comprehension

 21

There are six steps considered to be important in the implementation of the

jigsaw classroom. Elliot Aronson (2010) describes them as follows.

1. The first stage, in this stage the teacher prepares material designed in such

a way for group learning according to cooperative learning, namely

students are divided into several groups ( each group has 5-6 members ).

Consists of students with high, medium and low abilities. In addition,

other heterogeneity criteria such as gender and race are also considered.

2. The second stage, the presentation of material in the application. The

subject matter is given to students in the form of text which has been

divided into several sub topic.

3. The third stage is that each group member reads the assigned sub topic and

is responsible for studying it.

4. The fourth stage is where members from other groups who have studied

from the same sub topic meet in expert groups to discuss it.

5. The fifth stage is that each member of the expert group is tasked with

teaching their friends.

6. The sixth stage is that there are home group meetings and discussions,

students are billed in the form of quizzes. Give quizzes to students to find

out student learning outcomes after learning. Students are not allowed to

cooperate when taking the test. Students answer all question individually.

Based on the statement above, the jigsaw model is a model that

applies the discussion method in two stages. Students are formed in group

is called the origin group which in initially, each member of the group
 22

worked individually according to assigned job. The second discussion was

formed by an expert group. Every students from the original group

discussing the same material gathered in on group to formulate the

assigned material. Expert group tasked with giving explanation to the main

group.

2.6.2 The Advantages of Jigsaw Technique

Every technique had its own advantages and disadvantages. The same

applied to jigsaw technique. Below were the advantages and disadvantages of the

technique.

There are several benefits, or advantages, or importance according to

Adam (2013). First and foremost, most teacher find jigsaw easy to learn because

teacher is not the sole provider of knowledge which makes most teachers enjoys

working with it because it can be used with teaching strategies. It enables students

take ownership in the work and achievement. Students are held accountable

among their peers, also learning revolves round interaction with peers and

therefore students are active participant in the learning process and this helps

build interpersonal and interactive skills. In addition, Jigsaw be able to increase

students’ learning since it is threating for many student, it increase the amount of

student participation in the classroom it reduce the need for competitiveness and it

reduce teacher dominance in the classroom based on Mengduo (2013). So, the

implementation of jigsaw has benefits for focusing on build student’s

interpersonal and interactive skill student more active in learning process and
 23

helps student who has low confidence. And then, helps teacher easy to teach the

student in classroom because teacher is not dominant in classroom.

2.8 Conceptual Framework

This section explains the whole process by using a conceptual framework.

The conceptual framework shows three phases. The first phase was giving input,

the second phase was processing the output, and the third phase was giving

output.

INPUT

PROCESS

OUTPUT

Figure 2.1 Conceptual Framework

In the conceptual framework, there were three main components namely

input, process and output. Those were described as follows:

1. Input

The term input referred to the descriptive texts that were used in

the classroom related with teaching descriptive texts.

2. Process

The term process referred to implementation of jigsaw technique in

teaching descriptive texts in the classroom.

 24

3. Output

The term output referred to the improvements of the students’

reading comprehension text.

 25

CHAPTER III

METHOD OF THE RESEARCH

This chapter consists of research design, setting and subjects of the

research, instrument of the research, procedures of the research, techniques of data

collection, and technique of data analysis

3.1 Research Design

The design of this research was collaborative Classroom Action Research

(CAR). It means that when doing the research, the researcher collaborated with

one of the classroom English teachers of SMP 10 South Poleang. The role of the

researcher is as a person who inspire the classroom teacher in applying jigsaw

technique as the actual action in the teaching and learning process. In other words,

in implementing the action, the researcher as a practitioner and the collaborative

teacher as an observer.

In conducting the research, the collaborative teacher and the researcher did

the action in the form of cycles referring to the model of Kemmis and Mc

Taggard, which consists of four steps: planning an action, implementing the

action, observing the action. It means that if the first cycle failed, the design

should continue to the next cycle.

 Procedure in conducting this research can be seen in the following figure:

Preliminary research
- Interest in students’ learning of
English lessons is still lacking
- Students lack of reading
comprehension
Planning
- Preparing the suitable method
- Preparing the lesson plans
- Preparing the criteria of success

Implementing
Cycle 1 and 2 Teaching the students how to
implement jigsaw technique

Observing

Continue Gathering the data about the teacher’s

activities and the students’
performances

Reflecting Analyzing
Reflecting whether the Analyzing the reading tests’
result is successful or not results and observation sheets

Unsuccessful Successful The research is stopped

Adapted from Kemmis and McTanggart in Burns (2010)

Figure 3.1: Procedure of Classroom Action Research

 27

3.2 Setting and Subjects of the Research

This action research was conducted in at the second grade of SMP Negeri 10

South Poleang in academic year of 2021/2022. It is located in Jln. Kampung Baru,

Kec. South Poleang Kab. Bombana Southeast Sulawesi Province

The main subject of the research was the students at the second grade of

SMP Negeri 10 South Poleang. Especially class VIII A there are 24 students. The

students consists of twenty females and eight males. The researcher conducted

research the second grade as the subjects of the research based on recommendation of

the second grade teacher. Besides that, the result of preliminary research showed that

the reading comprehension of the students was lack.

3.3 Instruments of the Research

The researcher used two instruments in this research, such as reading tests and

observation sheets.

1. The reading tests used to find out the students’ reading comprehension

improvements in each cycle after the treatments finish. The students are given a

reading test at the end of each cycle. Reading test used descriptive text and the test

will be used multiple choice with a total 20 questions.

2. The observation sheets used to observe the teacher and the students’ activities

during the teaching and learning process in each cycle. It aims at evaluating the

action that be carried out.

 28

3.4 Procedure of the Research

In conducting this research, the researcher carried out some steps such as

preliminary research, planning, implementing, observing, analyzing and reflecting.

The procedures of Classroom Action Research (CAR) were as follows:

3.4.1 Preliminary Research

Preliminary research was done by the researcher (Saturday, 27th February

2021) to know the real condition of the students’ problems and teacher’s problem in

teaching and learning process. It is done in order to go the real condition of the

students’ problem were lack of reading comprehension because the lack of

knowledge how to applied the technique in reading skill. The teacher also said that

among three classes that she teaches the class that had the lowest ability in English,

especially reading is the second grade of SMP Negeri 10 South Poleang

Based on the result of the preliminary research above, the researcher tried to

make a planning in teaching reading by jigsaw technique at the second grade students

of SMPN 10 South Poleang

Before starting learning process, the researcher analyzed the syllabus to know

the basic competence by using jigsaw technique. Secondly, the researcher made

lesson plan by using jigsaw technique to teach in every meeting and then the

researcher made a format of observation sheets to see the students’ condition in

teaching learning process. And the third, the researcher constructed instrument in

classroom action research.

 29

3.4.2 Planning

Before doing the research, a researcher needed to prepare for doing action

research. The activities in the planning were preparing a suitable method, preparing

the lesson plan, preparing media and facilities, and preparing the criteria of success.

a) Preparing a Suitable Method

Based on the objective of the research, this research focused on the

implementation of reading comprehension by Jigsaw technique.

b) Preparing Design Lesson Plan

The researcher designed the lesson plan by using jigsaw technique to teach in

every meeting.

c) Preparing the Criteria of Success

To supported the implementation, the research prepares the criteria of success.

The criteria were used to determine whether the cycle is successful or not. The

criteria of success presented as follows:

1. Process

- The students were more active in teaching and learning process.

2. Product

- 80% students got score 70 based on the analysis scoring rubric and criteria

ketuntasan minimal (KKM) of English subject at the second grade students of SMPN

10 South Poleang in academic year of 2021.

 30

3.4.3 Implementing

The implementation was conducted in at the second year students, especially

class VIII A of SMP Negeri 10 South Poleang

1. Pre-activity

a. Greeting and checking the student attendance

b. Giving questions to the students related to the topic

2. Whilst activity

a. Explaining about the jigsaw technique

b. Dividing the students into 4-5 groups

c. Providing material to each group in which there are several sub topic

according to the number of groups

d. Asking each group to share sub topic to their group friends

e. Asking each student to study the sub topics that have been shared

f. Asking each group to from a new group (expert group) and the group

learns/discusses each other about the assigned sub topic

g. Asking expert group was asked to return to the original group and

explain the sub topic that he got from the expert group

h. Asking each group to tell what they got in the whole text

i. Asking each group representative to come forward to read the results

of they got whole

j. Conducting a quiz related to the text

k. Monitoring the students activities

 31

3. Post activity

a. Asking the students to continue reading at their home

b. Concluding the lesson giving the students motivation.

3.4.4 Observing

In this step, a researcher observed all events or activities during the research.

The researcher observed the situation in class during the lesson, response, and attitude

of students when they were explained, doing a task, and know their difficulties. That

it was done by uses of observation and do evaluation cycle.

3.4.5 Reflecting

In reflecting, the researcher identified some weakness that occur in each cycle.

Besides that, it was figure out some problems that affect students’ success full to

achieve KKM.

3.5 Technique of Data Collection

The technique of collecting data in this research used quantitative data which

consists of reading test and observation sheet.

1. Administering the reading test in the last meeting of every cycle. The form of

this test is a multiple choice. It was done to find out whether or not there are

any improvements in the students’ reading comprehension.

 32

2. Filling out student observation sheets in order to track the students’ activities

during teaching and learning process. This was done by the researcher in order

to find out what needed to be done to improve the students’ performances.

3. The researcher was be assessed by the collaborator (English teacher of SMPN

10 South Poleang) as a mean of self-assessment. This way, the collaborator be

able to current mistakes that the researcher do during teaching and learning

process.

3.6 Technique of Data Analysis

The data is analyzing in this stage taken from the result of

observationsprocess in each cycle. The researcher analyzes the data using qualitative

andquantitative analysis. The data is taken from the result of students’ reading test

and observation sheet.

In analyzing the result of the student’ reading test, researcher used scoring

rubric as shown below:

Scoring the students answer :

obtained score
value= x 100
maximum score
 33

Table 3.1 to score the students’ answer the researcher uses the following

formula:

No Explanation Score

1 Correct 1

2 Incorrect 0

Student score criteria:

81 - 100 = Very Good

61 - 80 = Good

41 - 60 = Fair

21 – 40 = Enough

0 - 45 = Poor
 34

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the research discusses the presentation of preliminary research

data, data presentation of the first cycle, data presentation of the second cycle,

observation of the Students’ activities result, observation of the teacher activities

results, data analysis of the students’ reading comprehension, reflecting, and

discussion.

4.1 Findings of Preliminary Research

Before conducting the research on 27th February 2021. The researcher met an

English teacher of SMPN 10 South Poleang. In the meeting, the researchers

interviewed the teacher stated that students interest in learning English still lacking

and also the teacher said the most difficult skill which students should learn was

reading skill. Lack of reading comprehension because the lack knowledge how to

apply the technique in reading skill.

The results of the students’ reading test in preliminary research showed that

class VIII A, shows students’ had difficulty understanding the meaning and also

students’ were low motivation to read a text. In addition the students did not master

vocabulary well.
 35

4.2 Findings of the First Cycle

In the first cycle, the researcher collaborated with the teacher in choosing

descriptive texts to make it easier for students’ to understand the meaning in the text.

in this case, the researcher used the Jigsaw Technique to overcome these problems.

This part presented the data of planning, implementing, observing, analyzing, and

reflecting on the action.

4.2.1 Planning

Planning was the action done by the researcher after conducting preliminary

research. There were many activities done by researcher in this stage, namely

preparing lesson plans, observation sheet for students and teacher, instrument of the

research, reading scoring rubric, criteria of success, and media that were used in

learning teaching process.

4.2.2 Implementing

The implementation of the planning during four meetings in the first cycle

was as follows:

4.2.2.1 The First Meeting

The first meeting was conducted on Monday, September 27th, 2021. The

researcher greeted the students, asked the class leader to prepare their classmates,
 36

then asked them to pray before the lesson started. Because this was the first meeting,

the researcher took the time to introduce herself and greet the students one by one by

mentioning the students according to the attendance list. Then the researcher said

that today was learn descriptive text, “does anyone know what descriptive text is?”,

the researcher asked the students to answer the questions, but the students did not

give a good enough response or pointed at each other to answer the question and

caused a noise in the class. So, the researcher immediately explained about the

descriptive text but it was unclear or did not explain in detail and the students did not

seem to pay attention to the researcher.

The researcher immediately explained about descriptive text. “descriptive text

is a text which says what a person or a thing is like” next, the researcher said the first

material was a descriptive text about animals, "Okey, can someone mention the

names of the animals?, please raise your hand and state what animals you know’’ and

the students took turns saying the name of the animal and in the end caused a noisy

again, and the researcher immediately gave the direction "okay attention please’’.

Then researcher continued, “well we will learn about Panda, Cat, Dog, Rabbit and

also discussing Fish”, so before entering the study the researcher asked students to

mention the characteristics of the animals that have been mentioned.

Furthermore, in the main activity, the researcher applied the jigsaw technique

with the following step: the teacher divided the students into several group, then

students work in small groups or home groups consisting of four to five students. The
 37

teacher gave a task in the form of descriptive text has several sub-topic or about

something “title” and then, each group discussed the contents of the text each group

was asked to share the sub topics to their group mates. Then the researcher explained

that those who received the same sub topics formed a new group which could be

called expert groups or experts in mastering their sub topic after meeting at the their

expert group discusses the topic they have.

In the teaching and learning process, researchers always helps students who

seem difficult to follow the lesson. Concentrate on the sub-topics, after they

understand, they were asked to return to their home group to explain each topic the

have to their groups mates. Then the researcher asked the group representative to read

the text they had. After that, they were given practice questions to do the had to task.

In the post-activity, the researcher asked the students' problems or difficulties

during class learning and the researcher helped the students so that the students

quickly understood. After that, to find out whether the students really understand

about the descriptive text, the researcher gave a quiz in the form of multiple choice.

After the quiz was finished, the students were asked to collect the quiz at the teacher's

desk, then the researcher gave a conclusion, and finally, closing the class.

4.2.2.2 The second meeting

 38

The Second meeting was conducted on Saturday, 2 October 2021. The

researcher greeted the students, asked the class leader to prepare his classmates, then

instructed them to pray before the lesson started.

After that, the researcher checked the attendance list and asked the students to

answer the researcher's question about yesterday's lesson, "Does anyone still

remember what descriptive text and what descriptive text were we studied last

week"? some students answered and some did not answer in this case the students

were busy telling stories or playing behind and did not pay attention to the researcher,

then the researcher asked the students to form groups like yesterday which consisted

of four to five people in groups, but the formation of groups this time was not the

students who chose but the researchers after completing the group formation, each

group is given a piece of paper containing descriptive text with a different topic, there

is a sub topic entitled "My New Backpack, My Lovely Cat, My Daily Activities,

there is also one entitled Taufiq Hidayat, and Our New Neighbor" then each group

was asked to discuss for the formation of an expert group, group representatives

distributed sub-topics to each of their group friends but the class looked chaotic and

noisy.

The researcher conveyed again that who got the same sub-topic were asked to

join the group experts and discuss to understand what was discussed in their sub-

topic, after they understood, they were asked to return to the initial group to explain

to their friends about their sub-topic but many students did not understand the
 39

material, then the researcher asked the group representative to come forward to read

the descriptive text after the students were asked to do a descriptive text quiz in the

form of multiple choice.

After working on the practice questions, students were asked to collect their

work on the teacher's desk, then together answer the questions correctly after that the

teacher gives motivation and closes the class.

4.2.2.2.3 The third meeting

The researcher greeted the students, asked the class leader to prepare his

classmates, then instructed them to pray before the lesson started. After that, the

researcher checked the student attendance list at this third meeting, the researcher

gave different material about descriptive texts, this time the researchers gave

descriptive texts with each sub topic entitled "My House, My Big Dolphin Doll, My

Classroom, My Guitar, and My Sister's, Barbie Dolls". The researcher asked the

students to form groups like the previous meeting, so as not to cause a noisy in the

class, the researcher took over to form groups where each group consisted of four to

five students, the formation this time is different from the previous formation.

This time the students were asked to count from number one to five, after

arriving at number five the next students start counting from number one then to five

as before, after being formed each group representative came forward to the teacher's

desk to take the paper containing descriptive text, and asked to directly share each
 40

sub-topic with their group friends, the researcher also said that students in their

groups had to read carefully the text, after discussing and distributing each sub-topic,

students were asked to form a new group or expert group in which were students

who got the same sub-topics and discuss and understand with each other what is

discussed in the descriptive text that they have. After they understand they were

asked to return to their original group to explain each topic they have to their group

mates, in this case the students do not cause a noisy in class again, then the researcher

asked the group representatives to read the text they had.

After that, they were given practice questions that they had to do, the form of

the questions was multiple choice containing 10 numbers. After working on the

multiple choice questions gave, students were asked to answer on the blackboard

according to what was answered on the sheet of paper. After that the researcher and

students together look for the correct answer and write on the blackboard, after the

quiz is over the researcher closes the class, but first the researcher says that the next

meeting would hold a final test so the researcher asked students to learn about the

quizzes that have been given so that at the next meeting, students can answer

correctly the multiple choice questions in the final test, after conveying this the

researcher closes the class.

4.2.2.1 The fourth meeting

Finally the Fourth Meeting was held on Saturday, October 9, 2021. The

researcher entered the class and greeted the students, asked the class leader to prepare
 41

his friends, after that he prayed and then the researcher checked the attendance of the

students, now in this fourth meeting the researcher held a final the test as stated in

the third meeting that the next meeting would hold a final test, In this meeting

students were asked to answer questions in the text given, the text contains 20

questions in the form of multiple choice, students start answering the test while being

monitored by the researcher, after the final is complete, students were asked to collect

the final sheet at the teacher's desk and return to fixing their respective seats, then the

researcher conveys a little motivation so that students study harder to achieve what

they want. After that close the class.

4.2.3 Observation

Throughout the first to the third meeting, the researcher also observed each of

the students’ performances in the classroom in three aspects: engagement, courage

cooperation.

In addition, the researcher was also observed by the English teacher SMPN 10

South Poleang throughout the research in order to find out what had to be improved

to maximize the outcome of the research.

4.2.4 Data Analysis

There were three main sources of data in this research, namely observation

sheets of students, observation sheets of the teacher and reading tests. The results of

the data analysis can be seen below.

 42

4.2.4.1 Observation of the Teacher Activities Result

The observation was done simultaneously with implementation. The

researcher observed the teaching and learning process focusing on the teacher

activities by using the observation sheet. In short, the observation was done to ensure

whether the implementation of reading the descriptive text through the jigsaw

technique was successful or not, can be seen in the table below:

Table 4.1 Result of Teacher Observation of Cycle 1

No Meeting Average Category

1 I 25% Poor

2 II 37.5% Poor

3 III 50% Enough

The researcher performer was poor in the first meeting where she was

only able to obtain an average score of 25% it means that the category was

“poor”. According to the observer, the researcher did not explain about

descriptive text and jigsaw technique in detail and paid less attention to

students’ problem whether students understood or not. As a result, most

students were confused by unclear explanations.

The researcher managed to improve a little in the second meeting where

the researcher obtained an average score 37.5% it means that the category was

“poor”.
 43

In the last meeting, the researcher performed much better compared to

the previous meetings where she obtained 50% of average score it means that

the category “enough”. The researcher spent more time at explaining the

Jigsaw technique. The researcher also helped the students individually

whenever they encountered problems.

In other words, the average of teaching furthermore is teaching reading

through jigsaw technique in the first cycle was 37.5 % it means that the

category “enough”

4.2.4 Analysis of the Students’ Observation Sheet

The students were observed on three aspects, namely engagement,

encouragement, and cooperation. This was done in order to find out how well they

perform in terms of those aspects.

Table 4.2 Result of Students’ Observation of Cycle 1

No Meeting Average Category

1 I 33.37 % Poor

2 II 37.5 % Poor

3 III 53.12 % Enough

Based on the observation from the first meeting the average of the students

behaviours score was 33.37% it means that the category was “poor” and second

meeting it improved to be 37.5% it means that the “poor” category, in the last
 44

meeting it improved 53.12% it means that the category “enough”

Overall, in the first cycle, the were only able to obtain average score of

40,67% it means that the category was “enough” which meant that the students’

performance in the span of three meetings were considered “enough”.

4.2.5 Data Analysis of the Students’ Reading Comprehension

The researchers were still not satisfied because (1) they had not reached the

criteria for success and (2) the researcher found some students’ still had difficulties

and errors in reading descriptive text. Score of reading test was as follows:

Table 4.3 The Score of the Students’ Final Reading of the First Cycle

No Students Name Score Explanation

1 Afnan Algafar 60 Success

2 Agus Arya Winata 35 Fail

3 Fadlan Nur 60 Success

4 Andika 70 Success

5 Awal 65 Success

6 Bintang 80 Success

7 Artika Rahim 80 Success

8 Cici Ayu Andari P 40 Fail

9 Ikhwan Nasrullah 35 Fail

10 Haikal 35 Fail

11 Hijriah 70 Success
 45

12 Handayani 85 Success

13 Muh Adil Anwar 40 Fail

14 Masni 70 Success

15 Elis Ninda Putri 35 Fail

16 Nur Agus 50 Fail

17 Tiara Nur Kayla 70 Success

18 Rezki Fauziah 70 Success

19 Salsa Bila Pratiwi 30 Fail

20 Deris Agustina 75 Success

21 Sandi 75 Success

22 Susan Ulfiana 70 Success

23 Salma Wati 85 Success

24 Darling 30 Fail

Total 1.415

Average 59 Success = 15
Competences 62.5% Fail = 9
KKM 65

During the planning phase of the research, the researcher and the English

teacher of the school set a minimum score that was used as a measure to conclude

whether or not the students passed the reading test or not. The minimum score that
 46

was set was 65. Other than minimum score, they also set a minimum percentage of

completeness to be used as a measure of whether or not the research was successful

or not. The minimum completeness was 80%

The first cycle was considered as a failure because the percentage of the

students who success the minimum score of reading test was only 62.5%.

furthermore, there were only 15 of 24 students who were able to reach successfully

the minimum score.

The chart below depicts the result of the first cycle. The chart shows the

comparison of the number of students who failed, as well as the students who passed

the reading test in this cycle.

15

Success Fail

PassedFailed

Figure4.1–Reading Test Results of Cycle 1

 47

4.2.5 Reflecting

From the analysis of the teaching and learning process and improving

students’ reading comprehension in the first cycle, the application of the jigsaw

technique has not given satisfactory results to increasing students’ reading

comprehension. Therefore, the implementation of the action plan still needs to be

improved, so that it can achieve the criteria for the success of this research.

Table 4.4 The Problem of Students in Learning Process

No Problem Solution

1 The students had difficulties The researcher helped them to clarify by

in understanding the material explaining little by little the contents of

the text while asking students to translate

by themselves using a dictionary.

2 The students had low The researcher motivate students by

motivation in studying asking students to study hard so that

English students would in crease their knowledge

of learning English.

3 The students made noisy in The researcher gave a warning to them,

teaching and learning researcher said that they must pay

 48

process attention to the explanation, because if

they did not

understand about this material, they

would hard to understand about the next

material in the next morning.

4 The students were confused The researcher explained in detail what

about group formation the students had to do.

5 The students find difficult to The researcher helped students by asking

pronounce the reading text students to follow the way the researcher

reads.

6 The students gave difficulties The researcher helped the students to

doing quiz understand the quiz and make the students

successfully complete the quiz one by

one.

4.3 Data Presentation of the Second Cycle

This part deals with planning, implementing, observing, analyzing, and

reflecting actions. The analysis and reflecting covers the data analysis of the teaching

and learning process, the result of the students’ reading descriptive text, and

reflecting which was obtained in the first cycle.

4.3.1 Planning
 49

Planning is an action taken by the researcher after the first cycle. And then, in

the next cycle (cycle II) the researcher makes revisions/some improvements such as

explaining back to students about the steps of the jigsaw technique more clearly, the

researcher also explains the descriptive text more clearly, researchers also pay more

attention to students and motivate students to be more active in learning to read,

researchers and collaboratively also ask students to bring a dictionary when learning.

Researchers at this stage also make improvements to the lesson plans, prepare

observation sheets for students and teacher activities, prepare research instruments,

read assessment rubrics, and success criteria.

4.3.2 Implementation

Similar to the first cycle, the implementation of the planning was conducted in

four meetings. The detail of each meeting can be seen as follows:

4.3.2.1 First meeting

The first meeting was conducted on Monday, October 11 th 2021. The

researcher started the lesson by greeting the students and the students responded to

the researcher's greeting, then prayed and then checked the student attendance list.

Before explaining the material, the researcher informed the students that they would

study the descriptive text like the previous meeting. Therefore, to find out the

students' prior knowledge, the researcher gave some questions to the students as

apperception. First, the researcher asked "Do you still remember what descriptive text
 50

is?" most of the students did not answer and the researcher repeated the same

question to the students in Indonesian. “Apakah kalian masih ingat apa itu teks

descriptive?” some students answered and some did not answer, so the researcher

began to re-explain the descriptive text, and then gave examples to the students about

the descriptive text. And also said that today would learning descriptive text entitled

“Peter, My Room, Roddy, Rohma, and Ross is a Small Puppy”.

Then in the core activity, where the researcher conveys again that students

must read carefully using the jigsaw technique, the steps were as follows: the teacher

divides the students into several groups. Then students work in small groups (home

groups) consisting of 4-5 people. The teacher gives an assignment in the form of a

descriptive text, where the texts have several sub-topics or titles, then each group

discusses the contents of the text, get the same sub-topics form a new group can be

called an expert group (Experts in mastering their sub-topics) after meeting in the

expert group they discuss the topic.

In the teaching and learning process researchers always help students who

seem difficult to follow the lesson, concentrate on their sub-topics, after they

understand, they were asked to return to their original group to explain each topic

they have to their group mates, then the researcher asked the group representatives to

read the text they had. After that, they were given practice questions that they had to

do.
 51

In the post activity, the researcher asked the students' problems or difficulties

during class and the researcher gave a conclusion. And finally, closing the class.

4.3.2.2. The second meeting

The second meeting was conducted on Saturday, October 16th 2021. The

researcher started the lesson by greeting the students and the students responded to

the researcher's greeting, then prayed and then checked the student attendance list.

Before explaining the material, the researcher informed the students that they would

study the descriptive text like the previous meeting. Therefore, to find out the

students' prior knowledge, the researcher gave some questions to the students as

apperception. First, the researcher asked "Do you still remember what descriptive text

is?" most of the students did not answer and the researcher repeated the same

question to the students in Indonesian. “Apakah kalian masih ingat apa itu teks

descriptive?” some students answered and some did not answer, so the researcher

began to re-explain the descriptive text, and then gave examples to the students about

the descriptive text. And also said that today we are learning descriptive text entitled

“ My Handohone, My Uncle, Paris, Losari Beach, Bale Kambang. Then in the

core activity, where the researcher conveys again that students must read carefully

using the jigsaw technique, the steps are as follows: the teacher divides the students
 52

into several groups. Then students work in small groups (home groups) consisting of

4-5 people.

The teacher gives an assignment in the form of a descriptive text, where the

text has several sub-topics or titles, then each group discusses the contents of the text,

get the same sub-topics form a new group can be called an expert group (Experts in

mastering their sub-topics) after meeting in the expert group they discuss the topic.

In the teaching and learning process researchers always help students who

seem difficult to follow the lesson, concentrate on their sub-topics, after they

understand, they were asked to return to their original group to explain each topic

they have to their group mates, then the researcher asked the group representatives to

read the text they had. After that, they were given practice questions that they had to

do.

In the post activity, the researcher asked the students' problems or difficulties

during class and the researcher gave a conclusion. And finally, closing the class.

4.3.2.2.3 The third meeting

The third meeting was held on Monday, October 18th 2021. As a previous

meeting, the researcher started the lesson by greeting the students and the students

responded to the researcher's greeting, then pray and then checked the students’

attendance list, and introducing the topic to the students in the classroom. Before

explaining the material, the researcher told the students that they were going to study
 53

descriptive text like yesterday the topic was about animals only the title of each sub

topic was different, that is “Fafa, My Classroom, Timmy, Stamp, and Archard

Road”. After the researcher explained about the topic the researcher started learning

like the previous meeting

The researcher implemented the teaching reading by Jigsaw Technique which

the steps were as follows: the teacher divided the students into several groups. Then

students work in small groups (home groups) consisting of 4-5 people. The teacher

gave a task in the form of descriptive text, in which the text had several sub-topics or

title and then, each group discusses the contents of the text. Students who got the

same sub-topics form a new group can be called an expert group (Experts in

mastering the sub-topics they have) after meeting in the expert group they discuss the

topic.

In the teaching and learning process researchers always help students who

seem difficult to follow the lesson. Concentrate on their sub-topics, after they

understand, they were asked to return to their home group to explain each topic they

have to their group mates. Then the researcher asked the group representatives to

read the text they had. After that, they were given practice questions to do they had

to do the task.

At the last activity of this meeting, the researcher asked students’ problems or

difficulties during the class and the researcher gave a conclusion. After concluding,

the researcher said that the next meeting was a reading test and also said that students
 54

had to study in order to be able to fill out the reading test correctly, they were also

asked to study the quizzes that had been given because some of the reading test

questions were taken from quiz question from the previous meeting, and then

researcher closing the class.

4.3.2.2.4 Fourth meeting

This meeting is the last in the second cycle, it was conducted on Saturday,

October 23rd 2021. In the pre-activities, the researcher started the lesson by greeting

the class and then checking the students’ attendance list.

The meeting became the test for the second cycle and this meeting the

researcher just gave them a reading test that was a multiple-choice test that consisted

of 20 questions. The genre of the text is descriptive text. The researcher gave the

reading test to check the students’ improvement that had been researched in the three

previous meetings.

The researcher distributed instrument tests and students’ answer sheets. In this

case, the researcher gave a reading test to the students to know the capability stage in

reading comprehension and to get data about the second cycle. It was important to

know whether students’ ability could improve in reading comprehension through

jigsaw technique.

When the students’ did the test, the researcher monitored the students’

activities by walking from one table to another table. The researcher also warning to

the students did not to cheat to each other. After finished, the researcher collected the

students’ answer sheets and the last closed the class.

 55

4.3.3 Observation of the Teacher Activities Result

As in the first cycle, the observation was done simultaneously with

implementation. The researcher observed the teaching and learning process focusing

on the teacher’s activities by using the observation sheet. In short, the observation

was done to ensure whether the implementation of reading the descriptive text

through the jigsaw technique was successful or not.

Table 4.5 Result of Teacher Observation of Cycle 2

No. Meeting Average Category

1. 1 62.5% Fair

2. II 75% Good

3. III 100% Very Good

Observation teacher’s activities the second cycle was conducted from the first

meeting until the third meeting by observer during the researcher as the teacher in the

classroom. The observing total activity point in the first meeting got 62.5% it means

that category was “fair” and the second meeting got 75% it means that category was

“good”, and the third meeting got 100% it meant that the teacher activity was a “very

good” improvement at the learning process.

4.3.4 Observation of the Students’ Activities Result

 56

As in the first cycle, the observation was done simultaneously with

implementation. During the teaching and learning process, the researcher still

observed the students’ activities by using the observation sheet. The researcher

observed and analyzed the students’ reading descriptive text activities in the teaching

and learning process by using observation. The observation was done to ensure

whether the implementation of reading the descriptive text through the jigsaw

technique was successful or not, the researcher and observer decide to stop the cycle.

Table 4.6 Result of Students’ Observation of Cycle 2

No. Meeting Average Category

1. 1 68.75% Fair

2. II 81.25% Good

3. III 87,5% Very Good

In the first meeting, the students were able to achieve average score of

68.75%.It meant that the students’ performance in the classroom was “fair”. Then,

their average score improved significantly by the second meeting in which they

achieved 81.25% it means that the was “good”, the third meeting, they also

performed so well that they fell under the category of “very good” with the total

average score of 87.5%. To sum up, their performance in terms of engagement

courage, and cooperation in this phase was “good” with the average score of 80%. it

means that was category “good”

 57

4.3.5.3 Data Analysis of the Students Reading Comprehension

The result of the students’ reading test showed that there were 20 of 24

students (80%) got an average score of 70 The result of the students score of reading

test was as follows:

Table 4.7 The Score of the Students’ Final Reading of the Second Cycle

No Students Name Score Explanation

1 Afnan Algafar 60 Fail

2 Agus Arya Winata 70 Success

3 Fadlan Nur 100 Success

4 Andika 70 Success

5 Awal 65 Fail

6 Bintang 85 Success

7 Artika Rahim 80 Success

8 Cici Ayu Andari P 55 Fail

9 Ikhwan Nasrullah 80 Success

10 Haikal 75 Success

11 Hijriah 75 Success

12 Handayani 85 Success

13 Muh Adil Anwar 85 Success

14 Masni 70 Success

15 Elis Ninda Putri 90 Success

 58

16 Nur Agus 70 Success

17 Tiara Nur Kayla 25 Fail

18 Rezki Fauziah 70 Success

19 Salsa Bila Pratiwi 85 Success

20 Deris Agustina 75 Success

21 Sandi 70 Success

22 Susan Ulfiana 75 Success

23 Salma Wati 100 Success

24 Darling 85 Success

Total 1.800

Average 70 Success = 20
Competences 83,4% Fail = 4
KKM 65

As usual, the researcher scored the students’ reading tests one by one. After

that, the researcher sorted out those tests based on the scores. The students who

obtained score of 65 and above were considered as a success the test. Meanwhile, the

students who did obtained below 65 were considered as a failure.

The researcher found out that there were 20 students who passed the

minimum score (65), whereas 4 of them failed to do so. It meant that the

completeness of this cycle was 83.4% which was above the minimum completeness
 59

(80%). Therefore, this research was considered successful and could be stopped.

Below is the chart of comparison of the reading test results in the first and the

second cycle.

20

15

CYCLE1 CYCLE2

SuccessFail

Figure 4.2 – Reading Test Results of Cycle 1 and 2

4.3.6 Reflecting

Based on the result of the teaching and learning process analysis and the

students’ reading descriptive text in the second cycle, it can be concluded that

teaching reading descriptive text through jigsaw technique could improve the

students’ ability in reading descriptive text, it can be examined from the criteria of the

teaching and learning process. In this cycle, most of the students did not have

difficulties in reading. They had been easier the questions of text and them more

enthusiastic and active in the teaching and learning process in the class.
 60

1. The Result of Students’ Reading Test

The result of students’ reading test improved from the cycle to cycle.

Can be seen from the students’ score where the average score of the student

mastery in reading skill which was obtained in the each cycle there was in the

first cycle was 62,5% there were cycle two 83,4%. It can be conclude that the

score had achieved the criteria of success. The figure could be seen in below,

as follows:

score

74
72
70
68
83,4
66
64
62
62,5
60
58
56
54 Cycle 1 Cycle
1 2 2

2. The Observation Sheet of the Students’ Activities

Furthermore, students’ activities consistent with the result of the

students’ reading test. With the average score of the observation sheet

students’ activities for cycle one was 40.67% it was “enough” category and
 61

cycle two was 80%. It was “good category”. The figure could be seen in

below, as follows:

average

30

25

20
80
15
40.67
10

0 Cycle 1 Cycle 2
1 2

4.4 Discussion

The research was focused on improving students’ reading comprehension

through the jigsaw technique. The findings showed that the jigsaw technique was

successful in improving students’ reading comprehension of SMPN 10 south poleang.

The researcher conducted the actions in two-cycle. The researcher asked students to

work in a group in applying the jigsaw technique.

The improvement of the reading comprehension through the jigsaw technique

can be seen from the students’ average score and the student's activity during the

implementation of the action. It can be seen from two aspects: Process and product.

In the aspect the product, the students in the first cycle average was 62,5%

and in cycle two, the average score of students was 83,4% who were able to
 62

successfully the minimum score, the minimum score which was slightly above the

minimum completeness 80%. The improvement supports Virta (2012), Wahyuni

(2015) and Adib (2019) which was entitled improving students reading

comprehension by using jigsaw technique. It was a classroom action research that

resulted in improvement of the students’ comprehension reading text after he taught

the students about how to used jigsaw technique and it was proven that this research

was successful in the second cycle.

The students activities in the classroom were also significantly improved from

“enough” in the first cycle, to “very good” in the second cycle.

Furthermore, in the aspect of process, the students average score improved

from cycle to cycle. In the first cycle was 40.67% and in the second cycle was 80% it

can be seen said that it has improved, it was success category.

The improvement is in line with Isjoni (2009) who stated that jigsaw

technique is a type of cooperative learning that encourages students to active and help

each other in mastering the subject matter to achieve maximum performance.

 63

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter discussed the conclusion and suggestion of the research.

5.1 Conclusion

Based on the finding in this discussion of the research, the design of this study

was Collaborative Action Research (CAR). The researcher was collaborated by one

of the English Teachers in the school that to make sure that the Jigsaw Technique is

effective and suitable for solving the problem in teaching. The setting of this study

was conducted at SMPN 10 South Poleang and the subject of this study was the

students of the eighth grade of SMPN 10 South Poleang who registered in academic

2020/2021. Especially at class VIII A. The instruments used in this study were

reading tests and observation sheets. The result of this research showed that the

Jigsaw Technique could improve the students’ reading comprehension in the eighth

grade of SMPN 10 South Poleang. It could be seen from two aspects. Firstly, the

average score of the reading test (produce) in cycle one was 59 or 62.5%. It’s not yet

achieved the criteria as success that was 65 (KKM). So, the researcher continued to

cycle two and the result showed that the average score of cycle two was 75 or 83.4%,

it indicated that the study was a success because the criteria of success were achieved.

Secondly, the average of observation sheets (process) actively participated during the
 64

teaching and learning process in the first cycle the students’ average was 40.67%

means “enough” it improved to be 80% means “good” in the second cycle.

5.2 Suggestions

The results of the study prove that the use of the Jigsaw Technique in

teaching reading can improve students’ reading comprehension. Based on the result

above the researcher hope that this research will provide benefits for the improvement

of the teaching and learning process of English. Researchers want to provide some

suggestions that hopefully, this advice will be useful for students, teachers, schools,

and other researcher.

1. Teacher

The English teacher should always explain the importance of each technique

in studying English especially in improving reading ability. Students

The students should not judge that reading is a boring activity. Students

generally must encourage themselves to learn more, to ask what they do not

understand, and learn as much as possible.

2. School

Schools must complete facilities that can support the development of quality

teaching and learning.

3. Other researchers

The researchers hope that this technique can be applied by other researchers at

the level of other students.

 65

BIBLIOGRAPHY

Adams, A. R. 2013. Cooperative Learning Effects on the Classroom. Northern:

Michigan University.
Adib, M. F. 2019. Improving students’ Reading comprehension by using jigsaw
technique at the Tenth Grade of MA Nurul Muttaqin Wedi Kapas Bojonegoro
in Academic 2018/2019. IKIP PGRI Bojonegoro: Unpublished Thesis.
Akhmad,S.2008. Cooperative Learning Jigsaw. http://wordpress.com/2008/07/31: 12
May 2021.
Akhmad,S. 2010. Konsep Pengambilan Keputusan dalam Manajemen Pendidikan.
Http://www.scribd.com: access on 3 Nopember 2015.
al, R. e. 2010. Pendidikan Bahasa dan Sastra di Kelas Tinggi. Bandung: UPI PRESS.
Arikunto, S. 2008. Penelitian Tindakan Kelas. Jakarta: PT. Bumi Aksara.
Aronson, E. 2010. The Jigsaw Classroom (2nd ed). New York: Longman.
Azizah, N. 2013. Pengaruh Metode Pembelajaran Jigsaw Terhadap Hasil Belajar
Mata Pelajaran Dasar Kompetensi Kejuruan di SMK Wongserojo Gombang.
http://www.library.wongserojo.ac.iddiglibfiledisk189jtptiain-gdl-nurazizah-
4450-1-sekripsi-p.pdf: access on 28 July 2019.
Boyle, S. P. 2016. Reading, Writing and Learning in ESL. London: Person Education.
Brown, H. D. 2007. Prinsip Pembelajaran dan Pengajaran Bahasa. Jakarta: Pearson
Education, Inc.
Dalman. 2013. Keterampilan Membaca. Jakarta: Raja Perindo Persada.
Fatmawati,Y. 2014. The impact of Using Jigsaw Technique Reading Comprehension
at Grade Eight of SMPN 22 Bandar Lampung. Bandar Lampung: The Second
International Conference on Education and Language (2nd ICEL).
Fredericka, G. W. 2011. Teaching and Researching Reading. New York: Pearson
Education Limited.
Harmer, J. 2007. The Practice of English Language Teaching. Cambridge: Longman.
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Kemmis, S. a. 2010. The Action Research Planner. Australia: Deakin University

Press.
Kennedy, E. C. 2014. Methods in Teaching Developmental Reading. USA: West
Virginia University Press.
Mukhroji. 2020. The Effect of Think Aloud Strategy on Students' Reading Skill.
Makassar: Muhammadiyah University of Makassar.
Nunan, D. 2014. Second Language Teaching and Learning. Boston, MA: Heile &h
Heinle Publishers.
Rusman. 2014. Model-Model Pembelajaran Mengembangkan Profesionalisme Guru.
Jakarta: Raja Grafindo Persada.
Slavin, R. E. 2005. Cooperative zlearning . London: Allymand Bacon.
Somadayo, S. 2011. Strategi dan Teknik Pembelajaran Membaca. Yogyakarta: Graha
Ilmu.
Suryani, L. 2015. Improving Students' Reading Skills By Using The Mind Map
Technique at SMA N 1 Kretek in the Academic Year of 2013/2014.
Yogyakarta: State University of Yogyakarta.
Tarigan. 2015. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung:
Angkasa.
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Technique. Universitas Tanjungpura: Unpublished Thesis.
 67

APPENDICES
 68

Appendix 1

INTERVIEW TRANSCRIPT

DAY : Saturday

TIME : 09.50

THE PlACE : Teacher Housing

RESPONDEN : Surianti, S.Pd

Masdariyanti (M) Research

Surianti (S) Teacher

M: Bismillahirrohmanirrohim Assalamualaykum Warahmatullah Wabarakatuh.

Introducing my name is Masdariyanti, 8th semester majoring in English

education at the 19 November University Kolaka. Thank you for the time that

has been given to me, I will immediately interview you regarding the

problems and techniques in the learning process that you face while teaching

English.

S: l’ll just introduce myself. Introduce my name is Surianti as an English teacher

at SMPN 10 South Poleang

M: Alright, straight to the firs question, what problems did you face while

teaching English?
 69

S: The problem I faced while teaching English, namely the vocabulary was very

lacking in understanding of grammar, especially about reading, on average

students lacked interest in reading so it was a little difficult for students to

understand.

M: Oh, it’s like that, ma’am, regarding the reading ability of students, what grade

do you think lacks ability in reading?

S: Related to that problem, those who have very poor reading skills are grade 7

and 8

M: Oh, ma’am, maybe that’s all I have to ask, thank you for your time ma’am,

Assalamualaykum warrohmatullahi wabarokatuh

S: Yes, you’re welcome Wa’alaykumussalam Warahmatullahi Wabarakatuh.

 70

TRANSKIP WAWANCARA

HARI : Sabtu

JAM : 09.50

TEMPAT : Perumahan Guru

RESPONDEN : Surianti, S.Pd

Masdariyanti (M) Peneliti

Surianti (S) Guru

M: Bismillahirrohmanirrohim Assalamualaykum Warahmatullah Wabarakatuh.

Perkenalkan nama saya Masdariyanti, semester 8 jurusan pendidikan Bahasa

Inggris di Universitas Sembilanbelas November Kolaka. Terimakasih atas

waktu yang telah diberikan kepada saya, langsung saja saya akan

mewawancarai ibu terkait masalah dan teknik dalam proses pembelajaran

yang ibu hadapi selama mengajar Bahasa inggris.

S: Langsung saja yah saya memperkenalkan diri. Perkenalkan nama saya

Surianti selaku guru Bahasa Inggris di SMP Negeri10 Poleang Selatan

M: Baiklah langsung saja pada pertanyaan pertama, apa saja masalah yang ibu

hadapi selama mengajarkan Bahasa Inggris?

 71

S: Masalah yang saya hadapi selama mengajar Bahasa Inggris, yaitu

vocabularynya sangat kurang pemahaman tentang grammar pun kurang

terutama soal membaca, rata-rata siswa kurang minat untuk membaca

sehingga sedikit sulit untuk membuat siswa paham

M: oh seperti itu yah bu, terkait dengan kemampuan reading siswa kira-kira bu

kelas berapa yang kurang kemampuannya dalam masalah reading?

S: terkait masalah itu yang sangat kurang kemampuan soal reading itu kelas7

dan 8

M: oiya bu mungkin itu saja pertanyaan dari saya terimakasih atas waktunya bu

yah Assalamualaykum warrohmatullahi wabarokatuh

S: iya sama-sama Wa’alaykumussalam Warahmatullahi Wabarakatuh.

 72

Appendix 2

Time Schedule

First Cycle

Meeting Date

1 27 September 2021

2 2 October 2021

3 4 October 2021

4 9 October 2021

Second Cycle

Meeting Date

1 11 October 2021

2 16 October 2021

3 18 October 2021

4 23 October 2021
 73

Appendix 3

RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 10 POLEANG SELATAN

Kelas/Semester : VIII A
MataPelajaran : Bahasa Inggris
Materi Pokok : Descriptive Text

A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan suimber lain yang sama dalam
sudut pandang/teori.

B. Kompetensi Dasar

1. Memahami fungsi sosial. Struktur teks dan unsure kebahasaan dari teks
descriptive dengan menyatakan dan menayakan tentang deksripsi
orang, binatang dan benda. Sangat pendek dan sederhana sesuai
dengan konteks pengunaanya
2. Mengidentikasi fungsi social dari teks deskriptif
3. Mengidentifikasi unsure kebahasaan dari teks deskriptif
4. Mengedentifikasi struktur teks dari teks deskriptif
 74

Indikator :-
Aspek/Skill : Membaca
Alokasi Waktu: 2 x 40 Menit

C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

 Memahami Pengertian Jigsaw Sebagai Salah Satu Teknik Membaca
 Memahami Langkah-Langkah Jigsaw
 Memahami Teks Bacaan Mengunakan Teknik Jigsaw
 Menjawab Pertayaan Berdasarkan Text Bacaan

D. Metode Pembelajaran

Reading Comprehension the use Jigsaw Technique

Langkah-Langkah Pembelajaran
a. Pendahuluan
 Guru mengucapkan salam ketika memasuki kelas
 Meminta ketua kelas untuk memandu membaca doa belajar.
 Mengecek kehadiran siswa (Apsensi)
 Menanyakan kabar peserta didik sebagai pemanasan untuk membangkitkan
alam bawah sadar mereka untuk aktif

b. Kegiatan Inti

 Guru meminta siswa untuk membentuk kelompok, masing-masing kelompok

beranggotakan 4-5 orang
 Guru menjelaskan penyajian materi dalam bentuk penerapan kooperatif tipe
jigsaw
 Guru memberikan materi kepada masing-masing kelompok dalam bentuk text
yang telah dibagi menjadi beberapa sub topic
 Guru meminta masing-masing kelompok untuk membagikan sub topic keteman
kelompok masing-masing ( 1 orang 1 sub topic ) dan meminta temannya untuk
membaca sub topic yang ditugaskan dan bertanggung jawab untuk
mempelajarinya
 Guru meminta masing-masing kelompok mempersiapkan kelompok baru
(kelompok ahli) sesuai dengan sub topic masing-masing
 Guru menjelaskan langkah-langkah kepada masing-masing kelompok ahli
 75

kemudian para kelompok ahli mempelajari/mendiskusikan sub topic dengan

seksama
 Guru meminta kelompok ahli kembali ke kelompok asal dan mempresentasikan
hasil yang ia dapatkan dikelompok ahli
 Guru meminta masing-masing perwakilan kelompok maju kedepan dan
mempresentasikan topic umum tersebut sesuai dengan apa yang mereka
dapatkan
 Guru mengadakan kuis untuk mengetahui hasil belajar siswa setelah
pembelajaran dan dijawab secara individu

E. Materi Pembelajaran

Descriptive Text Meeting 1

Panda
I went to the zoo yesterday and I saw panda for the first time. Panda is
the very cute animal I've ever seen. It has little eyes with black spots around
them. His body is black and white colored. Panda's body is almost look alike
with bear. Panda looks like tame animals but it's actually not. Panda eats
bamboo and they almost eat 40 kg bamboo in just one day. Panda is animal
from china. I like Panda because they're cute.
My Favorite cat
I have a stray cat as my pet. He is really playful, He loved to play with
me and the new things he found. He has orange and white fur, his fur is so
soft and I like to rubs it for him. He has a long tail. He likes to play with it. He
is also always try to catch his tail sometimes. I also like to hold him in my
hand, when I hold him like that he will fall asleep
My Dog
My dad bought me a dog on my birthday. It is a male golden retriever dog. I
really love him as my pet.
His name is Jiji. He has brown fur. His fur is really soft and he likes to
be rubbed on his belly. He has a long tail and big body. I always take him for
walk around because he really like it. Jiji is already as the part of our family.

My Rabbit
 76

I have a rabbit. His fur is white and has black spots. He has long ears
and a short tail. He also has cute red big eyes! My rabbit likes to eat carrot
and other vegetables. When I release my rabbit out of his cage, he used to
jump everywhere and hard to catch. So, I could just put him on his cage
because I'm afraid that he might running away. I don't wanna lost my rabbit
because I love him very much.
My Golden Fish
When I was going to carnival, I bought a beautiful golden fish. He has
golden-yellow color. His head and belly is round and big. I put it on my
aquarium. I love him when he's swimming, he's really cute. It is really relaxing
by just seeing him swimming.

Descriptive Text Meeting 2

My New Backpack
I have a new backpack. Its color is light green. I always take it when I go to
school. It is made of strong fabric.
My backpack has several parts. The first part is the pocket where I put my money and
library card. The second part is the main part. I always put my books and pencil case
in it. The third part is a small pocket on the left side of the backpack. I keep a bottle
of water in this pocket.

My Lovely Cat
Milo is my pet. He is my lovely cat. He is not an expensive cat. I found him in
front of my house. Though he is not a pricey cat, I love him so much.
Milo has long whiskers and green eyes. He is orange with two gradations of
colors. He is not fat though he eats a lot because he is very active. He likes to play
with balls, but his favorite toy is a ball of yarn. He likes to roll it and then chase it.
Once he catches it, he throws it from one of his front paws to the other one. At night,
he always sleeps with me.
My Daily Activities
My name is Jonathan. I live in Cape Town, South Africa. Let me tell you
about my daily activities.
 77

I always go to school early in the morning, but I hardly ever go home early
because I always go to school and return home on foot. My school is about seven
kilometers from my house. The bus fare is too expensive for me.
After school, most of my friends practice African dances, but I cannot join
them because I have to help my parents. I must get water from a well and babysit my
sisters. I have two sisters. Sometimes, I do my homework in the evening, but at other
times I'm too tired to do it.

Taufiq Hidayat
This man works when we sleep at night. He uses a big telescope to help him.
He is Taufiq Hidayat. He is an astronomer From Monday to Saturday, Taufiq goes to
Bosscha Observatory, Lembang. He uses a big telescope and a computer to observe
the stars. Then, he uses math and physics to create theories

Our New Neighbor

We have a new neighbor, the Yamamotos. They come from Japan. They
moved to our city two weeks ago. Mr. Yamamoto works for a mining company in
Riau, but his wife stays at home. The Yamamotos have one daughter. Her name is
Ako. She is twelve years old. She goes to the same school as I do. In fact, she is my
classmate.
I often visit Ako's house. I usually go there in the afternoon. Ako and I like to
study together. Sometimes, I go to her house to have a nice chat. I teach her
Indonesian. I also love to hear about Japan from her. I dream about going there
someday. Ako is a nice girl. She often shows me some photographs of her family.

Descriptive Text Meeting 3

My House

This is my house. My parents, brother, sister and I live there. The color of the
roof is dark brown and the wall color is white. There are three bedrooms, two
bathrooms, one kitchen, a dining room and a living room. We like to spend time in
the living room. We usually watch TV or movies there after dinner. Backyard is my
favorite place. My siblings and I love playing in the backyard. We have a swing and a
trampoline there. I love my house
 78

My Big Dolphin Doll

On my previous birthday, my friend gave me a dolphin doll. The size of the
doll is big. It’s about 1.6 meters. The color is white and blue. It is very soft and fluffy.
I feel really comfortable when I hug it. My sister also likes to hug my big dolphin
doll. I love dolphins because they are very intelligent marine mammals.

My Classroom
My classroom is big, neat and clean. It is about 10 x 9 meters. The wall color
is white. There are four glass doors and 6 windows. There are thirty desks for
students and two desks for teachers. One teacher desk is in front of the class and
another one is in the back. The students’ desks are grey and light blue. While the
teachers’ desks are white and brown. All desks are made of wood and iron. There are
two bookshelves and two whiteboards in front of the class. I feel really comfortable to
study in my classroom.
My Guitar
I have a guitar. My mother bought it for me a month ago. A guitar is one of
popular musical instruments in my school. It is usually made out of wood. It is about
one meter tall. The body is large and eggplant-shaped with a long thin neck. There are
six strings that I strum to produce sounds. The color of my guitar is brown. In my free
time, I like to play the guitar and my brother sings a song.
My sister’s Barbie Doll
My young sister has a Barbie doll. She likes to play with it. She brings it
everywhere she goes and even sleeps with it. The doll is about 11 inches tall. It has a
slim body shape with bright brown eyes and beautiful dark skin. The hair is black and
long. I bought it for her when she was four years old. She loves it very much and
takes care of it every day.

F. Soal Latihan Pembelajaran

Meeting 1
Read the following text to answer questions 1 to 2
Panda
I went to the zoo yesterday and I saw panda for the first time. Panda is
the very cute animal I've ever seen. It has little eyes with black spots around
 79

them. His body is black and white colored. Panda's body is almost look alike
with bear. Panda looks like tame animals but it's actually not. Panda eats
bamboo and they almost eat 40 kg bamboo in just one day. Panda is animal
from china. I like Panda because they're cute.
1. What color is the panda body described in the text?
a. White and black
b. White and yellow
c. Chocolate
d. Black and yellow

2. What food does panda eat?

a. Vegetable
b. Bamboo
c. Wood
d. Rock

Read the following text to answer questions number 3 to 4

My Favorite cat
I have a stray cat as my pet. He is really playful, He loved to play with
me and the new things he found. He has orange and white fur, his fur is so
soft and I like to rubs it for him. He has a long tail. He likes to play with it. He
is also always try to catch his tail sometimes. I also like to hold him in my
hand, when I hold him like that he will fall asleep
3. What is said in the text above?
a. Dog
b. Rabbit
c. Cat
d. Butterfly
4. What color is the fur of the cat decribed in the text?
a. White
b. Black
c. Orange
d. Orange and white
Read the following text to answer questions number 5 to 6
My Dog
My dad bought me a dog on my birthday. It is a male golden retriever dog. I
really love him as my pet.
 80

His name is Jiji. He has brown fur. His fur is really soft and he likes to
be rubbed on his belly. He has a long tail and big body. I always take him for
walk around because he really like it. Jiji is already as the part of our family.
5. What birthday gift did you give in the text above?
a. Cat
b. Rabbit
c. Bird
d. Dog
6. What kind of dog is given by the father in the text?
a. Male golden retriever dog
b. Golden male dog
c. Black dog
d. White

Read the following text to answer questions number 7 to 8

My Rabbit
I have a rabbit. His fur is white and has black spots. He has long ears
and a short tail. He also has cute red big eyes! My rabbit likes to eat carrot
and other vegetables. When I release my rabbit out of his cage, he used to
jump everywhere and hard to catch. So, I could just put him on his cage
because I'm afraid that he might running away. I don't wanna lost my rabbit
because I love him very much.
7. What is described in the text above?
a. Rabbit
b. Horse
c. Rat
d. Chicken
8. Based on the text above where does he put the rabbit?
a. Bedroom
b. Cage
c. Outside
d. In the living room
Read the following text to answer questions number 9 to 10
My Golden Fish
When I was going to carnival, I bought a beautiful golden fish. He has
golden-yellow color. His head and belly is round and big. I put it on my
aquarium. I love him when he's swimming, he's really cute. It is really relaxing
by just seeing him swimming.
 81

9. Based on the text above, where is the goldfish bought?

a. Market
b. Mall
c. Carnival
d. Ferry port
10. Where is the fish placed?
a. Bucket
b. Basin
c. Aquarium
d. Bathtub

Meeting II

Read the following text to answer questions number 1 to 2

My New Backpack
I have a new backpack. Its color is light green. I always take it when I go to
school. It is made of strong fabric.
My backpack has several parts. The first part is the pocket where I put my money and
library card. The second part is the main part. I always put my books and pencil case
in it. The third part is a small pocket on the left side of the backpack. I keep a bottle
of water in this pocket.

1. What does the text tell us about?

a. The backpack material
b. The parts of the backpack
c. The writer’s new backpack
d. The writer’s favorite color

2. Where does the writer put his water bottle? In the . . . part of the backpack
a. First
b. Third
c. Fourth
d. Second

Read to following text to answer questions number 3 to 4

My Lovely Cat
Milo is my pet. He is my lovely cat. He is not an expensive cat. I found him in
front of my house. Though he is not a pricey cat, I love him so much.
 82

Milo has long whiskers and green eyes. He is orange with two gradations of
colors. He is not fat though he eats a lot because he is very active. He likes to play
with balls, but his favorite toy is a ball of yarn. He likes to roll it and then chase it.
Once he catches it, he throws it from one of his front paws to the other one. At night,
he always sleeps with me.
3. What does Milo do it he catches the yam?
a. He eats it
b. He kicks it
c. He throws it
d. He gets on the yam

4. What does the word “pricey” mean?

a. Cheap
b. Expensive
c. Reasonable
d. Economical
Read the following text to answer question number 5 to 6
My Daily Activities
My name is Jonathan. I live in Cape Town, South Africa. Let me tell you
about my daily activities.
I always go to school early in the morning, but I hardly ever go home early
because I always go to school and return home on foot. My school is about seven
kilometers from my house. The bus fare is too expensive for me.
After school, most of my friends practice African dances, but I cannot join
them because I have to help my parents. I must get water from a well and babysit my
sisters. I have two sisters. Sometimes, I do my homework in the evening, but at other
times I'm too tired to do it.

5. The text mainly discusses . . .

a. Jonathan’s activities in the morning
b. Jonathan’s daily activities
c. The expensive bus fares
d. Cape town
6. Why does Jonathan always come home late?
a. He practices dancing with his friends
b. He returns home on foot
c. He babysits his sisters
 83

d. He walks very slowly

Read the following text to answer questions number 7 to 8
Taufiq Hidayat
This man works when we sleep at night. He uses a big telescope to help him.
He is Taufiq Hidayat. He is an astronomer From Monday to Saturday, Taufiq goes to
Bosscha Observatory, Lembang. He uses a big telescope and a computer to observe
the stars. Then, he uses math and physics to create theories

7. What does Taufiq Hidayat do?

a. He is a math teacher
b. He is an astronomer
c. He is an astronaut
d. He is a pilot
8. How can an astronomer help astronauts?
a. He helps them land on the Moon and put satellites in the outer space
b. An astronomer helps astronauts by giving information about stars
c. An astronomer helps astronauts fly the planes
d. He helps them land the planes on the Earth

Read the following text to answer questions number 9 to 10

Our New Neighbor

We have a new neighbor, the Yamamotos. They come from Japan. They
moved to our city two weeks ago. Mr. Yamamoto works for a mining company in
Riau, but his wife stays at home. The Yamamotos have one daughter. Her name is
Ako. She is twelve years old. She goes to the same school as I do. In fact, she is my
classmate.
I often visit Ako's house. I usually go there in the afternoon. Ako and I like to
study together. Sometimes, I go to her house to have a nice chat. I teach her
Indonesian. I also love to hear about Japan from her. I dream about going there
someday. Ako is a nice girl. She often shows me some photographs of her family.
9. Where does Mr. Yamamoto work?
 84

a. In a housing area in Riau

b. In a mining company
c. In Tokyo, Japan
d. At home
10. How long have the Yamamotos stayed in Indonesia?
a. 1 year
b. 2 year
c. 2 weeks
d. 2 months

Meeting III

Read the following text to answer questions number 1 to 2

My House

This is my house. My parents, brother, sister and I live there. The color of the
roof is dark brown and the wall color is white. There are three bedrooms, two
bathrooms, one kitchen, a dining room and a living room. We like to spend time in
the living room. We usually watch TV or movies there after dinner. Backyard is my
favorite place. My siblings and I love playing in the backyard. We have a swing and a
trampoline there. I love my house

1. Based on the text above, who lives in that house?

a. My grandfather, grandmother, brother
b. My aunty, uncle, cousin
c. My parents, brother, sister
d. My cousin, my nephew, nice
2. When do they usually watch TV?
a. After work
b. Before breakfast
c. After dinner
d. Before take a bath

Read the following text to answer questions number 3 to 4

My Big Dolphin Doll
On my previous birthday, my friend gave me a dolphin doll. The size of the
doll is big. It’s about 1.6 meters. The color is white and blue. It is very soft and fluffy.
I feel really comfortable when I hug it. My sister also likes to hug my big dolphin
 85

doll. I love dolphins because they are very intelligent marine mammals.

3. What is the size of the dolphin doll based on the text above?
a. 1.6 meters
b. 2,5 meters
c. 1,5 meters
d. 1,3 meters
4. Why is the dolphin doll so comfortable for us to hug?
a. Because the size of the dolphin doll is very large
b. Because it is very soft and fluffy
c. Because the doll dolphin is very tall
d. Because the dolphin doll is very rough

Read the following text to answer questions number 5 to 6

My Classroom
My classroom is big, neat and clean. It is about 10 x 9 meters. The wall color
is white. There are four glass doors and 6 windows. There are thirty desks for
students and two desks for teachers. One teacher desk is in front of the class and
another one is in the back. The students’ desks are grey and light blue. While the
teachers’ desks are white and brown. All desks are made of wood and iron. There are
two bookshelves and two whiteboards in front of the class. I feel really comfortable to
study in my classroom.
5. The question that is not correct based on the text above is. . . .
a. There are thirty one desks for students
b. The students’ desks are grey and light blue
c. The teachers desks are white and brown
d. All desks are made of wood and iron
6. What is the total of desks in the class?
a. 31 desks
b. 32 desks
c. 33 desks
d. 34 desks
Read the following text to answer questions number 7 to 8
My Guitar
I have a guitar. My mother bought it for me a month ago. A guitar is one of
popular musical instruments in my school. It is usually made out of wood. It is about
 86

one meter tall. The body is large and eggplant-shaped with a long thin neck. There are
six strings that I strum to produce sounds. The color of my guitar is brown. In my free
time, I like to play the guitar and my brother sings a song.
7. How long has it been since the guitar was bought?
a. 4 months
b. 3 months
c. 2 months
d. 1 month
8. When does the writer like to play the guitar?
a. In his free time
b. On the morning
c. On the afternoon
d. On the night
Read the following text to answer questions number
My sister’s Barbie Doll
My young sister has a Barbie doll. She likes to play with it. She brings it
everywhere she goes and even sleeps with it. The doll is about 11 inches tall. It has a
slim body shape with bright brown eyes and beautiful dark skin. The hair is black and
long. I bought it for her when she was four years old. She loves it very much and
takes care of it every day.
9. Based on the text above, who did the writer give the doll to?
a. Her nice
b. Her nephew
c. Her sister
d. Her brother
10. What the characteristics of the hair of that doll?
a. Grey and short
b. Black and long
c. Yellow and short
d. Brown and long

G. Penutup
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa diberi
pertanyaan bagaimana perasaannya (REFLEKSI).
Siswa diberimotivasi untuk selalu belajar
 87

H. Sumber/Media Pembelajaran
1. Sumber materi: Buku Paket Siswa
2. Media: kamus spidol dan papan tulis.
Penilaian

- Teknik : Tertulis
- Bentuk : Descriptive Text
- Instrument : Reading Test

I. Scoring Rubric

No. Explanation Score

1 Correct 1
2 Incorect 0

Obtained score x 100%

value =
Maximum score

Poleang Selatan,. . . . . . . . . . .2021

Observer Researcher

SURIANTI, S.Pd MASDARIYANTI

NIP. 19771020 200903 2 002 NIM. 170220045
 88

Appendix 4
Observation Sheet for the Teacher

Cycle :1

Meeting :1

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks student √

attendance

2. Giving questions to the students related

to the topic √

Whilst activity
√
1. Giving explanation to the students about
the technique jigsaw

2. The teacher instructs the jigsaw technique √

3. Giving a quiz to the students
√
4. Giving opportunity the students for asking
questions if there are difficulties in the
implementation of learning
√

Post activity
√
1. Asking the students to continue reading
at their home √
2. Concluding the lesson giving the students
 89

motivation
Total Yes: 2 No: 6
Percentage 25%
Category Poor
Observation Sheet for the Teacher

Cycle :1

Meeting :2

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks √

student attendance

2. Giving questions to the students √

related to the topic
Whilst activity

1. Giving explanation to the students about √

the technique jigsaw

2. The teacher instructs the jigsaw √

technique
√
3. Giving a quiz to the students

4. Giving opportunity the students for √

asking questions if there are difficulties
in the implementation of learning

Post activity

1. Asking the students to continue √

reading at their home

2. Concluding the lesson giving the √

students motivation
 90

Total Yes: 3 No: 5

Percentage 37.5%

Category Poor
Cycle :1

Meeting :3

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks √

student attendance

2. Giving questions to the students √

related to the topic
Whilst activity

1. Giving explanation to the students √

about the technique jigsaw

2. The teacher instructs the jigsaw √

technique
√
3. Giving a quiz to the students

4. Giving opportunity the students √

for asking questions if there are
difficulties in the implementation
of learning

Post activity

1. Asking the students to √

continue reading at their home

2. Concluding the lesson giving the √

students motivation
Total Yes: 4 No: 4
 91

Percentage 50%
Category Enough

Assessment Scale of the Teacher’s Performance

From the results of teacher's performance above can be described with the
scale of the avenge score as follows:

Scale of average score Category

28 – 32 Very Good

23 – 27 Good

18 – 22 Fair

13 – 17 Enough

8 – 12 Poor

Poleang Selatan, . . . . . . . . . . . . . .2021

Pengamat Peneliti
 92

SURIANTI, S.Pd MA SDARIYANTI

NIP. 19771020200903 2 002 NIM. 170220045
Appendix 5

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

Mata Pelajaran : Bahasa Inggris
Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : I/1
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 5 6

Total Number 11
 93

Average Scale 33.37%

Category Poor

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

Mata Pelajaran : Bahasa Inggris
Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : I/2
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 4 8

Total Number 12

Average Scale 37.5%

 94

Category Poor

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

Mata Pelajaran : Bahasa Inggris
Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : I/3
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 14 3

Total Number 17
 95

Average Scale 53.12%

Category Enough

Performance Guidelines for Student’s Activity Observation Assessment

Assessing criteria Score

If 4 indicators of student activity are implemented 4

If 3 indicators of student activity appear but are not 3

coherent

If 2 indicators of student activity look but less lead 2

If 1 indicator of student activity has not been seen at all 1

Students Activity Observation Assessment Category Scale

Scale of average score Category

28 – 32 Very Good
23 – 27 Good
18 – 22 Fair
13 – 17 Enough
8 – 12 Poor
Sumber: Arikunto, 2006
 96

Peneliti

MASDARIYANTI

Appendix 6

Reading Text

Cycle I

Read the following text and answer question 1 to 5

I love dogs very much. I keep some dogs in my house. They are Casper,
Midas, Brownie and Dottie. Casper is a dachshund. He’s short with long body and
four strong legs. Brownie is a collie. She has long and thick fur.
What color is her fur? Brown, of course that’s why I call her Brownie. Dottie
is a Dalmatian. She has a slim body and four long legs. She has thin fur and dots all
over her body.
The last is Midas. He is a bulldog. He has a large head, a short neck and thick
short legs. He’s very strong. I always take care of my dogs every day.
1. What kind of text is the text above?
a. Recount c. Narrative
b. Descriptive d. Report

2. “She has long and thick fur”. The antonym of the underlined word is…
a. Heavy c. Short
b. Length d. Pregnant

3. How many dogs does the writer have?

a. 1 c. 3
b. 2 d. 4
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4. What does Casper look like?

a. Short with long body and strong legs c. Slim body, long legs
b. Brown, with long and thick fur d. Thin fur and dots
5. Why does the writer call the collie, Brownie? The writer calls the collie, Brownie
because ….
a. She like brownies. c. She has brown fur
b. She has brown ear d. She has black fur

Read the following text and answer question 6 to 9

My classroom is very big. There are twenty classroom and forty chairs for
students. The teacher’s table is in front of the classroom. The teacher sit behind the
table. Behind her is the whiteboard. Beside the whiteboard is a map of Indonesian
archipelago. Under the map, there is a bookshelf. There are two windows in the room.
Between the windows is a picture of Prambanan temple. I like my classroom very
much.

6. “My classroom is very big “. The underlined word…

a. Large c. fat
b. Great d. clean
7. Where does the teacher sit?
a. In front of the classroom c. Behind the table
b. Behind the whiteboard d. Under the map
8. Where is the whiteboard?
a. Behind the table c. Behind the wall
b. Beside the teacher d. Behind the teacher
9. Does the writer like his class very much?
a. No, it is not. c. Yes, I am
b. Yes, it is d. Yes, he does

Read the following text to answer questions number 10 to 12

Most people in the world have a pet. I also have it. My pet is a dog, named Heri.
Its color is brown. It has brown eyes, too. I got this pet from my friend at the
beginning of 2009. He bought it from a pet shop in this country. Once a week, my
mother bathes him. He is funny and smart. It often plays with my neighbor’s dog. I
love him very much because he can be my friend, too.
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10 Heri’s eyes are…

a. Black c. Brown
b. White d. Dark brown
11. The writer got the pet from…
a. His neighbor c. His friend
b. A pet shop d. His mother
12. What is the text about?
a. My lovely dog c. My pet shop
b. My best friend d. His mother
Read the following text to answer questions number 13 to 14.
I just got a new toy from my uncle. My uncle is a sailor. He bought me a robot
when he sailed abroad. I love this robot. My robot is very nice. It is about twenty
centimeters tall. The color of the robot is blue. The robot has a strong body. It has two
big red eyes. Its two strong legs are covered with blade boots.
My robot can be moved with two medium sized batteries. After inserting the
batteries at the back of the robot body, we can make it move when we push the button
behind its neck. The robot will move its left and right foot in turn. It will move its two
arms in turn too. However, the robot could not bend its feet and it moves forward
only.
13. What are the color of the robot’s eyes?

a. Red c. Black
b. Blue d. White
14. What is the main idea of paragraph three?
a. A medium sized battery must be put to make the robot strong
b. Two batteries are needed to make the robot move
c. The writer’s robot is difficult to move
d. The robot can move without batteries

Read to following text to answer questions number 15 to 17

Milo is my pet. He is my lovely cat. He is not an expensive cat. I found him in
front of my house. Though he is not a pricey cat, I love him so much.
Milo has long whiskers and green eyes. He is orange with two gradations of
colors. He is not fat though he eats a lot because he is very active. He likes to play
with balls, but his favorite toy is a ball of yarn. He likes to roll it and then chase it.
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Once he catches it, he throws it from one of his front paws to the other one. At night,
he always sleeps with me.
15. How many gradations of colors does the cat have?
a. One
b. Two
c. Four
d. Three
16. What does Milo do it he catches the yam?
a. He eats it
b.He kicks it
c. He throws it
d. He gets on the yam
17. What does the word “pricey” mean?
a. Cheap
b.Expensive
c.Reasonable
d.Economical
Read the following text to answer questions 18 to 20
Today, My aunt comes to visit our house. She’s my favorite aunt. Her name is
isma.
She’s very beautiful. Her height is 168 cm with weight 52 kg. Her skin is fair. She
has black and round eyes. Her nose is sharp. She has long wavy hair.
My aunt is a Science teacher in junior high school. Her students like her so
much because she is kind and friendly. She is patient too. She doesn’t get angry even
if her students are naughty. She is also well loved by our family members. I always
wait for her visit to my house
18. What is the topic of the text?
a. A Science teacher
b. Beautiful aunt
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c. Isma’s aunt
d. Writer’s favorite aunt
19. The lash paragraph mostly talks about….
a. The writer’s aunt in general
b. The writer’s aunt’s physical description
c. The writer’s aunt’s characteristic
d. The visit of writer aunt
20. How is the writer’s aunt’s build?
a. Tall and slim c. Tall and fat
b. Short and slim d. Short and thin
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Appendix 7

RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 10 POLEANG SELATAN

Kelas/Semester : VIII A
MataPelajaran : Bahasa Inggris
Materi Pokok : Descriptive Text

J. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan suimber lain yang sama dalam
sudut pandang/teori.

K. Kompetensi Dasar

1. Memahami fungsi sosial. Struktur teks dan unsure kebahasaan dari teks
descriptive dengan menyatakan dan menayakan tentang deksripsi
orang, binatang dan benda. Sangat pendek dan sederhana sesuai
dengan konteks pengunaanya
2. Mengidentikasi fungsi social dari teks deskriptif
3. Mengidentifikasi unsure kebahasaan dari teks deskriptif
4. Mengedentifikasi struktur teks dari teks deskriptif

Indikator :-
Aspek/Skill : Membaca
Alokasi Waktu: 2 x 40 Menit
 115

L. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

 Memahami Pengertian Jigsaw Sebagai Salah Satu Teknik Membaca
 Memahami Langkah-Langkah Jigsaw
 Memahami Teks Bacaan Mengunakan Teknik Jigsaw
 Menjawab Pertayaan Berdasarkan Text Bacaan

M. Metode Pembelajaran

Reading Comprehension the use Jigsaw Technique

Langkah-Langkah Pembelajaran
c. Pendahuluan
 Guru mengucapkan salam ketika memasuki kelas
 Meminta ketua kelas untuk memandu membaca doa belajar.
 Mengecek kehadiran siswa (Apsensi)
 Menanyakan kabar peserta didik sebagai pemanasan untuk membangkitkan
alam bawah sadar mereka untuk aktif

d. Kegiatan Inti

 Guru meminta siswa untuk membentuk kelompok, masing-masing kelompok

beranggotakan 4-5 orang
 Guru menjelaskan penyajian materi dalam bentuk penerapan kooperatif tipe
jigsaw
 Guru memberikan materi kepada masing-masing kelompok dalam bentuk text
yang telah dibagi menjadi beberapa sub topic
 Guru meminta masing-masing kelompok untuk membagikan sub topic keteman
kelompok masing-masing ( 1 orang 1 sub topic ) dan meminta temannya untuk
membaca sub topic yang ditugaskan dan bertanggung jawab untuk
mempelajarinya
 Guru meminta masing-masing kelompok mempersiapkan kelompok baru
(kelompok ahli) sesuai dengan sub topic masing-masing
 Guru menjelaskan langkah-langkah kepada masing-masing kelompok ahli
kemudian para kelompok ahli mempelajari/mendiskusikan sub topic dengan
seksama
 Guru meminta kelompok ahli kembali ke kelompok asal dan mempresentasikan
hasil yang ia dapatkan dikelompok ahli
 Guru meminta masing-masing perwakilan kelompok maju kedepan dan
mempresentasikan topic umum tersebut sesuai dengan apa yang mereka
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dapatkan
 Guru mengadakan kuis untuk mengetahui hasil belajar siswa setelah
pembelajaran dan dijawab secara individu

N. Materi Pembelajaran

Descriptive Text Meeting 1

Peter
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to do.
Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.
My room
My room is in second floor, next to my big sister’s room. My room is painted
light grey. There is big bed inside my room where I sleep every day. I put some
pictures on my desk. There are my family picture, my picture with my friends, and
my pictures with my pet, Luna, a persian cat. I also have drawers where I put all my
clothes inside. My room is not big, but it is the best place in my house for me.
Roddy
Roddy is taller than me. He has blonde hair and pointed nose. His favourite
food is hamburger with fries and coke. We often playing video games together in my
house. But sometime we love swimming in water park near our neighborhood. Roddy
and I are best friend forever.
Rohma
I have a special friend. She is my classmate and sits besides me. Her name is Rohma.
Rohma is a quite girl and very simple on the look. However, I really adore her. She is
not only kind but also tough.
Rohma comes from a very simple family. Her father is a pedicab driver and
her mother has passed away. She has a younger brother. His name is Rahmat. In order
to help their father, Rohma and her brother work part-time to earn some money.
Rohma sells food during our class break, while her brother sells newpapers and
magazines after school.
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Ross ia a small puppy

Ross is a small puppy. His size is as big as the palm of my hand. Ross is so
fragile. Sometimes I afraid I will hurt him if I want to take him up. Dad said he found
Ross near our house, crying looking for his mom. But Dad can’t see her, so Dad
decides to bring him home and give him some comfort. Ross is a good eater. He
always finished everything we gave him. Now, it’s been a year since Ross come to
our family.

Descriptive Text Meeting 2

My Handphone

My favorite thing is my handphone. It was actually my Dad’s handphone. After he

bought a new one, he gave it to me. The brand is Samsung Galaxy A51. The display size is
6.5 inches. The color of my handphone is black. I use it for connecting with my friends,
listening to music and also learning new languages.
My Uncle
I just got a new toy from my uncle. My uncle is a sailor. He bought me a robot when
he sailed abroad. I love this robot.
My robot is very nice. It is about twenty centimeters tall. The color of the robot is
blue. The robot has a strong body. It has two big red eyes. Its two strong legs are covered
with blade boots.
Paris
Paris is the capital city of FrancE. It is one of the most beautiful cities in the worlD.
It is also one of the world’s most crowded cities. Lovely gardens and parks are found
throughout Paris. At night, many palaces and statues are lit up. For this reason, Paris is often
called the city of light. Every year, millions of people visit Paris. The most popular place to
visit is the Eiffel Tower. This huge structure has become the symbol of Paris. D’Louvre, one
of the world‘s largest art museums draws many visitors. The Cathedral Notre Dame, a
famous church, is an other favorite place to visit.
Losari Beach
Losari beach is a beautiful beach and located on the edge city of Makassar. It is
located only about 3 km from the center of Makassar (Karebosi Park). The beach used to be
the longest café in Asia, because many cafes stand in along the beach, but now the cafes are
collected in a special place so it does not spread along the coast. Charm of the beach is
mainly seen in the evening when the sunset stands out. This is a major attraction of people’s
coming to the Losari beach.
 118

Bale Kambang
Bale Kambang is a small village in the Southern coast of East Java, seventy
kilometers from Malang town and two hours’ drive from South. It is well known for its long
beautiful white sandy beach as well as the similarity of its temple to the one of Tanah Lot in
Bali.
In Bale Kambang, there are three small rocky islands namely Ismaya Island,
Wisanggeni Island, and Anoman Island, those names are taken from “wayang” figures (Java
traditional puppets). These islands are surrounded by Indonesian Ocean which huge waves
frighten most overseas cruisers.

Descriptive Text Meeting lll

Fafa
I'm so happy to have a close friend. She is my beloved classmate, Fafa. We've known
each other since we were in grade 8. We were in the same class, and we still are in grade 9
until now.
Fafa is a very kind and friendly girl. She is always ready to help other people.
Although she comes from a rich family, she never looks down on other people. She is very
sociable and has a lot of friends. She can interact easily with people from different ages.
Therefore, she is also popular among teachers and parents.

My classroom
My classroom is big, neat and clean. It is about 10 x 9 metres. The wall color is
white. There are four glass doors and 6 windows. There are thirty desks for students and two
desks for teachers. One teacher desk is in front of the class and another one is in the back.
The students’ desks are grey and light blue. While the teachers’ desks are white and brown.
All desks are made of wood and iron.
Timmy
I have some pets. However, my favorite pet is Timmy. Timmy is a male tabby cat.
He is very adorable with his soft stripes fur. He has innocent round eyes and feeble sweet
voice. He always meows when I come home, he usually give me a kiss.
Timmy is a nice playmate. I’m so happy to spend my time with him. Most of the
time, he’s a good cat. It’s almost impossible for me to be angry at him. In the morning, he
always wakes up early. When he wakes up earlier, he waits quality by my bedside until I
wake up.
Stamp
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I started collecting stamp in my childhood and gradually I developed my hobby. Now

I exchange stamps with my friends and make purchases even in the market. I have also joined
a number of philatelic societies.
Thus I have collected about three thousands stamps of different countries and various
denominations. Most of this stamps are a rare variety and I have arranged them in a number
of albums in a systematic manner.
Orchard Road
Orchard Road is a Boulevard which becomes business and entertainment center in
Singapore. Orchard Road is surrounded by a lush tropical and flower gardens which are
beautiful. At first, Orchard Road is just a suburban street lined with orchards, plantations
nutmeg, and pepper farming.

O. Soal Latihan Pembelajaran

Meeting 1
Read the following text to answer questions 1 to 2

Peter
Peter is the youngest in our family. He is fourteen years old and four years younger
than me. He has long, straight hair, bright eyes and a friendly smile. Sometimes he is rather
naughty at home, but he usually does what he is asked to do.
Peter is interested in sports very much, and at school, he plays football and tennis. He
is the best badminton player in our family.
1. How old is Peter? He is … years old.
a. Four
b. Fourteen
c. Forty
d. Ten
2. The writer is … years old.
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
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Read the following text to answer questions 3 to 4

My room
My room is in second floor, next to my big sister’s room. My room is painted light
grey. There is big bed inside my room where I sleep every day. I put some pictures on my
desk. There are my family picture, my picture with my friends, and my pictures with my pet,
Luna, a persian cat. I also have drawers where I put all my clothes inside. My room is not big,
but it is the best place in my house for me.
3. What color is the room paint discussed in the text?
a. Red
b. Gray
c. Green
d. Yellow
4. Who is Luna in the text above?
a. Cat
b. Dog
c. Rabbit
d. Fish

Read the following text to answer questions 5 to 6

Roddy
Roddy is taller than me. He has blonde hair and pointed nose. His favourite food is
hamburger with fries and coke. We often playing video games together in my house. But
sometime we love swimming in water park near our neighborhood. Roddy and I are best
friend forever.
5. Who is Roddy in the text?
a. Friend
b. Cousin
c. Father
d. Brother
6. What is roddy's favorite food?
a. Pizza
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b. Burger
c. Meatballs
d. Fried rice

Read the following text to answer questions 7 to 8

Rohma
I have a special friend. She is my classmate and sits besides me. Her name is Rohma.
Rohma is a quite girl and very simple on the look. However, I really adore her. She is not
only kind but also tough.
Rohma comes from a very simple family. Her father is a pedicab driver and her
mother has passed away. She has a younger brother. His name is Rahmat. In order to help
their father, Rohma and her brother work part-time to earn some money. Rohma sells food
during our class break, while her brother sells newpapers and magazines after school.
7. What does the second paragraph tell you about?
a. Rohma and her family
b. Rohma and her father
c. Rohma and her brother
d. Rohma and her friends
8.”…Rohma and her brother work part-time to earn some money.” What do the words “work
part-time” mean?
a. Work for the whole of working week
b. Work for only part of each day or week
c. Work for the purpose of getting money as much as possible
d. Work for family

Read the following text to answer questions 9 to 10

Ross is a small puppy
Ross is a small puppy. His size is as big as the palm of my hand. Ross is so fragile.
Sometimes I afraid I will hurt him if I want to take him up. Dad said he found Ross near our
house, crying looking for his mom. But Dad can’t see her, so Dad decides to bring him home
and give him some comfort. Ross is a good eater. He always finished everything we gave
him. Now, it’s been a year since Ross come to our family.
9. Who is Ross in the text?
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a. Cat
b. Dog
c. Fish
d. Rabbit
10. Who found Ross?
a. Mother
b. Sister
c. Grandfather
d. Father

Meeting ll

Read the following text to answer questions 1 to 2

My Handphone

My favorite thing is my handphone. It was actually my Dad’s handphone. After he

bought a new one, he gave it to me. The brand is Samsung Galaxy A51. The display size is
6.5 inches. The color of my handphone is black. I use it for connecting with my friends,
listening to music and also learning new languages.
1. What is the brand of the cellphone?
a. Oppo
b. Samsung
c. Vivo
d. Realmi
2. What color phone is told in the text?
a. Blue
b. White
c. Gray
d. Black

Read the following text to answer questions 3 to 4

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My Uncle
I just got a new toy from my uncle. My uncle is a sailor. He bought me a robot when
he sailed abroad. I love this robot.
My robot is very nice. It is about twenty centimeters tall. The colour of the robot is
blue. The robot has a strong body. It has two big red eyes. Its two strong legs are covered
with blade boots.
3. What is discussed in the text?
a. Uncle
b. Robot
c. Sea
d. Profession
4. Who bought the robot?
a. Father
b. Mother
c. Aunt
d. Uncle
Read the following text to answer questions 5 to 6
Paris
Paris is the capital city of France. It is one of the most beautiful cities in the word. It
is also one of the world’s most crowded cities. Lovely gardens and parks are found
throughout Paris. At night, many palaces and statues are lit up. For this reason, Paris is often
called the city of light. Every year, millions of people visit Paris.
The most popular place to visit is the Eiffel Tower. This huge structure has become
the symbol of Paris. D’Louvre, one of the world‘s largest art museums draws many visitors.
The Cathedral Notre Dame, a famous church, is an other favorite place to visit.
5. What is the monologue about?
a. Paris
b. The Louvre
c. Notre Dame
d. The crowded city
6. What has become the symbol of Paris?
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a. The Louvre
b. The Cathedral
c. The Eiffel Tower
d. The lovely garden

Read the following text to answer questions 7 to 8

Losari beach
Losari beach is a beautiful beach and located on the edge city of Makassar. It is
located only about 3 km from the center of Makassar (Karebosi Park). The beach used to be
the longest café in Asia, because many cafes stand in along the beach, but now the cafes are
collected in a special place so it does not spread along the coast. Charm of the beach is
mainly seen in the evening when the sunset stands out. This is a major attraction of people’s
coming to the Losari beach.
7. What is said in the text?
a. Makassar
b. Cafes
c. Makassar roadside
d. Losari beach
8. Where is Losari beach located?
a. Somewhere at Makassar City.
b. Locate at Jalan Penghibur.
c. Near Makassar City.
d. Located only about 3 km from the center of Makassar (Karebosi Park)

Read the following text to answer questions 9 to 10

Bale Kambang
Bale Kambang is a small village in the Southern coast of East Java, seventy
kilometers from Malang town and two hours’ drive from South. It is well known for its long
beautiful white sandy beach as well as the similarity of its temple to the one of Tanah Lot in
Bali.
In Bale Kambang, there are three small rocky islands namely Ismaya Island,
Wisanggeni Island, and Anoman Island, those names are taken from “wayang” figures (Java
 125

traditional puppets). These islands are surrounded by Indonesian Ocean which huge waves
frighten most overseas cruisers.
9. What makes Bale Kambang famous?
a. Small rocky islands
b. Long beautiful beach
c. Huge waves of ocean
d. Overseas cruisers
10. What is the main idea of the second paragraph?
a. There are three rocky islands in Bale Kambang
b. Huge waves frighten many overseas cruisers
c. Names of rocky islands are taken from “wayang”figures
d. The rocky islands are in the middle of the sea
Meeting lll
Read the following text to answer questions 1 to 2
Fafa
I'm so happy to have a close friend. She is my beloved classmate, Fafa. We've known
each other since we were in grade 8. We were in the same class, and we still are in grade 9
until now.
Fafa is a very kind and friendly girl. She is always ready to help other people.
Although she comes from a rich family, she never looks down on other people. She is very
sociable and has a lot of friends. She can interact easily with people from different ages.
Therefore, she is also popular among teachers and parents.
1. What is the text about?
a. The writer's sister
b. The writer's family
c. The writer's desk mate
d. The writer's best friend
2. What is the main idea of paragraph two?
a. Fafa has good characters
b. Fafa comes from a rich family
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c. Fafa is an eighth grader student

d. Fafa is popular among neighbors
Read the following text to answer questions 3 to 4
My Classroom
My classroom is big, neat and clean. It is about 10 x 9 metres. The wall color is
white. There are four glass doors and 6 windows. There are thirty desks for students and two
desks for teachers. One teacher desk is in front of the class and another one is in the back.
The students’ desks are grey and light blue. While the teachers’ desks are white and brown.
All desks are made of wood and iron.
3. What is discussed in the text above?
a. Living room
b. Classroom
c. Play room
d. All rooms
4. What color are the student desks in the text?
a. White
b. Brown
c. Gray
d. White and brown

Read the following text to answer questions 5 to 6

Timmy
I have some pets. However, my favorite pet is Timmy. Timmy is a male tabby cat.
He is very adorable with his soft stripes fur. He has innocent round eyes and feeble sweet
voice. He always meows when I come home, he usually give me a kiss.
Timmy is a nice playmate. I’m so happy to spend my time with him. Most of the
time, he’s a good cat. It’s almost impossible for me to be angry at him. In the morning, he
always wakes up early. When he wakes up earlier, he waits quality by my bedside until I
wake up.
5. When does Timmy usually give a kiss to the writer? When the writer …
a. Fells hungry
b. Goes to sleep
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c. Comes home
d. Wakes up
6. Why is the writer almost impossible to be angry at his cat? Because …
a. It has innocent round eyes
b. Most of the time, it is a good cat
c. It gives the writer kiss
d. It always wakes up early

Read the following text to answer questions 7 to 8

Stamp
I started collecting stamp in my childhood and gradually I developed my hobby. Now
I exchange stamps with my friends and make purchases even in the market. I have also joined
a number of philatelic societies.
Thus I have collected about three thousands stamps of different countries and various
denominations. Most of this stamps are a rare variety and I have arranged them in a number
of albums in a systematic manner.
7. What is discussed in the text above?
a. Stamps
b. Market
c. Friend
d. People
8. Since when did the author collect stamps?
a. Just
b. 1 year ago
c. 1 week ago
d. Since childhood

Read the following text to answer questions 9 to 10

Orchard Road
Orchard Road is a Boulevard which becomes business and entertainment center in
Singapore. Orchard Road is surrounded by a lush tropical and flower gardens which are
 128

beautiful. At first, Orchard Road is just a suburban street lined with orchards, plantations
nutmeg, and pepper farming.
9. What is described in the text above?
a. Favorite
b. Food
c. Family
d. Amusement park
10. Where is the behavior in the text?
a. Back
b. Aceh
c. Singapore
d. America

P. Penutup
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa diberi
pertanyaan bagaimana perasaannya (REFLEKSI). Siswa diberimotivasi untuk
selalu belajar

Q. Sumber/Media Pembelajaran
3. Sumber materi: Buku Paket Siswa
4. Media: kamus spidol dan papan tulis.

Penilaian

- Teknik : Tertulis
- Bentuk : Descriptive Text
- Instrument : Reading Test
 129

R. Scoring Rubric

No. Explanation Score

1 Correct 1
2 Incorect 0

Obtained score x 100%

value =
Maximum score

Poleang Selatan,. . . . . . . . . . .2021

Observer Researcher

SURIANTI, S.Pd MASDARIYANTI

NIP. 19771020 200903 2 002 NIM. 170220045
 130

Observation Sheet for the Teacher

Cycle :2

Meeting :1

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks student √

attendance

2. Giving questions to the students related √

to the topic
Whilst activity

1. Giving explanation to the students about √

the technique jigsaw

2. The teacher instructs the jigsaw technique √

3. Giving a quiz to the students √
4. Giving opportunity the students for
asking questions if there are difficulties in √
the implementation of learning

Post activity

1. Asking the students to continue reading √

at their home

2. Concluding the lesson giving the students √

motivation
Total Yes: 5 No: 3

Percentage 62.5%

Category Fair
 131

Observation Sheet for the Teacher

Cycle :2

Meeting :2

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks student √

attendance

2. Giving questions to the students related √

to the topic
Whilst activity

1. Giving explanation to the students about √

the technique jigsaw

2. The teacher instructs the jigsaw technique √

3. Giving a quiz to the students √
4. Giving opportunity the students for
√
asking questions if there are difficulties in
the implementation of learning

Post activity

1. Asking the students to continue reading √

at their home

2. Concluding the lesson giving the students √

motivation
Total Yes: 6 No: 2

Percentage 75%

Category Good
Cycle :2
 132

Meeting :3

Activities Yes No Description

Pre-activity

1. The teacher greets, and checks student √

attendance

2. Giving questions to the students related √

to the topic
Whilst activity

1. Giving explanation to the students about √

the technique jigsaw

2. The teacher instructs the jigsaw technique √

3. Giving a quiz to the students √
4. Giving opportunity the students for
√
asking questions if there are difficulties in
the implementation of learning

Post activity

1. Asking the students to continue reading √

at their home

2. Concluding the lesson giving the students

√
motivation

Total Yes: 8 No: 0

Percentage 100%

Category Very Good

Assessment Scale of the Teacher’s Performance

 133

From the results of teacher's performance above can be described with the
scale of the avenge score as follows:

Scale of average score Category

28 – 32 Very Good

23 – 27 Good

18 – 22 Fair

13 – 17 Enough

8 – 12 Poor

Poleang Selatan, . . . . . . . . . . . . . .2021

Pengamat Peneliti

SURIANTI, S.Pd MA SDARIYANTI

NIP. 19771020200903 2 002 NIM. 170220045

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

 134

Mata Pelajaran : Bahasa Inggris

Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : II/1
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 6 12 4

Total Number 22

Average Scale 68.75%

Category Fair

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

 135

Mata Pelajaran : Bahasa Inggris

Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : II/2
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 18 8

Total Number 26

Average Scale 81.25%

Category Good

OBSERVATION SHEET FOR THE STUDENT’S ACTIVITIES

Mata Pelajaran : Bahasa Inggris
 136

Skill : Reading
Kelas : VIII A
Siklus/Pertemuan : II/3
Petunjuk : Berilah tanda silang (X) atau ceklis () pada kolom skor
sesuai aktifitas siswa yang nampak.

Scale
No ACTIVITIES
1 2 3 4

1 Paying attention to the teacher 

2 Answer questions orally 

3 Paying attention to the teacher’s explanation about 

the Technique of jigsaw
4 Carry out what is directed by the teacher 

5 Doing the quiz given by the teacher 

6 Asking the teacher for help if there are difficulties 

in the implementation of learning
7 Concluding the topic 

8 Paying attention to the teacher direction 

Total 12 16

Total Number 28

Average Scale 87.5%

Category Very Good

Performance Guidelines for Student’s Activity Observation Assessment

Assessing criteria Score

 137

If 4 indicators of student activity are implemented 4

If 3 indicators of student activity appear but are not 3

coherent

If 2 indicators of student activity look but less lead 2

If 1 indicator of student activity has not been seen at all 1

Students Activity Observation Assessment Category Scale

Scale of average score Category

28 – 32 Very Good
23 – 27 Good
18 – 22 Fair
13 – 17 Enough
8 – 12 Poor
Sumber: Arikunto, 2006

Peneliti

MASDARIYANTI

Appendix 8
Reading Text
 138

Cycle II
Read the following text to answer questions 1 to 4
I just got a new toy from my uncle. My uncle is a sailor. He bought me a robot when
he sailed abroad. I love this robot.
My robot is very nice. It is about twenty centimeters tall. The color of the robot is
blue. The robot has a strong body. It has two big red eyes. Its two strong legs are covered
with blade boots.
My robot can be moved with two medium sized batteries. After inserting the batteries
at the back of the robot body, we can make it move when we push the button behind its neck.
The robot will move its left and right foot in turn. It will move its two arms in turn too.
However, the robot could not bend its feet and it moves forward only.
1. What is discussed in the text?
a. Uncle
b. Robot
c. Sea
d. Profession
2. Who bought the robot?
a. Father
b. Mother
c. Aunt
d. Uncle
3. What are the color of the robots eyes?
a. Red
b. Blue
c. Black
d. White
4. What is the main idea of paragraph three?
a. A medium sized battery must be put to make the robot strong
b. Two betteries are needed to make the robot move
c. The writers robot is difficult to move
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d. The robot can move without batteries

Read the following text to answer questions 5 to 7
Boyolali regency is located in north of Solo and east of Merapi and Merbabu
Mountains. This regency has been known for its production of fresh milk for a long time. No
wonder, the cow statues adorn Boyolali town.
There are six main cow statues in Boyolali. They are displayed in different places.
The statues are made of concrete. The colour and shape are made in such a way to resemble
the real cows. However, the size is made bigger to catch the eye.
Besides decorating the town, the statues also turn out to be helpful for people from
out of town to find places they are seeking in Boyolali. By mentioning the position of the
statue, people can get their way easily.
5. " ... they are seeking in Boyolali" (paragraph 3) What does the underlined word refer to?
a. People from out town
b. Places in Boyolali
c. Cow statues
d. Real cows
6. What is the main idea of the last paragraph?
a. The statues help people to find places easily*
b. The statues decorate the town beautifully
c. The cow can get their way easily around the town
d. The people from out of town easily find the statues
7. The text mainly tells us about ....
a. The colour of the statues
b. Cow statues in Boyolali
c. A town called Boyolali
d. How to raise cows

Read the following text to answer questions 8 to 12

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Tabuik Ceremony is a traditional on the west coast of west Sumatra, Indonesia,

especially in Pariaman.It is held at the Asura day which falls on the 10th of Muharram of the
Islamic calendar. In Bengkulu it was known as Tabot. Tabuik is the made of bamboo, rattan,
and paper. During the week of Tabuik, many activities are held including kite race and other
traditional activities.
Tabuik is also a term used to refer to the high funeral biers carried around during the
remembrance procession.. On the appointed day, all participants of the ceremony gather in
the centre of the city.All government officials also attended his colossal ceremony in the west
Sumatra.
One Tabuik was carried by 40 people. Behind Tabuik, a group of people wearing
traditional clothes carry various of percussion stop, dozens of people perform martial arts
accompanied by Minang Tetabuhan.
The sunset marks the end of the procession the Tabuik was the bought to a shore and
then floated out to sea. This is conducted as they believe that throwing Tabuik into the sea
will dispose of bad luck.
8. What is the text about?
a. West Sumatra martial arts
b. Tabuik ceremony in West Sumatra
c. Islamic ceremony In West Sumatra
d. A traditional ceremonies during Asura
9. What is the main idea of paragraph three?
a. Tabuik ceremony is a traditional from the west Sumatra
b. The Tabuik will dispose bad luck if thrown to the sea
c. People wear traditional dress during the ceremony
d. The Tabuik ceremony is ended when the sun set
10. Where is Tabuik come from?
a. Minangkabau
b. Pariaman
c. Bengkulu
d. West Coast
11. Why must Tabuik be thrown into the sea?
 141

a. To symbolize the end of the ceremony

b. To show that the ceremony is over
c. To mark the disposal of bad luck
d. To complete the procession
12. What is the purpose of the text?
a. To describe Tabuik ceremony
b. To understand Minangkabau culture
c. To explain the procession of throwing Tabuik
d. To give information about the local traditional on West Sumatra
Read the following text to answer questions 13 to 15
I'm so happy to have a close friend. She is my beloved classmate, Fafa. We've known
each other since we were in grade 8. We were in the same class, and we still are in grade 9
until now.
Fafa is a very kind and friendly girl. She is always ready to help other people.
Although she comes from a rich family, she never looks down on other people. She is very
sociable and has a lot of friends. She can interact easily with people from different ages.
Therefore, she is also popular among teachers and parents.
13. What is the text about?
a. The writer's sister
b. The writer's family
c. The writer's desk mate
d. The writer's best friend
14. What is the main idea of paragraph two?
a. Fafa has good characters
b. Fafa comes from a rich family
c. Fafa is an eighth grader student
d. Fafa is popular among neighbors
15. The underlined word in "she can interact easily with people ..." is closest in meaning
to ....
a. React
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b. Introduce
c. Influence
d. Communicate
Read the following text to answer questions 16 to 20
Paris is the capital of a European nation, France. It is also one of the most beautiful
and most famous cities in the world.
Paris is called the city of Light. It is also an international fashion center. What stylish
women are wearing in Paris will be worn by women all over the world. Paris is also famous
for its world center of education. For instance, it is the headquarters of UNESCO, the United
Nations Educational, Scientific and Cultural Organization.
The Seine River divides the city into two parts. Thirty-two bridges cross this scenic
river. The oldest and perhaps the most well-known is Pon Neuf, which was built in the
sixteenth century. Sorbonne, a famous university, is located on the left bank (south side) of
the river. The beautiful white church Sacre Coeur lies on the top of hill called Montmartre on
the right bank (north side) of the Seine.
There are many other famous places in Paris, such as the famous museum the Louvre
as well the cathedral of Notre Dame. However, the most famous landmark in this city must
be the Eiffel Tower.
Paris is named after a group of people called the Paris. They built a small village on
an island in the middle of the Seine River about two thousand years ago. This island is called
lie de la Cite. It is where Notre Dame located. Today around eight million people live in Paris
area.
16. The fifth paragraph tells ….
a. The origin of the word Paris
b. About the Paris
c. The location of Notre Dame
d. A village built a thou is and years ago
17. What is the oldest and most well known part of the city?
a. The Seine River
b. The Pont Neuf
c. The Sorbonne
d. The right bank
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18. From the text we know that Notre Dame is located .…

a. Near left Louvre
b. On the left bank
c. On the right bank
d. Outside the city of Paris
19. What is the oldest and most well known part of the city?
a. The Seine River
b. The Sorbonne
c. The Pont Neuf
d. The right bank
20. What is generic structure of the text above?
a. Orientation-Complication-Resolution
b. Classification-Description
c. Identification-Description
d. Orientation-Description
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150
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152
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157
158
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Answer Keys Reading Text Cycle I

1. B 11. C
2. C 12. A
3. D 13. B
4. A 14. A
5. C 15. B
6. A 16. C
7. C 17. B
8. B 18. D
9. B 19. C
1 .C 20. A

Answer Keys Reading Text Cycle 2

1. B 11. C
2. D 12. A
3. B 13. D
4. A 14. A
5. A 15. D
6. A 16. A
7. B 17. B
8. B 18. A
9. B 19. C
10.B 20. C
 160

Documentation

Picture 1 – Explain Descriptive text and Jigsaw Technique

Picture 2 – Groups formation and distribution of descriptive text.

161
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163
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CURRICULUM VITAE

Masdariyanti was born in Kampung Baru, May 28th,

1999. She is the two children of her parents. Her father’s name

is H. Asdar and Her mother’s name is Hj. Suhaema. She has

two brothers and one sister, namely Zul Fadli, Zul Fadlan and

Darmiati, A.Md., Keb.

She began her Elementary School at SD Negeri 1 Kampung Baru in 2005 and

graduated in 2011. Then, she continued her study at SMP Negeri 10 Poleang Selatan

and graduated in 2014. After that, she continued her study at SMA Negeri 04

Bombana and graduated in 2017. After in 2017 she continued her study at

Sembilanbelas November University of Kolaka and took English study program as

one of the majors at Teacher Training and Education Faculty.