The Implementation Of Jigsaw Technique In Improving Reading Ability Of The Ninth Grade Students Of SMPK Putri St. Xaverius Kefamenanu In The School Year 2014/2015 (A Classroom Action Research)

NAIHATI, Kristina (2014) The Implementation Of Jigsaw Technique In Improving Reading Ability Of The Ninth Grade Students Of SMPK Putri St. Xaverius Kefamenanu In The School Year 2014/2015 (A Classroom Action Research). Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

This research is focused on the use of Jigsaw technique in improving reading ability by the ninth grade students of SMPK Putri St. Xaverius Kefamenanu in the school year 2014/2015. The title of this study is―THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN IMPROVING READING ABILITY OF THE NINTH GRADE STUDENTS OF SMPK PUTRI St. XAVERIUS KEFAMENANU IN THE SCHOOL YEAR 2014/2015 (A CLASSROOM ACTION RESEARCH). The study is conducted to answer the following questions: 1). Is the implementation of jigsaw technique effective in improving reading ability of the ninth grade students of SMPK Putri St.Xaverius Kefa in the school year 2014/2015? 2). What is the ability level at the ninth grade students of SMPK Putri St. Xaverius Kefa in reading after implementing of the jigsaw technique. The objectives of the study are to know whether the implementation of jigsaw technique effective in improving reading ability and to find out the ability level of the ninth grade students of SMPK Putri St. Xaverius in reading after implementing the jigsaw technique. The subjects of the study were the ninth grade students of SMPK Putri St. Xaverius Kefamenanu, consisting of 28 students from class IX D. The instrument used in this study were lesson plan and tests. There were 2 tests given to the students in this study, they were: pre-test and post-test. This research used Classroom Action Research (CAR). The Classroom Action Research used in this research adopted the Kurt Lewin‘s design; it consist of 2 cycles. Every cycle consists of four phases they are; planning, acting, observing, and reflecting. Based on the analysis of data, the writer concludes that jigsaw technique is effective and can improve student‘s reading ability. Related to the results, in the pre-test there was one student who passed the KKM and the mean score of the class is 46.875 and the percentage of students score is 37.03%. while, in the result of post-test 1 in cycle 1 using jigsaw technique, there were 20 or 74.07% students in the class who passed the KKM considering their mean 71.053. The student‘s level of reading in the pre-test is Below Average while in the posttest the level is Fairly Good. Based on the result of this study the following are some suggestions that need to be considered: (1) The teachers of English are expected to use jigsaw as a technique in the teaching of reading comprehension, because it can help students to improve reading skill. By doing Jigsaw, students will not get bored in English teaching learning process because students can interact and share ideas to one another about their material. In pre-test student number 22 was get the score 62.5 while after post-test get the score 75.Teacher is hoped to arrange the teaching and learning process well in order to make students more active and gives response well to the material. (2) For the students, are hoped to study more and give a lot of response in learning process. Jigsaw is very useful for both active and especially passive students to improve their abilities of communication or the group skill.

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