IMPROVING STUDENTS READING SKILL COMPREHENSION THROUGH

JIGSAW TECHNIQUE AT SMA DARUL FALAH

A. BACKGROUND

1. Background of The Research

Language is very important, because language is a tool for communicating with
other people. According to Keraf (2005:1) mentions language as stated means of
communication between members of the public in the form of a symbol of the sound
produced by menas of human said. As an international language, English is a language
learned by all people around the world (Crystal, 2003). English is a language that is
used as the official communication media of many commonwealth countries and is
widely understood and used.
In learning english, there are four skills such as listening, speaking, reading and
writing. One of the four skills, an important skill to master is reading skills (Brown,
2001). Tarigan (1990:7) cited (Jaenal, 2010) argues that reading is a process to get the
message that the author conveyed to the reader through written words or language. By
reading we can know all information, knowledge, experience to the reader through
text. In reading skills, to understand the contents of our reading requires mastering
vocabulary, getting used to the basic structure of text (paragraphs, grammar and
sentences).
In the process of understanding a text or reading, we are required not only to read
but we must also understand what is expressed in the text. Cooper (1986:11) cited
(Nafsiah, 2017) states that understanding is a process in which readers can build
meaning by interacting with text. Understanding is the process of establishing a
connection between what the reader knows and what he doesn't know, between the
new and the old. Richard and Renandya (2002: 227) suggest that the reading is for
understanding the main purpose to read especially at school and college. Therefore,
students always asked to understand the text reading by their teacher.
There are many teaching strategies in teaching English, one of them is
Cooperative learning strategy. Johnson, Johnson, and Holobec (2008); Slavin (2005)
states that cooperative learning strategy make the students more active, and also
students get two benefits by teaching and being taught by other students. Cooperative
learning can be applied in a big classes with many students. In Cooperative learning
strategy, there are several techniques, that is Jigsaw technique. The Jigsaw technique
was developed by Elliot Aronson and was first used in Austin, Texas in 1971.
According to Aronson, E., et al. (1978) cited (Hoerunnisa & Suherdi, 2017) the
Jigsaw technique is an alternative to conventional classroom teaching methods. The
students are taught to work in smaller interdependent groups; each child is given a part
of a topic to be studied, and when it's finished, the students unite their pieces of
material together to form a complete jigsaw piece.
Therefore the researcher uses the jigsaw technique in the learning process,
because jigsaw techniques is interesting; can make student more active and improving
students responbility in learning process. Then, students are not only required to read a
text, but also to understand what they are reading. And also in the use of this
technique, researchers hope students not only understand the contents of the text, but
also can explain to friends in groups about what they can after reading and
understanding the text and other students are also expected to get the purpose
explained by their friends.

2. Research Question
In line with the background of the study, the research problem is formulated as
follows “How can Jigsaw Technique be applied to improve students reading
comprehension for the Tenth students at SMA Darul Falah?”

3. The Objective of Research

The objective of the research is to improve students reading comprehension
through Jigsaw Technique for tenth grade students at SMA Darul Falah.

4. The Benefits of Research

a. Benefit for teachers
Provide information about the appropriate learning methods to teach reading
comprehension in English.
b. Benefit for students
Improve student achievement and value in learning English reading
comprehension.
c. Benefit for school
Provide input for schools in terms of providing policies after knowing the
results of this study.
 d. For readers

Provides references on Class Action Research in English reading

comprehension.

B. Theoritical Review
a. Reading Skill
Reading is included in the 4 basic skills in the learning process. Reading is an
interactive process between the reader and the writer. in the process of reading, there
is a name for the process of understanding what we read. Mikulecky (2011:5) said that
reading is a complex awareness and subconscious mental process in which the reader
uses various techniques to assume the meaning possessed by the author based on data
from the text and from the knowledge of the previous reader.
Thordike in Nurhadi (2000:13) cited (Bening, 2015) states that reading is process
in thinking and reasoning. It means that means when they read, readers use their
brains to think and get information from a text. While Leu (1987:9) cited (Linda
Wijayanti, 2015) states that reading is a developmental, interactive and global process
involving learned skills. The process is more specific and combines individual
linguistic knowledge, both of which can be influenced positively and negatively from
external and internal variables or factors
b. Reading Comprehension
Khoiriyah (2010:1) states Reading comprehension can be defined as a thinking
process through which readers become aware of an idea, understand it in terms of
their experiential background, and interpret it in relation to their own needs and
purposes. Reading is a complex process in which the reader uses mental content
containing the meaning of written material, meaning that the reader should recognize
the meaning of printed words (Smith, 1988:27). In reading comprehension, the reader
must have knowledge about understanding a reading. like general questions on
reading about main ideas, details, and conclusions that can be drawn from the reading.
In the process of reading, students not only read a text, but to understand and looking
for the meaning of the text.
Understanding is not a passive process, but an active process. active readers are
involved with the text to build meaning. that is, to draw conclusions from words or
expressions used by the author to communicate information, ideas and points of view.
There are 4 Levels of Reading Comprehension by Burns (1996:177):
 1. Literal Comprehension
Literal understanding is the understanding of information and facts directly
expressed in the text. This is recognized as the first and most basic level of
understanding in reading. Students can use literal comprehension skills
(keywords, speed reading and scanning) to find information more efficiently. In
literal comprehension, the students must knows what is atuhor actually saying.
2. Interpretive Comprehension
Students use important skills called conclusions. When students conclude,
they go beyond the text to find meaning. if the information they understand is not
found in the text, that requires them to know what the author means by words or
actions. Skill used in interpretive comprehension, there are identifying the main
idea, understanding the author's purpose, determining point-of-view and
predicting or summarizing events.
3. Critical Comprehension
Students at this level make decisions, such as whether the text or author is
accurate and reliable, or discern if a statement is a fact or opinion. This is the
high-level-thinking skills, such as the ability to evaluate or analyze.
4. Creative Comprehension
This stage is the highest stage in understanding. in this stage students can be
involved in going beyond the material provided by the author. this requires readers
to think when they read and also to help students improve their creative reading
skills.
c. Jigsaw Technique
The Jigsaw technique was first developed by Elliot Aronson and was first used in
University of Texas and University of California in 1971. According to Anita Lie,
(2002: 40) the Jigsaw technique is cooperative learning techniques in which students
work in small groups or several groups. In jigsaw techniques, they work in groups,
but each student/person must master their material or parts. Aronson (2014) states that
The Jigsaw technique is a cooperative learning technique that reduces racial conflict
among school children, promotes better learning, improves student motivation, and
increases enjoyment of the learning experience. In jigsaw techniques, students are
expected to feel challenged to be active in the learning process
d. The Implementation of Using Jigsaw Technique
1. Divide students into 5- or 6-person jigsaw groups.
2. Divide the day's lesson into 5-6 segments.
3. Give students time to read over their segment at least twice and become
familiar with it.
4. Bring the students back into their jigsaw groups.
5. Float from group to group, observing the process.
6. Form temporary “expert groups” by having one student from each jigsaw
group join other students assigned to the same segment.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group.
9. Ask each student to present her or his segment to the group.
10. At the end of the session, give a quiz on the material.
e. Previous Study
1. Lidya (2018), Using Jigsaw Technique for Improving Students’ Reading
Comprehension, from the result of pre-test and post-test, the mean score of
pre-test is 5.76 and the mean score of post-test is 8.80, then the score of
standard deviation of pre-test is 1.14 and the score of standard deviation of
post-test is 1.16. From the score of the results it can be conclude that using
jigsaw technique is effective in teaching reading comprehension.
2. Asmara (2017), Improving Reading Comprehension Using Jigsaw Technique.
Observation result showed that the students felt the advantage of group
discussion they did during the implementation of jigsaw technique. Result
data from post-test and pre-test also increased, which is from the acquisition
of 65 to 80, which means that the using of this jigsaw technique can improve
students' reading comprehension skills.
3. Neneng and Didi (2017), The Effectiveness of Jigsaw In Improving Students’
Reading Comprehension, the result showed that the data from interview
indicated that the students’ have positive responses toward the inplementation
of using jigsaw technique and using Jigsaw techique in teaching reading
comprehension made students tends to be active and improved their
comprehension about descriptive text.
C. Hypothesis
Based on the background of the study, Jigsaw technique can improve students for
Tenth A students at SMA Darul Falah.

D. Research Methodology
1. Setting of the research
The researcher chose SMA Darul Falah as a research site located at Cihampelas
street 45, West Bandung, West Java, Indonesia with school accreditation A.
2. Subject Of The Research
The researcher will use the Jigsaw technique to improve reading skills
comprehension in the Tenth at SMA Darul Falah, which has 30 students.
3. Method of the research
Research uses research methods CAR. CAR is Classroom Action Research.
Allwright and Bailey (1991: 2) cited (Khasinah, 2013) mention that it is a research
centers on the classroom, and simply tries to investigate what actually happens inside
the classroom. It treats classroom interaction as virtually the only object worthy of
investigation. CAR is a method used to improve students' reading comprehension
skill, where the teacher as a facilitator for students.
Futhermore Kunandar (2008:71-73) states the classroom action research
consisted of four part: planning, acting, observing, and reflecting.
4. Procedure Of The Research
a. Initial reflection
Researchers feel that most students experience difficulties in reading
comprehension which are caused by the low mastery of vocabulary in English.
b. Fact-finding analysis
From the hypothesis that the researcher proposed, jigsaw techniques can
improve or not for students in reading skill comprehension.
c. Action planning
On the basis of problems and causes, researchers plan to use the Jigsaw
technique when teaching.
d. Implementation of actions
Researchers used the Jigsaw technique when teaching, especially for topic
Narrative text.
e. The researcher used test, observation, and interview techniques to see the
effect of using Jigsaw techniques in learning.
f. Reflection
 The researcher reviews the results of the action along with the strengths and
weaknesses of the action. Reflections are carried out jointly with collaborators.
5. Technic Input Data
In this study, researchers input data in the form of quantitative data (values)
collected by test techniques, and qualitative data (information about applying the
use of image media) is collected by observation techniques.
6. Technic analysis data
Data in the form of values were analyzed by descriptive statistical techniques for
quantitative. Descriptive statistics are methods related to the collection and
presentation of data clusters so as to estimate data quality based on variable types,
statistical assumptions (mean, median, mode, standard deviation, etc.),
distribution, and pictorial representation (graphs), without probabilistic formulas
anything (Walpole, 1993; Correa-Prisant, 2000; Dodge: 2006) cited [ CITATION
Pan15 \l 1057 ]. Descriptive statistics in the student database of this technique to
predict student learning activities. Information will be generated after the
application of descriptive statistical techniques can be useful for teachers, schools
and also for students. This analysis can improve students' skills with the teacher
taking the steps or methods or techniques that are appropriate when teaching in
order to improve quality when there is learning in the classroom with the teacher.
Qualitative data was analyzed using the constant comparative method (CCM).
CCM is revealing the diversity of positions that reflect wealth qualitative research
(Strauss & Corbin, 1998) cited[ CITATION Sha12 \l 1057 ] Researchers that
involve validity and reliability.

E. References
https://www.ukessays.com/essays/languages/definition-of-reading.php