the effect of jigsaw 2 technique
TRANSCRIPT
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CHAPTER I
INTRODUCTION
1.1 Background
In general, there are four skills that should be developed in teaching learning of
English. They are listening, speaking, reading, and writing skills. Reading is an
important skill particularly in English as second or foreign language (ESL/EFL)
learning. Reading is necessary when students want to continue from elementary
school until university level. They need good reading skill for acquiring knowledge
and learning new information. As Krashen (1983:131) states that reading is one of
English language skills which can serve as an important source of comprehensible
input and may take a significant contribution to the development of overall
proficiency.
Furthermore, Bond (1984:10) states that the importance of reading is to obtain
the information which can be used to solve problem and for pleasure, particularly in
the elementary and intermediate levels. Students need reading to confirm their spoken
language and to be able to acquire other skills like listening, speaking and writing. So,
it is clear that reading becomes the essential point that has to be emphasized in
teaching of language in Indonesia.
In addition, to the important of reading for the students, it can help them to
enrich their knowledge about new information which is coming from the outside
because lots of reading material which is coming from another country always written
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in English. So that, we are not going to miss the important information. Thus, reading
is essential to success in school and in information driven society (Collins, 1998: 2).
Although the techniques of teaching reading have already been developed by
the experts, but in fact there are still many students who are poor in their reading
achievement. One of the problems lead to the poorness of students‟ reading
achievement is the inappropriate technique that teacher uses in presenting material.
So, the students feel bored in teaching and learning process.
Based on researcher‟s observation in Senior High School 2 Kendari on
Saturday, July 30th
2011, it seemed that the teaching of English reading in that school
is still facing difficulties. The researcher observed that most of students got
difficulties when doing task that related to the reading text. It is supported by
students‟ score in daily test in which the mean score of the result of reading test from
40 students is only 54.2 (see appendix 19) which is categorized low based on criteria
of Sudjana (1984:27).
The factor that causes the problem above is that teacher has not applied
appropriate technique for students when students work in group, not all students
participate in doing a task and the others are passive or only talking. According to
Johnson in Ranti (2010:6), cooperation is not assigned a job to a group of students
where one student does all the work and the others put their names on the paper. In
another time, there is not proportional distribution of students. Students choose their
teammates by their own and group some times consists of smarts students and others
are poor. Consequently, teaching and learning process are dominated by few students
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and the others are passive. So, students‟ involvedness in classroom is not good
enough. Students also mostly just keep silent and sit quietly in their seat and did not
understand about the reading text.
Regarding to above explanation, the English teacher has an important role in
teaching learning process. The English teachers have to create or use a model of
teaching and learning process which could involve students‟ activeness as a whole; it
is because of teachers‟ role as cultivator of teaching and learning process that has to
pay attention on students‟ need and students‟ ability. Hence, teacher has to apply
method in teaching that reduce teacher‟s dominant and improve students‟
involvement in the class.
Cooperative learning is one of the learning methods that involve the students‟
activeness in learning or students centered. As stated by Sharan (1994: 326) ,
“cooperative learning is a group-centered and students-centered approach to
classroom teaching and learning”. Thus, it will reduce the teachers‟ dominant in
teaching and learning process and help students to construct their thinking by
working together with their friend.
There are lots of interesting techniques of cooperative learning. One of them
is jigsaw II technique. It is one appropriate technique that can be used in teaching
reading. As Slavin in Wang (2009) states that jigsaw II technique can be used in
teaching; listening, speaking, and reading. In addition, Slavin (2009) explains that
Jigsaw II technique has been effective both for improving the students‟ achievement
and behavior and for increasing their acceptance by their classmates.
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Therefore, the researcher believes the using jigsaw II technique in teaching
reading can help students to develop their reading achievement. It is also supported
by Jacobs et al (2002) jigsaw II technique is a challenging where everyone has
responsibility to share their peace to the other member as speaker or listener in
group mates organize their idea as much as well so become understandable,
attractive, high motivation, and meaningful in learning process.
Based on the simple description above, the writer interested to carry out an
investigation concerning to the techniques used in teaching English reading under the
title “The Effect of Jigsaw II Technique on Students‟ Reading Achievement at Class
X3 of Senior High School 2 Kendari”.
1.2 Research Question
The research question of this study was “is there any significant effect of jigsaw II
technique in teaching reading on the students‟ reading achievement at class X3 of
Senior High School 2 Kendari?”
1.3 Objective of the Study
The objective of this study was to find out whether there is or not a significant effect
of Jigsaw II technique in teaching English reading on students‟ reading achievement
at class X3 of Senior High School 2 Kendari.
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1.4 Significant of the Study
The significances of the study are as follows:
1. Theoretically, to give significant contribution for English teacher in determining
the appropriate method that is used to help the students for improving students‟
reading achievement.
2. Practically, as the source of information for teacher in applying the technique of
Jigsaw II.
3. As one of the reference for the further studies who are interested in carrying out
the similar research.
1.5 Scope of the Study
This study focused on the application of Jigsaw II technique to the students reading
achievement at class X3 of Senior High School 2 Kendari. The reading material
focused on narrative text that taken from English book for grade X based on KTSP
curriculum particularly on the first semester for the tenth grade. The skills under
reading that become the concentration of this study were the detail information of
narrative text, the mind idea of narrative text, word reference in narrative text, the
generic structures of narrative text, kind of tenses that used in narrative text, and the
communicative purpose of narrative text.
1.6 Hypothesis
The hypothesis of this study was “there is a significant effect of jigsaw II technique
on the students‟ reading achievement at class X3 of Senior High School 2 Kendari”.
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1.7 Definition of Terms
1.
Cooperative learning is a method of sharing ideas in which students work together
to learn about something and responsible for their team – mate learning as well as
their own ( Slavin, 1990).
2. Jigsaw II technique is a part of cooperative learning technique as team or group
learning procedure developed by Slavin (1990).
3. Reading is grasping meaning in that language through its written representation
( Lado, 1997:223).
4. Reading achievement in this study is the result of reading test that already
achieved by the students that can be seen by the students‟ reading score.
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CHAPTER II
LITERATURE REVIEW
This chapter contains the theoretical framework to support this study. It covers;
theory of teaching, reading, schema theory, concept of cooperative learning, jigsaw II
technique in teaching reading, advantages and disadvantages of jigsaw II technique,
reading achievement, and previous study related to technique.
2.1 Theory of Teaching
As the learning concept, teaching should also be comprehended by the teacher.
Teaching and learning process is a nucleus of the comprehension education system
with the teacher as primary role agent. Thus, it is because the teacher comprehension
about teaching will affect their actions in the teaching and learning process. So, it is
very important to present the teaching theories.
In narrow sense, teaching can be defined as delivering knowledge from
teacher to students. Many experts give their definitions about the sense of teaching.
Burner in his book “toward at Theory of Instruction “cited in Usman (2000:5) states
that teaching is a presentation of idea, problem, or knowledge in the simple form in
order the students can understand it. He explains, “to sim ply the teaching matter, the
teacher can use enactive, iconic, and symbolic presentation mode. Enactive is the
presentation of teaching material by using kinetic form. Iconic is the presentation of
teaching matter by using graph or picture. Symbolic is the presentation of teaching
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matter by using a language and its presentation follow the children‟s development”
(p.5).
In addition, Usman (2000: 6) states that teaching is to give the students a
lead in the teaching and learning process or teaching is an effort or organizing of
learning environment and learning matter in order to create the students‟ learning
process. This opinion implies that the teachers are demanded to play a role as the
organizer in students‟ learning activity. So, the students can use this condition well.
Besides that, Firdayanti (2000:7) states that teaching is an activity that needs moral
responsibility. It is an effort to organize the environment in relating to the teaching
and learning process which skill going on.
Based on the above definitions, we may say that teaching is an effort which is
done by teacher in organizing of the teaching and learning process in order to create
the students‟ learning condition well.
2.2 Reading
Many experts give their definitions about reading. Their definitions are different each
other. Finochiaro and Bromo in Tarigan (1987: 8) point out that “reading is bringing
meaning to and getting meaning from printed or written materials”. Finochiaro
emphasizes at the output of reading that is getting meaning.
Thus, reading is grasping meaning in that language through its written
representation ( Lado, 1997 : 223) . Reading in the content is not just reading as kind
of transfer for written symbols to a sound like reading aloud, but reading establishes
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with understanding the meaning of words, sentences, and paragraph sensing
relationship among the ideas.
Another definition of reading which sound similar to the expression above is
given by Nunan in Marhumi (2001: 28) who says that “reading is an interactive
process between what the reader already knows about given topic or subject and what
the writer writes”.
Reading also can be seen as an “interactive” process between a reader and a
tex t wh ich leads to automatic or (reading fluency) (Alyousef, 2006:64). Nurnia
(1998:56) adds that “At present, reading is viewed as an interactive process that the
reader not only uses information from the text but also use their prior knowledge to
interpret a message text conveys”.
Furthermor e, Tarigan (1987) states that “membaca adalah suatu proses
dilakukan serta dipergunakan oleh pembaca untuk memperoleh pesan yang hendak
disampaikan oleh penulis melalui kata-kata atau bahasa tulisan”. This mean that
reading is a process and used by the teacher to grasp message being delivered by the
writer in the medium of the word or written language.
Based on the explanation above, we may say that reading is a process that
used by the reader to grasp message in the medium words or written language. Thus,
reading is not only to identify or spell words or looking at the books but also to have
better comprehension on ideas coming from the words. Hence, someone is considered
to success in reading when she or he has an ability to extract or to comprehend the
writer‟s massage.
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2.3 Schema Theory
Many reading researchers intend to subcategories the term schema. Qian (2004)
points out that generally there the most popular categorization are three major types
of schemata, as follow: „Linguistic Schemata‟ (language proficiency), Content
Schemata‟(background knowledge of the world including universal and cultural
specific knowledge) and „Formal Schemata‟ (prior knowledge of discourse structures
and text organization). The three essential types of schemata will be discussed one by
one.
1. Linguistic Schemata
Qian (2004) states that linguistic or language schemata refer to readers‟ existing
language proficiency in vocabulary, grammar and idioms. They are the foundation of
other schemata. Without certain related linguistic schemata, it is impossible for the
reader to decode the language in the text, let alone to activate the content, discourse
schemata by making use of the context clues to comprehend the text fully. Of course,
if the reader has adequate knowledge of the content, discourse schemata of text, they
can help the reader to predict or infer what will happen in the following part, which to
certain extent, can compensate for certain linguistic deficiencies.
2. Content Schemata
Content schemata refer to background knowledge of the content (Qian, 2004). If
readers are quite familiar with the topic under discussion, they can figure out most of
the meaning of the text even by reading just the title and the beginning part of the
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text. Based on Liberto (1989) in Singhal, content schema, which refers to a reader‟s
background or word knowledge, provides readers with a foundation, a basis for
comparison. Generally speaking, the familiarity of the topic has a direct influence on
reader‟s comprehension. The more topics readers know about, the more reading
efficiency they can gain. Thus is one wants to be an efficient reader, one needs to read
widely including various topics such as philosophy, psychology, geography,
chemistry, biology, zoology and so on.
Bracey in Tsuguhiko (2007) states that students‟ lack of content knowledge or
prior knowledge (pertainning to the topic of the text) is become apparent, as
measured by such reading comprehension assessment or reading achievement. In this
case, prior knowledge has a great effect to the reading achievement and teacher also
helpful in build the student‟s scheme.
It is evident that readers‟ content schema are as important as their language
ability in being able to extract meaning from a text (Qian, 2004). Appropriate text
should include material that involves readers in cognitive processes using their
knowledge of the language as well as what they know about the subject matter so that
they can make predictions when encountering unfamiliar vocabulary and structures.
Proficient readers rely as much on what they know about the topic as they do on the
actual text provided to them.
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3. Formal Schemata
Formal schemata refer to the organizational forms and rhetorical structures of the
written text, i.e. how pieces of textual information will relate to each other and in
what order details will appear (Carrell, 1987 in Qian). Formal schemata are higher
order structures containing knowledge of rhetorical organization structures, including
knowledge of the general properties of the text types and differences in genre (Carrel
and Eisterhold, 1988 in David). Formal schema, often known as textual schema,
refers to the organizational forms and rhetorical structures of written texts. It can
include knowledge of different types of texts types and genres, and also includes the
understanding that different types of text use text organization, language structures,
vocabulary, grammar, level of formality/register differently. Schooling and culture
play the largest role in providing one with a knowledge base of formal schemata.
Formal scheme, often known as textual schema, refers to the organizational forms
and rhetorical structures of written texts (Singhal, 1998). It can include knowledge of
different text types and genres, and also includes the understanding that different
types of texts use text organization, language structures, vocabulary, grammar, level
of formality/register differently.
Readers use their schematic representations of the text (narrative,
compare/contrast, cause/effect, newspapers, magazines, journals, textbooks, research
books, library books, menus, directions etc) to help them interpret the information in
the text. For example, in a detective story, a reader could expect the following chain
of event: a crime occurs, possible suspects are identified, evidence is uncovered, and
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the perpetrator is apprehended. Various studies in both L1 and L2 show that
knowledge of different text types and genres also facilitates reading comprehension.
For different text types often use different forms of text organization, linguistic
structure. Students can be trained to take advantage of text organization and discourse
structures to enhance reading comprehension. Nevertheless, compared with the
linguistic and content schemata, the formal schemata offers less power in the reading
process.
To sum up, the three schemata activated in the reading process can be shown
as follows:
input frominference interpretation of text
text s skills
2.4 Concept of Cooperative Learning
Stahl in Muslim (2007:14) claims that, “the using of cooperative learning model is as
the approach in the teaching and learning process which needs the member group
participation. Cooperative learning can increase the students‟ motivation to learn”.
Vocabulary meaninglinguisticschemata Grammatical meaning or syntax
recognition skills
content schemata
Formal text organization
schemata discourse structures
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Slavin in Jacobs (1996:26) points out that, “ all cooperative learning methods
share the idea that students work together to learn and are responsible for their
teammates‟ learning as well as their own”.
Panitz (1996) states that, “cooperative learning is defined by a set of processes
which help people interact together in order to accomplish a specific goal or
developed an end product which is usually content specific”.
Furthermore, Sharan (1994:336) states, “cooperative learning is a group
centered and students centered approach the classroom teaching and learning. Group
center learning is facilitated by learning students‟ group practice in regulating their
own activities in the classroom including conducting of learning”.
Beside that, Kagan (1994:25) states that cooperative is a successful teaching
strategy in which small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of subject. Each member
of a team is responsible for not only learning that is taught but also for helping
teammates learn, this creating an atmosphere of achievement. Similarly, Johnson and
Johnson (1986) say that cooperative learning is the using of small groups of students,
which the students work together with their teammates after given instruction.
Students work through the assignment until all group members successfully
understand and complete it.
In line with above definitions, we may say that there are four features in
applied of learning through cooperative learning. They are forming of group, work
together, get experience, and attainment of learning goal.
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2.4.1 Components of Cooperative Learning
Teaching English by using cooperative learning mode can encourage the students‟
motivation in learning because the students are more dynamic in the teaching and
learning process. Kagan and Kagan cited in Susilawati (2007: 16) point out that there
are five components of cooperative learning: they are (1) simultaneous interaction, (2)
positive interdependence, (3) face to face interaction, (4) equal participation, and (5)
individual accountability. These components will be explained more in the following
section.
Simultaneous I nteraction . In a teacher fronted instructional mode, normally
only one person, either the teacher or a student the teacher has called upon ,is taking
at any one time, however, when group activities are do, one person per group is,
hopefully, speaking, e.g. if 40 students working in a group of 4. They are talking
simultaneously, greatly increasing the amount of interaction in which student directly
take part. In this same way, among group, including pairs increases the amount of
simultaneous interaction.
Positive I nterdependence . Positive interdependence is the feeling among
group of students that, what helps any member of group help every one in the group
and what hurts any member of group hurt every one in the group members feel that
they “sink or swim together”
To achieve positive interdependence among students just putting them in
group and telling them to work together may not be sufficient. The way of promoting
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positive interdependence in a group include: goals reward, roles, resources and
identity.
Face to Face I nteraction . Face to Face Interaction may be defined as students
being in close physical proximity involved in communication as they work together
and talk through the task they are doing ( Jonhson and Jonhson and Holubec) cited in
Susilawati (2007 : 17) points out that group work can promote each others‟ learning
by helping, questioning, suggesting, sharing information/ material, and encouraging
each other‟s efforts to learn.
I ndividual Accountability . One of the most commonly heard objections to
having students work in the group is that some group members will end of doing all
the work. This can occur because the others want to do everything. Thus, might
encourage every one to fell that they are individually accountable of their group.
There are many way to structure group activities so as to promote this feeling
of individual accountability. Some of these are as follows: (1) each student
individually takes a quiz, complete a task, or write an essay on the material studied.
(2) Group members are called on random to answer a question and/or to explain an
answer. (3) Each group member has a designed role, which they are to perform.
These roles can rotate. For examples, a reading passage can be divided into sections.
Members of pair each read the first silently. Then, one person is to summarize the
section and other materials the class has studied or with aspects of their live. These
role rotate for the next section of reading passage.
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Equal Participation . Too often one or two group do most of the learning,
while others do little and show little progress. To encourage each member to play an
important role in the group and benefit from the group effort, cooperative learning
seeks to equalize participation. This encourages all students to be active learners.
Jacob et al (1996: 17-21) point out that cooperative learning has five
components: (1) positive interdependence; (2) collaborative skills; (3) processing
group interaction; (4) heterogeneous grouping and (5) individual accountability.
Based on the above explanation, we may say that cooperative learning method
helps the students or the learners to share the ideas and working together and there are
responsible for their group mates learning as well as their own. And the objective of
cooperative learning is to guide the students to work together and share their ideas.
2.4.2 Characteristics of Cooperative Learning
The characteristic of cooperative learning is as a behavior which appears and become
a habit or character from of cooperative learning activities. Slavin (1995: 37) points
out that cooperative learning has amount of certain characteristics. They are as
follows:
a. Refers to the group’s success. Groups‟ success is the winning of the group
in the computation in the learning material. Through the success of the group make
the members of group to become a high motivation to learn the material. They realize
that the unity of groups as the key of groups‟ success.
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b . Member’s role emphasized. Every group member has a task and function
clearly. It means that every member of group has a role as the giving motivation,
accelerator, activator, and as the decision maker.
c. Individual’s accountability. The winning of the group depend on
individual‟s result study. It means that the individual‟s comprehension toward the
material is as the basic of the groups. So that, every member of group has a
responsibility to guide his group mates to comprehend the material.
d. Individual’s interaction. Interaction of individual in the group of study is
as the kinds of communication which always appear. It means that without interaction
between the group members the success of group will be beyond hope. It indicates
that all member of group should be mutual interaction and help each other in learning
materials.
e. Leader together . Every member of group has a right to speak. Beside of
that he/she has individual responsibility about the group‟s progress. It indicates that
every group member is as the leader in their group.
2.5 Jigsaw II Technique in Teaching Reading
Johnson and Johnson (1991: 121) states that “cooperative learning is the instructional
use of small groups so the students work together to maximize their selves and each
other learning”. Moreover, Nunan (1992:35) supports that cooperative learning
group are deliberately heterogeneous and consist of two to four members. In jigsaw II
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technique, students are form heterogeneous group into four students in one group and
it allows students to work together to maximize their selves and each other learning.
Jigsaw II technique is well-known as cooperative learning technique. This
technique is team or group learning procedure (Slavin, 2009). This technique is
modification of the original jigsaw which is called as Jigsaw I that has been proposed
by Elliot Aronson. In this matter, Slavin modifies original jigsaw become Jigsaw II in
order to overcome the weakness of original jigsaw itself. As Slavin in Jacobs
(1996 : 7) states that one thing that is important to keep in mind is that jigsaw I only
works if each piece of the text is understandable on its own. Thus, for example, the
technique probably would not work well with a short story, because it would be
difficult to understand the middle if we had not read the beginning of the story first.
An alternative is jigsaw II in which everyone in the home team has all the text pieces.
Jigsaw II has been used in second language teaching using print
(Johnson & Johnson, 1998) and spoken texts, Harmer in Wang (2009). Based these
points, choosing Jigsaw II enables students to experience active reading and speaking
to share what they have learned with their group members. It is supported by Arend
in Emildadiany (2010) states that jigsaw II helps students reinforce and internalize
important concept-related information based on lectures or textbook material. In other
hand, it could be able to make the students more active and explores their opinion in
peer teaching activity of reading class.
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Cooperatively jigsaw II technique is the part that has challenging activity.
Which the learner has positive interdependent to achieve groups goal. As Slavin in
Jacobs et al (1990) positive interdependence simply means that the group members
feel sink or swim together. In other words, helps one group member helps them all,
and what hurts one group member hurts everyone in the group.
In jigsaw II technique has the main positive interdependence. It supported by
As Jacobs et al, (2002) states that jigsaw II technique highlights three types of
positive interdependent. First type is goal interdependent that has simply means that
the group members themselves as sharing a common goal or goals. In this case the
goal is to learn their peaces in order to share the information with group mates so that
the group can do their task well relate to the objectives of the lesson. Second type is
resources positive interdependent means that every each group has unique resources
that they must share in order for group succeed. Third type is celebration or reward
positive interdependent. In this case the individual students receive such as grade or
praise depends on group mates receive.
According to Slavin in Jacob et al (2002) there are some steps of jigsaw II in
teaching reading. They are; Students‟ original groups of four are called home teams.
The activity in this step is reading with team members. Students work in
heterogeneous teams. Reading could occur during the first part of the period, as
homework, or during a class activity. All students are assigned the reading and are
given an “Expert Sheet” that contains different sections. Each team members is
assigned a specific section to focus on when reading.If there are 4 topics and
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a 5-member team, assign two students the same expert topic. Assigning could be
random, but predetermined would be preferable. With predetermined assignments, be
sure to mix the ability levels of the expert groups. Then, the students leave their home
team and form Expert group discussion: After everyone has read the material,
students from different teams with the same section meet in expert groups and then,
they are given some questions related to their section. In order to keep the expert
groups (6-8 members), have two expert groups per section. It is helpful to assign a
discussion leader (not necessarily the most able student) to facilitate and to see that
everyone participates. Each student should take notes on important and agreed upon
points to share. Students are motivated to become experts, as they are responsible for
teaching that information. After that, the team reports where the students return to
their teams. Each expert shares their information with the teammates by turns. It is
important that the students know that they are to be good teachers and good listeners
and that the reports should be well organized, concise, and to the point. Then, the
given test; each student is required to take the test independently. The test can be
essay or another forms for each section. Students may exchange papers to check
answers or the teacher may want to collect the tests to grade. As with STAD,
students are assigned base scores, so improvement points are also used in determining
the team score. Alternative methods of exhibiting knowledge learned such as oral or
written reports or projects (e.g., visual cognitive organizer) are also acceptable. If an
alternative method is used, all students must participate. Finally, Team recognition:
the teacher gives appreciation such as rewards to the three the best groups they are
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super, great, and good team. The kinds of rewards such as certificates, newsletters,
recognition, or tangible rewards could be used to recognize high-scoring teams.
In the other hand, the technique used categorizing and awarding point that
same in STAD technique. The point used to assign the three best groups. They are
supper team, great team, and good team. These categorizing have function to create
the competition among group and motivate every group to do the best among them.
As Jacobs et al (1996) explaines that one point to keep in mind when constructing
Jigsaw II activities that students be motivated in teaching and learning process
because of the awards that gotten by students, such as good team, great team, and
super team. In addition, Slavin (2009) states that the given categorizing and awarding
to three the best group is to motivate the students achieve the goal of learning
process. The categorizing is as follows;
Table 2.1 Recognition Points and Awarding Recognition
AWARDING POINTS AWARDING RECOGNITION
Quiz Score Team Points Average Points Award
10 points bellow to 1
point bellow pastaverage
5 15 Good team
Same or Past average to
10 points above past
average
20 20 Great team
More than 10 pointsabove past average
30
25 Super teamPerfect paper(regardless
of past average)30
(Slavin, 2009)
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For more clearly the researcher provides graph about the moving of students‟
group form. It is cited from Arend in Emildadiany (2010). The graph is about the
moving of home team and expert team in teaching reading.
`
Graph 2.1 Moving of students in home team and expert team in jigsaw IItechnique.
2.6 Advantages and Disadvantages of Jigsaw II Technique
2.6.1 Advantages of Jigsaw II Technique
There are some advantages of jigsaw II technique. It has been stated by Slavin (1990)
are as follows; (1) It is an efficient way to learn the material, (2) Builds a depth of
knowledge, (3) Discloses student‟s own understanding and resolves
misunderstanding, (4) Develops team work and cooperative working skills, (6) Easier
to use of textbooks and readily materials used without any adaption.
TOPIC
C
D
TOPIC
C
D
TOPIC
C
D
TOPIC
C
D
A A
A
B B
B
B B
C C
C
C C
D D
D
D D
A B
C D
B
C D
A B
C D
A B
C D
A B
C D
HomeTeam
Expert Team
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In the other hand, Broward in Parker (2010) states that there are some
advantages of jigsaw II technique, they are; it is an efficient way to learn the material,
builds a depth of knowledge, and discloses a student's own understanding and
resolves misunderstanding, builds on conceptual understanding, develops teamwork
and cooperative working skills.
2.6.2 Disadvantages of Jigsaw II Technique
There are some disadvantages of jigsaw II technique are as follows:
1) Forming heterogeneous group disturb the group members.
2) Uneven time in expert groups.
3) Students must be trained in this technique of learning.
4) Classroom management can become a problem.
2.7 Reading Achievement
The American Heritage Dictionary in Darta (2001: 20) points out that “achievement
is the act or accomplishing or finishing something especially by means of exertion,
skill practice or preserving”.
Furthermore, Negoro (1984:196) points out that “achievement is a successful
activity; it refers to someone‟s ability which has obtained”. In terms of reading,
Usman (2000:39) states that “Achievement is the result of activity which has been
done by someone. It is usually showed by the values or mark which is given by the
teacher”. In this case, reading achievement which is made by the students will result
in some, change will visible become attainment or achievement through question or
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measurement that has been given by teacher on the reading test form. Thus, the tests
must be flexible to respond the particular goals and needs of the students in a
language program. Mulyasa (2004:104) states that “ penilaian di kelas dilakukan oleh
guru untuk mengetahui kemajuan dan hasil belajar peserta didik , mendiagnosa
kesulitan belajar, memberikan umpan balik untuk perbaikan proses pembelajaran dan
penentuan kenaikan kelas”. So, that is why reading achievement is very important to
evaluate students‟ development in learning process.
2.8 Previous Study Related to Technique
The study of applying this technique in teaching and learning process had been
conducted for several times. The researcher found at least four researchers. In this
case, those researchers applied in different design and skills. Firstly was Fullu Azka
(2005). He applied his study by using a comparative study of the teaching of
Mathematic especially for teorema Pythagoras of students at Junior High School 10
Semarang. He compared among Jigsaw II, students team achievement division
(STAD), and Conventional. He conducted the research with using true experimental
design for 230 populations of students and took sample were 115 students by using
random sampling technique. The finding of the study, he found that jigsaw II
technique more effective than STAD and conventional. The secondly was Gina
(2005). She applied her study by using the effective of jigsaw II technique for reading
motivation and achievement for EFL. The participants were 44 grade five students in
a private school in Lebanon. The students were randomly assigned to control and
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experimental conditions and a post-test only control group design was employed. The
finding was indicated that Jigsaw II had a significant effect on students‟ reading
achievement, students‟ self concepts as reader, and their reading motivation. The
thirdly was Sahin (2010). He investigated the effects of jigsaw II technique on
academic achievement and attitudes to written expression course at Atatürk
University, Turkey. His study aims to explore the effects of a cooperative technique
Jigsaw II as experimental class and instructional teacher-centered teaching method as
control group on Turkish language teacher education department students‟ attitudes to
written expression course academic achievement, retention, and their views, in 2009
to 2010 academic year. In his research, the pre-test and post-test with control group
experimental design was used. The data was collected through Attitudes to Written
Expression Scale (ATWES) and Written Expression Achievement Test (WEAT),
Students‟ View Form (SVF). The result used statistical analyses and revealed that
there were significant differences between the experimental and control groups in
terms of their attitudes, academic achievement, and retention in favor of the
experimental group. In addition, It was determined that the experimental class by
applying jigsaw II technique had positive significance effect towards students‟
written expression course. The last was Sri Fita Rahmawati. She applied the research
in an action research design at speaking skill. She applied at class XI IA-3 of Senior
High School 6 Kendari. The total subjects were 32 students. She applied for three
cycles. Result of her study showed that jigsaw II technique can improve students‟
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speaking achievement. Where there are 26 students or 81.6% who passed the target of
the research namely 65 of 70% of total number students.
Based on the finding of the previous study, it had shown that there is a
significant improvement to the students‟ achievement after implementing Jigsaw II
technique. Nevertheless, comparing four studies which were presented by the
researcher in this section, three of them found significant improvement to the
students‟ achievement in terms of mathematic, writing ability and speaking, but
according Slavin in Wang (2009) that jigsaw II technique can be used in teaching;
listening, speaking, and reading. in addition, Slavin (2009) explains that Jigsaw II
technique has been effective both for improving the students‟ achievement and
behavior and for increasing their acceptance by their classmates. These theories are
also supported by one of previous researcher that conducted by Gina (2005) who
investigated the effectiveness of jigsaw II technique for reading motivation and
achievement for EFL in Lebanon and the finding was indicated that Jigsaw II had a
significant effect on students‟ reading achievement, students‟ self concepts as r eader,
and their reading motivation.
Hence, from the theoretical framework and the previous researcher that
conducted by Gina (2005) which has been presented above, it created a hypothesis
that would be examined by the researcher. The hypothesis of this study was there is a
significant effect of jigsaw II technique on students‟ reading achievement at class X3
of Senior High School 2 Kendari.
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CHAPTER III
METHODOLOGY OF THE STUDY
This chapter aims to provide methodology of the study. This chapter is divided into
the following subsections: design of the study, subject of the study, instrument of the
study, marking scheme, pilot study, technique of data collection, teaching procedures,
observer, and technique of data analysis.
3.1 Design of the Study
The design of this study was Quasi Experimental Design that consists of control class
and experimental class. Ary, et al (1979:260) define that quasi-experimental design
as the design that would provide as much control class as possible under the existing
situation and it is used when the experimental design is not feasible. Control group
reffered to the group that given the usual set of conditions, while experimental group
reffered to the group that given the more unusual. In this matter, Control group was
taught under explicit instruction technique, while experimental group was taught
under jigsaw II technique. The design of this study can be seen in the following
scheme.
Table 3.1 The Scheme of Quasi – Experimental Design
Group Pretest Independent variable Postest
E Y1 X Y2
C Y1 - Y2
Ary, et al (1979:260)
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homogenate. In addition, by testing homogeneity, it was found X3 had low variance
and X4 had big variance (for more clearly see appendix 13). So, by considering these
data, the researcher chose directly X3 as experimental class and X4 as control class.
3.3 Instrument of the Study
The instrument of this study was reading test. The test consisted of 40 items in form
of multiple choices based on the reading test. The instrument of the pre-test and post-
test were the same questions. The test that used in this study was taken from
Interlanguage English for Senior High School Students X by Joko Priyana, et al,
Published by Pusat Perbukuan, Departemen Pendidikan Nasional ,2008, and Look
Ahead an English Course for Senior High School Students Year X by Sudarwati,
Th.M,et al, published by Erlangga, 2007.
3.4 Marking Scheme
The marking scheme in this study was 1(one) for the correct answer and 0 (zero) for
the incorrect answer. Then, score was made to be grated by using the formula as
follows:
Mark
Where:
X = Score (Total of correct answer)
n = Total number of question
Arikunto, (2009: 69)
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To determine the students‟ reading achievement, the researcher used the
following criteria:
Table 3.2 Criteria of students’ reading achievement
R Categories
86 – 100
70 – 85
56 – 69
36 – 55
0 – 35
Very high
High
Moderate
Low
Very low
(Sudjana, 1984:27)
3.5 Pilot Study
The researcher conducted pilot study as the first step in this study. It was divided into
two activities: The instrument of the study and Jigsaw II technique.
3.5.1 Result of Pilot Study of the Instrument
Before the instrument was used to both experimental class and control class, it was
piloted to the other class, namely X6 in the same school. This class was still
categorized had the same level with X3 and X4. The researcher conducted pilot study
on Wednesday, 26 October 2011 started from 08.30 – 10.00 a.m.
The main objectives of try out were as follows: (1) to find out the validity and
reliability of the test. Validity means to know the instrument measurement what
should be to be measured and the reliability means the instrument can be applied
anytime and anyplace (consistency) give the constant result. (2) To check the duration
of the time when students are doing the test. This is related to eligibility of the test.
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The result of try-out of reading test showed that the time needed to answer the
questions during the try-out was 90 minutes. This time was enough in answering the
test. In determining the time, the researcher added the time used of the students who
finished early in answering the test and the time used of the students who finished
latest, then divided by two ( 80 + 100 minutes :2) = 90 minutes.
Thus, in analyzing items validity of the test, the researcher used Product
Moment Correlation with the formula as follows:
r xy =
√ { – }
Where: r xy : Coefficient of correlation
X : Score of each item
Y : Total score of students
n : Total of respondent
(Arikunto, 2009: 72)
Then, to interpret the value of the coefficient correlation ( rxy) on each items,
the researcher compared between rxy-count and r-table of product moment with
criteria as follows:
- If r xy > r table it means that the item of the test is valid
- If r xy < r tabel it means that the item of the test is invalid
After computing the item validity of reading test ( see appendix 3) then
examined by using the above criteria using r-table, the researcher found that there
were 10 items of reading test which categorized as invalid criteria ( see appendix 3).
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They were items number 11, 12, 19, 28, 30, 32, 40, 41, 49, and 50. These had r-count
< r- table. All the invalid criteria items were not used as the instrument of this study.
While to know the reliability of the test , the researcher used formula of KR-
21 by Kuder and Richardson as follows:
r 11 =
(Isaac, 1983: 87)
Where:
K = number of item test
M = mean score
S2
= Variance
The criteria used to determine the degree of the reliability of the tests are as
follows:
Table 3.3 Reliability of category
Reliability Categories0,80 – 1,00
0,60 – 0,79
0,40 – 0,59
0,20 – 0,39
0,00 – 0,19
Very high
High
Moderate
Low
Very low
(Arikunto,1996:157)
Based on the analysis of the test reliability, the result of tried out for test
reliability of reading test was 0.84. Based on the criteria of coefficient correlation of
reliability provided by Arikunto (1996:157), the value 0.84 was categorized as “very
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high” reliability. Therefore, the test fulfills the criteria to be used as the instrument of
this study.
3.5.2 Pilot Study of the Technique
Jigsaw II was piloted to see the students‟ response and to minimize the students‟
difficulties (whether there was or not weakness in each aspect of the implementation
of Jigsaw II technique) and the researcher herself was more well-trained in applying
the technique before entering the main class. It was conducted at class X6 on
Monday, 24 October 2011 started from 08.30 – 10.00 a.m as the teacher‟s
consideration. In piloting the technique, the researcher controlled the allocation of
time and evaluated the activities during teaching and learning process of each steps of
Jigsaw II technique.
At the first time, the researcher gave a brief explanation about Jigsaw II
technique and all its steps which include in it to the students. Then, the researcher
provided them the reading text entitled “Durna‟s trap”. At the time, the researcher led
the students the teaching and learning process as procedure of Jigsaw II technique in
lesson scenario.
After tried out Jigsaw II technique, the researcher found some problems.
Firstly, in forming heterogeneous of four, some students did not want to cooperate
with their groups which were based on their past achievement. To solve the problem,
the researcher would explain the benefits of learning to work with others. Secondly,
most of students found difficulty to understand the reading text because they were
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lack of vocabulary. So, to solve this problem, the researcher would provide some
unfamiliar words in their worksheet. Thirdly, there were many groups‟ discussion and
it was difficult for the researcher to control one by one. So, to solve this problem, the
researcher would point the captain in each group for both home team and expert team
to control group discussion. The last, the researcher could not calculate the students‟
point at the time because the number of students were large. So, to solve the problem,
the researcher would collect and count it at home and it would be informed to the
students in next meeting who become three the best groups; super , great, and good
teams.
3.6 Technique of Data collecting
In collecting data of this study, the researcher used the following procedures:
1. Pre-test
The researcher performed pre-test in both of classes to find out the students‟ reading
achievement before conducting the treatment and pre test scores were used to
calculate the homogeneity of variance from subject that used. In addition, pre-test
scores in this study were also used in determining group formation in terms of high,
average, and low ability and as their base score. Pre-test was conducted in both of
classes once in the first meeting.
2. Treatment
During the treatment, the researcher taught the students in both of classes. In
experimental class, the researcher taught by using jigsaw II technique while in control
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class, the researcher taught by using explicit instruction technique. The researcher
chose explicit instruction technique to be used in control class was because this
technique was commonly used by the teacher in Senior High School 2 Kendari
especially in teaching English reading. The researcher conducted the presentation of
material five times. To reduce the intervening variables that might appear, in this
study the researcher used the same instrument, allocation of time and the researcher
acted as teacher in both of classes. The detailed schedule of conducting treatment can
be seen in table 3.4
Table 3.4 Schedule of conducting treatment
Activities /
Meeting
Time in Experimental
Class
Time in Control
Class
Topics
Pretest 07.00-08.30,
29 October 2011
08.30-10.00,
29 October 2011
_
First 08.30-10.00,
1 November 2011
07.45-09.15,
31 October 2011
Blind Listening
Second 07.00-08.30,
5 November 2011
08.30-10.00,
5 November 2011
Three foolish Sons
Third 08.30-10.00,
8 November 2011
07.45-09.15,
7 November 2011
Thumbelina
Four 07.00-08.30,
12 November 2011
08.30-10.00,
12 November 2011
The Fortune Teller
Fifth 08.30-10.00,
15 November 2011
07.45-09.15,
14 November 2011
An Indian and His Pet
Fish
Posttest 07.00-08.30,
19 November 2011
08.30-10.00,
19 November 2011
_
Note : The topics presented were the reading text that taken from Developing English Competencies for Senior
High School Grade X ( Joko Priyana, et al, 2006), and Look Ahead an English Course for Senior HighSchool Year X ( Sudarwati, Th.M, et al, 2007).
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3. Post-test
Post test was given to know the students‟ reading achievement after teaching and
learning process in experimental class and control class. It was conducted at the last
meeting.
3.7 Teaching Procedures
3.7.1 Procedure of Teaching Reading through Jigsaw II Technique
There are some steps of jigsaw II technique that is developed by Slavin in Jacobs et
al (2002). These steps are as follows:
a. Step 1. Students‟ original groups of four are called home teams. The activity
in this step is reading with team members: Students work in heterogeneous
teams. Reading could occur during the first part of the period, as homework,
or during a class activity. All students are assigned the reading and are given
an “Expert Sheet” that contains different sections. Each team member is
assigned a specific section to focus on when reading. For example, the generic
structures of narrative text are orientation, complication, resolution, and
reorientation. So, in this case, the student with head number A is responsible
to master orientation, head number B is responsible to master complication,
head number C is responsible to master resolution, and head number D is
responsible to master reorientation. If there are 4 sections and a 5-member
team, assign two students the same section. Assigning could be random, but
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predetermined would be preferable. With predetermined assignments, be sure
to mix the ability levels (high, middle, and low) of the expert groups.
b. Step 2. Students leave their home team and form expert group discussion:
After everyone has read the material, students from different teams with the
same section meet in expert groups and there are given some questions related
to their section. In order to keep the expert groups (6-8 members), have two
expert groups per section. It is helpful to assign a discussion leader (not
necessarily the most able student) to facilitate and to see that everyone
participates. Each student should take notes on important and agreed upon
points to share. Students are motivated to become experts, as they are
responsible for teaching that information.
c. Team reports: Students return to their teams. Each expert shares their
information with the teammates by turns. It is important that the students
know that they are to be good teachers and good listeners and that the reports
should be well organized, concise, and to the point.
d. Test: Each student is required to take the quiz independently. The test can be
essay or another forms for each section. Students may exchange papers to
check answers or the teacher may want to collect the tests to grade. As with
STAD, students are assigned base scores, so improvement points are also used
in determining the team score. Alternative methods of exhibiting knowledge
learned such as oral or written reports or projects (e.g., visual cognitive
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organizer) are also acceptable. If an alternative method is used, all students
must participate.
e. Team recognition: Certificates, newsletters, recognition, or tangible rewards
could be used to recognize high-scoring teams.
3.7.2 Procedure of Teaching Reading through Explicit Instruction Technique
Researcher applied the explicit instruction technique in control class. It was usually
used by the English teacher at Senior High School 2 Kendari. The Procedures of
teaching reading through explicit instruction technique are in the following:
a. Delivering the objectives of instruction.
b. Explaining the material about the topic that will be mastery.
c. Asking the students to read the text.
d. Asking the students to answer the questions based on the text individually.
e. Teacher asked students to exchange their paper to his/her partner.
f. Inform the correct answers of the questions.
g. Collect the students‟ worksheet.
3.8 Observer
In this study, the researcher used an observer to check the consistency of the
researcher in teaching both of classes. The observer is the English teacher of the tenth
year at Senior High School 2 Kendari. In observing process, the researcher will use
the observation sheets that consist of two parts, they are: (1) observation sheet for
jigsaw II technique, and (2) observation sheet for explicit instruction technique.
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Based on the technique applied, the observer commented that the technique
had been applied consistently according to the criteria of those techniques.
3.9 Technique of Data Analysis
There were two techniques in analyzing the data. They were descriptive statistic and
inferential statistic. Descriptive statistic analysis was used to describe the maximum
and minimum scores, mean, and deviation standard, while the inferential statistic
analysis was used to test the hypothesis.
Before the hypothesis test was done, it was conducted the homogeneity test
and normality test of the data as the condition for testing the hypothesis.
1. homogeneity test was used to know the homogeneity of variance of subjects
(Sugiyono, 2008: 275). The formula is:
Fcount =
iancelittle
iancebig
var
var
(Riduwan, 2004: 178)
With the criteria:If Fcount Ftable, it means that the variance is not homogeneous,
and If Fcount Ftable, it means that the variance is homogenous.
2. normality test was used for knowing the normality of data distribution in both of
classes.
The formula that can be used is Chi-square test with the formula:
[( ) ]
( Riduwan, 2004: 179)
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Where:
χ2 = the value of chi-square
f o = the observed frequency in each cell
f e = the expected frequency in each cell
With the criteria: If χ 2
count χ 2
table, it means that the data is not distributed normally
and If χ 2
count
χ 2
table, it means that the data is distributed normally.
In testing the hypothesis of this study, the researcher used two-tailed test (ttest)
with formula as follows:
t =
nn
X X
B A
B A
S 11
Where: XA = the mean score of the first class (experimental class)
XB = the mean score of the second class (control class)
S = the deviation standard of both classes
nA = the total respondent of the first class
nB = the total respondent of the second class
The testing hypothesis criteria are as follows:
1. If t test > ttable, it means that there is a significant effect of jigsaw II on
students‟ reading achievement at class X3 of Senior High School 2
Kendari (H0 is refused and H1 is accepted).
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2. If ttest < t table, it means that there is not a significant effect of jigsaw II on
students‟ reading achievement at the class X3 of Senior High School 2
Kendari. (H0 is accepted and H1 is refused).
Moreover, To measure how large the effect of treatment by using jigsaw II
technique, the researcher calculated the effect size as follows:
Effect size: (Mean of experimental group – mean of control group)
Deviation Standard
The criteria to determine the effect size based on Cohen‟s criteria (Cohen, 1988) as
follow:
0.0-0.2 : Small
0.2-0.5: Moderate
0.6-0.8: Large
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