PENERAPAN METODE JIGSAW UNTUK MENINGKATKAN READING COMPREHENSION PADA SISWA KELAS IV SEKOLAH DASAR: Penelitian Tindakan Kelas IV di SDN Pasirkaliki 96/1 Bandung

• Main Author: Mesdy Yanita Sinaga, - (Author)
• Format: Book
• Published: 2016-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/73466/1/S_PGSD_1205631_Title.pdf; http://repository.upi.edu/73466/2/S_PGSD_1205631_Chapter1.pdf; http://repository.upi.edu/73466/3/S_PGSD_1205631_Chapter2.pdf; http://repository.upi.edu/73466/4/S_PGSD_1205631_Chapter3.pdf; http://repository.upi.edu/73466/5/S_PGSD_1205631_Chapter4.pdf; http://repository.upi.edu/73466/6/S_PGSD_1205631_Chapter5.pdf; http://repository.upi.edu/73466/7/S_PGSD_1205631_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatar belakangi oleh masalah yang ditemukan di lapangan saat melakukan observasi pembelajaran bahasa Inggris yaitu rendahnya kemampuan reading comprehension. Hal ini disebabkan metode pembelajaran yang digunakan cenderung monoton. Penelitian ini bertujuan untuk meningkatkan proses dan hasil pembelajaran reading comprehension dengan menggunakan metode jigsaw. Penelitian ini dilakukan pada siswa kelas IV SDN Pasirkaliki 96/1. Partisipan dalam penelitian berjumlah 15 orang siswa. Desain penelitian yang digunakan dalam penelitian ini yaitu Penelitian Tindakan Kelas (PTK) model Jhon Elliot. Desain ini terdiri dari 3 siklus, dalam setiap siklusnya terdiri dari 3 tindakan. Adapun instrument penelitian yang digunakan dalam penelitian ini antara lain, lembar observasi guru dan siswa, lembar wawancara, lembar catatan lapangan, lembar evaluasi, serta dokumentasi. Data yang diperoleh peneliti diolah dan dianalisis secara kuantitatif dan kualitatif. Berdasarkan pelaksanaan penelitian diperoleh rerata proses pembelajaran siswa pada siklus I dengan kategori baik sebesar 1,73, kategori cukup sebesar 8,6 dan kategori kurang sebesar 1,67. Siklus II dengan kategori baik sebesar 4,33, kategori cukup sebesar 8,67 dan kategori kurang sebesar 0,8. Siklus III dengan kategori baik sebesar 8,26, kategori cukup sebesar 3,73 dan kategori kurang sebesar 0. Sedangkan rerata nilai hasil belajar siswa siklus I sebesar 55,56. Pada siklus II sebesar 76,89 dan siklus III sebesar 94,33. Dapat disimpulkan penerapan metode jigsaw dapat meningkatkan proses dan hasil pembelajaran reading comprehension siswa. ----- This study was based on the problems found in the field when the researcher conducted English learning observation that is the low ability of reading comprehension. It is caused by teaching methods in teaching English that tend to be monotonous. The implementation of this study aims to improve the learning process and results of reading comprehension of students by using the jigsaw method. The study was conducted in the fourth grade students of Pasirkaliki 96/1State Elementary School. There were 15 students as the participants of this study. The study design used in this study was Classroom Action Research (CAR) by using John Elliot models.The CAR design of John Elliot model consists of 3 cycles and each cycle consists of three acts. The research instruments used in this study were teacher and student observational sheets, interview sheets, field record sheets, evaluation sheets, and documentation. The data were processed and analyzed quantitatively and qualitatively. Based on the implementation of the study, it shows the mean valueof reading comprehension learning process of the students in cycle I is 1.7 in which it belongs to 'good' category. The mean value of 8.6 belongs to 'moderate' category and the mean value of 1.67 belongs to 'poor' category. In cycle II, the mean value of 4.33 belongs to 'good' category, the mean value of 8.67 belongs to 'moderate' category and the mean value of 0.8 belongs to 'poor' category. Then, in cycle III, the mean value of 8.26 belongs to 'good' category, the mean value of 3.73 belongs to 'moderate' category and the mean value of 0 belongs to 'poor' category.While the average value of reading comprehension and learning outcomes of students in cycle I is 55.56, in cycle II is 76.89, and in cycle III is 94.33. Based on these data we can conclude that the implementation jigsaw method can be used to improve the process and learning outcomes of students in reading comprehension.