THE EFFECTIVENESS OF COOPERATIVE LEARNING: JIGSAW TECHNIQUE IN IMPROVING STUDENTS' READING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY TO THE SECOND GRADE STUDENTS OFSMP NEGERI 1 CIANJUR

• Main Author: Devie Juliasty Dens, - (Author)
• Format: Book
• Published: 2010-07-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/97623/2/s_c0351_054659_table_of_content.pdf; http://repository.upi.edu/97623/5/s_c0351_054659_chapter1.pdf; http://repository.upi.edu/97623/6/s_c0351_054659_chapter2.pdf; http://repository.upi.edu/97623/1/s_c0351_054659_chapter3.pdf; http://repository.upi.edu/97623/7/s_c0351_054659_chapter4.pdf; http://repository.upi.edu/97623/3/s_c0351_054659_chapter5.pdf; http://repository.upi.edu/97623/4/s_c0351_054659_bibliography.pdf
• Keywords: L Education (General)

The burning issue of the study is about teaching reading comprehension. Reading is very important, therefore, a good and interesting teaching reading technique is necessary. However, a conventional technique in teaching reading comprehension does not seem to motivate the students and make a significant progress. That is why Jigsaw technique is proposed as the alternative way to improve students` reading comprehension. The aim of the study was to investigate whether or not Jigsaw technique is effective in improving students' reading comprehension and to investigate the students' response toward the use of Jigsaw technique in teaching reading comprehension. The study used quasi-experimental design with pre-test and post-test design. The study involved two classes of the second grade students of SMP Negeri 1 Cianjur as the sample. The findings indicated that the Jigsaw technique treatment was significantly effective in improving students` reading comprehension. As indicated by a statistical result of posttest score of experimental group (M = 78.13) and control group (M = 56.00), p < 0.05, r = 0.799 indicating a large effect size. Therefore, the null hypothesis is rejected. However, statistical computation results of the posttest of experimental group indicated that there was a higher enhancement of experimental group's reading comprehension which could be seen in the pretest score (M= 66.93) and posttest score (M= 78.13), t (29)= - 5.917, p < 0.05, r = 0.799 indicating a large sized effect. The use of Jigsaw technique was effective in improving students' reading comprehension. The findings from the questionnaires showed that almost all students interested in Jigsaw technique and Jigsaw technique had some advantages. Students said that Jigsaw technique helps them to comprehend the text easily. Students could more participate in the learning process, therefore, Jigsaw technique also help students in improving English abilities. However, Jigsaw technique had disadvantages. Jigsaw technique was reported to be confusing and quite hard for some students to get along with their friends during the process. In reference to the result of the study, the conclusion was drawn that Jigsaw technique treatment significantly improves students' reading comprehension. As the suggestion, the Jigsaw technique treatment is recommended to be applied in teaching reading comprehension, and teachers who apply this technique are suggested to use Jigsaw technique along with other interesting strategies.