CHAPTER 1 INTRODUCTION 1. Background of Research In Indonesia, the use of English as a printed media has been familiar for decades.

The local and the international public magazines provide evidence for such situation. The use of English as a tool to deliver materials in those media indicates that English is widely used in Indonesia. Viewing this condition, English is adopted in the curriculum by which big proportion of school hours are given to the teaching and learning so this language has been regarded to enable students to have competence in skills of English including reading, writing, speaking, and listening. English is not only used as a means of human communication but also as a subject learned at schools in Indonesia. The teaching of English is basically needed by Junior High School students, because it is a compulsory subject in Junior High School. So, English teachers who could conduct the teaching English well are needed. English as a subject matter in school covers the four basic language skills: reading, writing, speaking, and listening. In every subject, students learning activities involve reading. Reading is one of the complex ways in learning English. It is a kind of activity to comprehend the writers ideas or the way the writer communicates with the readers by way of the written or printed words. (www.if.ia.org ). Reading is important for everybody in order to cope with new knowledge in the changing world of technological era. Reading itself is essential in English language learning. Reading has been defined as the ability to recognize printed symbols and to comprehend their meaning ( Haris and Sipay, 1980:8 ). The main purpose in reading is to gain an understanding of reading. To achieve this goal, students are required to obtain skilled reading messages. One of theme is bring the children to realize that reading is important, by involving them in literacy activities (Rusyana,1984:203).
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According to Brown (2001) reading comprehension is primarily a matter of developing appropriate efficient comprehension strategies for the majority of second language learners who are already literate in their native language. It means that the strategies in reading are important to help students comprehend the text well. By comprehending the text, students must have strong points as to broaden their perspective, keep them thinking creatively, and imaginatively. Therefore, considering the importance of reading, a good and interesting teaching reading technique are necessary. Teaching reading itself is the instaneous recognition of various written symbols, simultaneous association of these symbols with existing knowledge and comprehension of the information and communicative ideas. It implies that teaching reading is combination of word recognition, intellect, and emotion interrelated with prior knowledge to understand the message communicated. Considering the needs of mastering reading as one of the ways for mastering English. Harmer (2002:39) states that reading is thought from elementary schools to university by using many kinds of method applied by English teacher. Teaching reading must be differed from children in elementary school because of their different characteristics of psychological background. Peer approvals may be considerably more important for the students than the attention of the teacher which, for younger children itis not so crucial. It is important for considering their classmates as the motivation in deep learning of improving teaching learning process of reading. Students must be encouraged to respond to the test and situations by their own thoughts and experience, rather than just answering questions and doing abstract learning activities. English teacher must give them tasks which they are able to do, rather than risk humiliating them. In Indonesia, some English teachers still use traditional or conventional method to teach reading. Conventional method usually makes students bored because the method is

monotonous and the students are not active so it makes the learners get bored. One of the ways to make the teaching effective is making the students active so they enjoy learning and they can improve their reading skill. In the context of educational reform, based on Nurhadi and Senduk statement. There are three main issues that need to be highlighted that the curriculum reform, improving the
quality of learning, and effectiveness of learning methods (2003:1)

It is mean that the learning process is a process of interaction between learners and teachers as instructors, the learning process carried out by strategies and methods of teaching. Learners learning success achieved can be measured through assessment of learning outcomes, but English teaching method is changeable. The method should be interesting, and one of the teaching method is cooperative. Though this method, students are active in the learning process, because they will learn more through a process of constructing and creating, working in a group and sharing knowledge. Nevertheless, individuals responsibility is still the key of success in learning English. A cooperative leaning method is believed as being able to give chance for students to be involved in discussion, has courage and critical thinking and is willing to take responsibility of his/her own learning. Although it considers as an active role of students as more important, does not mean that teacher in the classroom is not participating. In the learning process, teacher has roles as designer, facilitator and guide in the learning process. A cooperative learning method has several types, namely write-pair share, group investigation, Students Teams Achievement Divisions (STAD), Teams-Games-Tournament (TGT), Team Assisted Individualized (TAI) and Jigsaw. One of an interesting type is Jigsaw. The Jigsaw classroom is very simple to apply. Jigsaw is a strategy of the learning method which demands the students to learn on group with 4-6 members students who have heterogeneous ability. Each home group members meet in expert groups to study the material

assigned to each group member. After discussion, they go back into their group members and explain their discussion to his/her group members. Based on the statement above, it is concluded that teaching reading puts the emphases on raising students motivation so that the teaching learning process of reading will result in better students achievement of reading. The researcher is interested in the real implementation of Jigsaw so that the researcher will conduct the research entitled THE EFFECTIVENESS OF COOPERATIVE LEARNING USING JIGSAW MODEL IN IMPROVING STUDENTS READING COMPREHENSION 1.2 Research Question Based on the background mentioned above, the research is conducted to answer the following questions: 1. Is the use of Jigsaw model effective in improving students reading comprehension in Junior high school? 2. What are the students responses toward the use of Jigsaw in teaching reading comprehension in Junior high school? 1.3 Aims of the Research The aim of the research is to identify whether Jigsaw model is effective in improving students reading comprehension in English language learning and to find out students response in Jigsaw model.

1.4 The Significance of the Research This study is expected to contribute to the institution and the practice of reading. If at the end, it is proven that Jigsaw model is effective in improving students reading comprehension, instructor must consider this model in teaching reading. It is also advantages for teachers in English institutions. 1.4 Limitation of the research The research emphasized on the use of Jigsaw model in recount text in order to improving students reading comprehension. The research was conducted only at the students on of junior high school in Sumedang. 1.5 Research Methodology 1.5.1 Method of the Research The method employed was Quantitative research with using Experimental design. Hatch and Farhady (1982:23-24) stated that because of some limitations, it was difficult to construct a true experimental design. However, it did not mean that the researcher can abandon the research and let it invalid. It has to reach the goal as closely as possible to meet the standards of true experimental design. 1.5.2 Data Collection The population of the study was 60 students in one of senior high school in Sumedang. Two classes were used as the sample. The first class was VIIIA as the experimental group and the second was VIIIB as the control group. Each group consisted of 30 students. Both experimental and control group were given a pretest before the treatment. The treatment was only administered in experimental group. Then, a post-test was given in the
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last program of the research to both groups. The procedure and the item of post-test were similar to the pre-test. It was used to find out whether or not the students make progress in their reading ability. 1.5.3 Data analysis Quantitative were used to analyze the data. The quantitative data from pre-test and post-test were analyzed by using the scoring criteria. Then, the score from the pre-test and post-test were analyzed by using dependent and independent t-test. Independent t-test was used to compare means between post-test score from experimental and control group. While, dependent t-test was used to compare means between pre-test and post-test score in experimental group.

CHAPTER II THEORY FOUNDATION This chapter consists of theoretical foundation of the research. In detail, this chapter discusses key issues related to the teaching of reading using Cooperative learning: Jigsaw model. The reviews are (1) reading comprehension, (2) teaching reading comprehension, (3) the concept of cooperative learning, (4) jigsaw model, (5) the procedure of jigsaw model in teaching reading comprehension. 2.1 Reading Comprehension Reading comprehension is a complex process in which a reader uses his mental facilities to obtain meanings from written material. The reader must be able to recognize and decode words, and be able to relate the ideas to his previous knowledge (Weiner, 1985). By underlying that statement, it can analyze what the reader does when he comprehends the text. He should operate his mental facilities, recognize and understand the words in the text. The most important thing is the reader should be able to connect the ideas of the text with his previous knowledge to extract the meaning of text. Reading comprehension has three elements (Haris, 1981). The first element is decoding lexical access means that the readers must have the ability to recognize the structure of the sentences. The second one is decoding text organization; it is an ability to recognize the foundation of the text, the purpose and kind of text. The third one is decoding meaning from the prints units larger than single word. This element pushes the readers to correlate their knowledge with the text they read.

2.2 Teaching Reading Comprehension In general, there are two types of teaching techniques that can be used to teach reading comprehension. There are the conventional technque and cooperative learning technique. Conventional technique which refers to a technique commonly used by teachers in school where the teacher asks and answers the students, have more or less lost its function to develop the attitude of all students (Suherdi, 2000). Therefore, the use of alternative teaching techniques in teaching and learning processes are needed to improve students motivation so that they can make the learning process to be effective. There have been many alternative techniques that are recommended for teaching reading comprehension. But of those techniques, teachers must be able to choose one technique that suits the character and needs of students because it will affect their achievement in reading comprehension. Jacobs (1999) claims that in teaching reading comprehension, teachers must help students to prepare and to guide them through the text, so they will learn from them most effectively. Jacobs also attended a three step strategy for helping students in comprehending the text: a. Pre-reading Pre-reading activities are to promote student involvement and interest by providing a means to preview and anticipate the text. One of the goals of pre-reading is to find a different context, experiences, biases, and background knowledge of the students that will affect how they read and learn from the text. During the pre-reading, teachers may have students brainstorm individually about what they already know, teachers can also instruct students to ask and answer questions before reading, or teacher showed reality such as pictures or graphics associated with the material given in the

text. Pre-reading activities need a long time, but now it is a wise investment and critical, for it prepares students to actively engage with the text. b. Guided-reading Guided-reading activities should involve students in probing the text beyond its literal meaning to a deeper understanding. During this stage, students need structured ways to integrate knowledge and information they bring to the text. For example, teachers lead students to understand the text by asking them to analyze the main idea of each paragraph in the text to create a summary of the text. Then, ask them to answer comprehension questions based on the text. The question not only asks students to find information, but also to apply that information in some substantive way. c. Post reading During this stage, teachers give students a way to articulate their understanding of how they have read, and then to test its validity, applying it to new situations, or argue against the claim against it. With students engaged in pre-guided, and post reading activities, teachers are not only support students understanding of content, but also they gives them the opportunity to hone their understanding, vocabulary and study skills without disrupting the learning content. Teachers should make decisions about how they will use these activities, depending on their goals of teaching, the difficulty of the text, and how well their students can read the text. 2.3 Concept of Cooperative Learning 2.3.1 Definition of Cooperative Learning Cooperative learning (Johnson & Johnson, 198) is the term used for a collection strategy in which students work together to accomplish group tasks. According to Sego (1992:1), cooperative learning groups in philosophical shift from teachers as the main

transmitter of information to the teachers as facilitator. Students work together in groups of two to five as they teach them to others, solve problems and develop appropriate social skills. He also stated that cooperative learning is a strategy that involves students in building, maintaining, and learning groups or teams. This group is an internal part, not an additional achievement for, classroom learning objectives. Cooperative learning foster individual accountability in the context of the independence groups in which students find information and teaching material to their group and possibly to the class as a whole. Although they work in groups, students are evaluated individually on the learning they have achieved. Brown (2000;178) introduced the working group as a multiplicity of techniques in which two or more students are assigned tasks involving collaboration and self-initiated language. He also noted that the working group usually means small work groups, namely, students in groups or perhaps six or fewer. There are four advantages of group work as stated by Brown (2002; 177). First, the working group produced an interactive language. Speaking teachers are very dominant in the traditional classroom. The teacher lectures, explaining the structure, conduct training, and at best lead the whole class discussion in which each student may get a little chance to speak. The working group was helping to solve the problem classes that are too large to offer many opportunities to speak. Second, group work offers embracing affective climate. In a traditional classroom, many students are afraid to ask their opinion because they are afraid of making mistakes that will make them as a spot light in the classroom. Working group offers security small groups of students where each individual is not so afraid to be the center of attention in class, students are vulnerable to what can be regarded as a criticism and rejection. Small groups become communities of learners work together with each other in pursuing common goals.

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Third, group work is to promote responsible learners and classroom activities autonomy. Whole often give students the opportunity to hide behind. The working group responsible for the actions and progress in each member of the group is rather similar. It is difficult to hide in group of small. Fourth, group work is a step toward individualizing instruction. Every student in the class has unique needs and abilities. Small groups can help students with different abilities to achieve a separate objective. Teachers can recognize and capitalize upon the differences of other individuals with carefully selected small groups and giving different tasks to different groups. 2.3.2 Elements of Cooperative Learning According to Johnson & Johnson and Smith (1991), cooperative learning is instruction that involves students working in teams to achieve a common goal, under conditions that include the following elements. First, the positive interdependence, in this element student feels that they need each other to accomplish the task group. This is necessary because the groups success is highly dependent on the efforts of each member. For that reason, team members are obliged to rely on one another to achieve goals. If any team members fail to do their part, everyone suffers the consequences. Second, the interaction face to face, Students each promotes learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss and teach what they know to classmates. Teachers group structure so that students sit knee to knee and talk through every aspect of the assignment.

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Third, individual and group accountability, this means that cooperative learning groups should not consider any individual success. They must consider all the individual success as well as a group goal. Students must continually assess and support individuals to achieve common goals. Fourth, interpersonal skills and small groups, Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Fifth, the treatment group, Students discuss how well they achieve their goals and how they have used social skills necessary to achieve and maintain effective working relationship. 2.3.3 Benefits of Cooperative Learning 2.3.3.1 Benefits to Learners Johnson & Johnson and Smith claimed that students in cooperative learning setting perform better than students in either competitive or individualistic settings. They also noted that cooperative learning produces higher levels of reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in a situation with one another rather than competitive or individualistic learning (1991:2). In addition, Hamm and Adams (1992:8) cited in Flowers draw conclusions about the benefits of cooperative learning to students. First, cooperative learning increase academic performance among students of high and low achievers. Second, it makes the continued favorable performance for minority students. Third, cooperative learning is a positive impact on student-esteem, social relationship, attitudes toward race relations and mainstream

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students. Lastly, cooperative learning makes students understand the material better by having correlation between students. 2.3.3.2 Benefits for Teachers Hamm and Adams (1992:8) noted four benefits of using cooperative learning for teachers. First, teachers become more cooperative in their own professional interactions and more willing to collaborate with their peers. Second, the time teachers spent more effectively. Third, teachers can adopt a fresh, new attitude toward their work. Fourth, teachers have greater time for their own validation, values, and ideas. 2.3.4 The Role of Cooperative Learning Cooperative learning techniques may not be well known to many teachers and students. There will be an adjustment period for teachers and students. The role of teachers and students in cooperative learning are differently than they are in the traditional classroom. 2.3.4.1 The Role of Learners By using cooperative learning techniques, teachers can delegate authority to the students groups. Cooperative learners, therefore, have a responsibility they may be new to them. Hamm and Adams (1994) state that in cooperative learning, each group member should make constructive contributions to group effort because the groups success depends on each member. Therefore, group members should encourage their fellow group to contribute. Group members should also take care of each other task. They should remind their fellow group when they begin to deviate from their job responsibilities. The most important of all, students involved in the group must treat each other with care and respect so that the chances for misunderstanding occur will be reduced.

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2.3.4.2 Role of Teachers According to Hamm and Adams (1994), teachers who use cooperative learning techniques in the classroom have a responsibility. First, teachers are responsible for planning lessons, activities, and evaluation. Second, teachers should be able to manage students in the group. Third, teachers must make the physical placement of students. Fourth, the teacher is responsible in presenting and explaining the task to students. Fifth, teachers have a responsibility in monitoring the activities of the group in the intervening when necessary. Sixth, teachers must help students with social skills. Seventh, teachers are responsible for evaluating students. 2.4 Jigsaw Model Jigsaw is one of the models of cooperative learning where students learn together in small groups and responsible for each other in understanding materials. It was developed by Elliot Aronson and was first used in 1971 in Austin, Texas. According Aronson at all (1978): Jigsaw is a cooperative learning strategy that enables each students of a home group to specialize in one aspect of a unit of a study. Students met with members of other groups who are assigned the same aspect of so-called expert groups and after mastering the material, back to the home group and teach or explain the material to members of the group. Just like in the Jigsaw puzzle, every part of each student is essential for the completion and full understanding of the final product. If any part of students is very important, of each student is very important. Thats what makes Jigsaw, the learning strategy is very effective.

Based on the above description, it can be observed that Jigsaw learning allows students to be introduced to the material and yet maintain a high level of personal responsibility. Jigsaw learning objectives is to develop teamwork and cooperative learning skills in all students. Finally, because students are required to present their findings to the group home, learn Jigsaw will often reveal students understanding of the concept and reveals a misunderstanding (Aronson, 1978). Jigsaw model also has several characteristics. It
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consists of a group home and expert groups, the material is presented in text form, and each student is responsible for the different subject matter (Lie, 2002). The following are techniques and learning activities in Jigsaw: a. Reading, students in homes group have a different topic from material to read. b. Expert group discussion, students who obtain the same topic together in one group to discuss the topic material. c. Homes group discussion, students reported the results of discussions in the expert group for each other. d. Quiz, students have a quiz that covers all the topics the material provided. 2.5 Procedure Jigsaw Model in Teaching Reading Comprehension Jigsaw is categorized as alternative model for teaching reading comprehension. Here is the procedure Jigsaw model in teaching reading comprehension. First, the teacher divided students into small groups. Each group consisted of three to five students. The group is called Home Group. Teachers provide part consists of several paragraphs to all students i a group home. Second, every student in the group home was assigned to choose one to read and analyze paragraph main idea what a paragraph or verse that tells of. After that, students who choose the same verse together and created a new group called Expert Group. The Group of experts, students discussed the main idea paragraphs together they have chosen. Once they find the main idea of the paragraph, they returned to their home groups and explain the main ideas of their own paragraphs to each other. Teachers must ensure that all students in the expert group not only understand the main ideas of their own paragraph but also the entire paragraphis given in that section. When students completed the discussion , the teacher asked
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one student in the group of origin to explain the main idea of each paragraph are given in this section is to measure students understanding of this section, at the end of the session. The teacher gives a quiz on the material so that students quickly realized that the session is not only fun and games but really count. (Aronson et all,1978 ).

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CHAPTER III RESEARCH METHODOLOGY 3.1 Introduction This chapter describes the research methodology which has been briefly introduced in chapter I. It also describes the procedures and process involved in the research. In detail, this chapter explains research design, data collection, research procedure, and data analysis. 3.2 Research Design The aim of the research was to find out whether teaching by using Jigsaw model is effective in improving students reading comprehension or not. The Quantitative method was used because the study needed a statistical analysis in analyzing the acquired data. While experimental research design was used in the study to test the hypothesis served. Because of that, Experimental research was used in the research. According to Geoffrey (2006), Experimental research is the only type of research that can test hypothesis to establish cause-effect relationship. It represents the strongest chain of reasoning about the links between variables. The design used in the research was quasi-experimental design by using nonequivalent control group design since it is sometimes hard to randomly assign individual participants to groups. In nonequivalent control group design, the entire classroom, not individual students, are assigned to treatments. The formula is represented as follows: The Quasi-Experimental Design Group Experimental Control Xe1 Xc1 Pre-Test T O Treatment Post-Test Xe2 Xc2

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Xe1: students reading scores of experimental group on pre-test. Xc1: students reading scores of control group on pre-test. T: Jigsaw treatment O: non Jigsaw treatment Xe2: students reading scores of experimental group on post-test. Xc2: students reading scores of control group on post-test. Two classes were taken as the investigated groups in this research. The first class is for the experimental group that will be treated by using Jigsaw model. The second class is for control group which was not given treatment. Both of the class was given pre-test and posttest, but they receive different treatments as the explanation above. Research Hypothesis The experimental study has at least one hypothesis to show an expected causal relationship between two variables. The experiment is employed to support or refute the hypothesis (Geoffrey, 2006). The hypothesis used in this research was null hypothesis and alternative hypothesis. The null (denoted by Ho) is that there is no difference in mean adjustment level between those who use who receive Jigsaw model and those who do not. It means the experiment works if the null hypothesis is rejected. Whereas, the alternative hypothesis (denoted by HA) states that there is a difference between those who receive Jigsaw technique and those who do not. The formula as follows: Ho = 1 = 2

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Ha = 1 Variables

The hypotheses above were used to show an expected causal relationship between two variables that were independent variable and dependent variable. The characteristic of experimental research is the manipulation of independent variable. According to Hatch and Farhady (1982) the selected, manipulated, and measured variable is called independent variable. In the research, the use of Jigsaw technique served as independent variable. While, students grammatical competence served as the dependent variable or the variable that was used to see the effect of independent variable. Therefore, in according to Kerlingers statement, there are two types of variable involved in the research, those are: 1. Dependent variable, students reading score or achievement in the test. 2. Independent variable, the effect of using jigsaw model through stories (recount text) to the students. There are many other variables that can influence the learning achievement, such as age, background of the students, and many other variables (Johnson, 1992: p.165). However, those variables were assumed equal so that they did not influence the dependent variable. The experimental design in the study can be illustrated as: G1 T1 X T2 G2 T1 T2

(Hatch and Farhdy, 1983:22)

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Note: G1: experimental group G2: control group T1: pre-test X: jigsaw model treatment T2: post-test 3.2.1 Data Collection 3.2.1.1 Population and Sample Johnson (1992:110) states that the population is the entire group entities or person to which the result of study is intended to apply. Sample is a part of the population which will be investigated (Arikunto, 2006).The population of the research is 60 students in one of senior high school in Sumedang. Two classes of second grade were assigned as a sample. Class VIII A was an experimental group and class VIII B was a control group. Each of the class consists of 30 students. 3.2.1.2 Data Collection Instruments According to Fraenkel and Wallen (1990), an instrument is any kind of device that a researcher uses in collecting data. Test instrument and non-test instrument were used in the research. The instruments get from the pre-test and post-test result. Therefore, in building the context, the test was arranged by recount text. In addition, pre-test, post-test and questionnaire were used to support the data in explaining more information about the students responses of using Jigsaw method in improving reading comprehension.

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a. Pre-test In this study, pre-test was conducted to find out the initial differences between experimental and control groups as they have similar level in reading skill before receiving the treatment. The test was in the form of written test. b. Post-test Beside pre-test, post-test was conducted to both groups to find out the progress of students in reading comprehension. The procedure of post-test was similar to the pretest. c. Questionnaire The kind of questionnaire used in the research is the close questionnaire. According to Sudjana (1990: p.68) a close questionnaire provides respondents with alternative answer. 3.2.2 Research Procedure 3.2.2.1 Organizing Teaching Procedure In conducting the research, the researcher acted as a teacher of experimental group. There were some steps taken in preparing the teaching process for experimental group. The first step was preparing the materials. The second step was organizing teaching procedure based Jigsaw technique. Finally, the last step was carried out the materials. Jigsaw model was applied both in making the materials and in organizing the procedure of the treatments. 3.2.2.2 Administering Try-out Test In order to produce a good test, the instrument should be tried out first. Try-out test was conducted to find out the validity, level of difficulty, discrimination, and reliability of the

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Instrument. The try-out test was conducted in other classes which were not involved in the research as the control group and the experimental group. 3.2.2.3 Conducting Treatment The treatment was conducted in two meeting in 2 hours. The teacher carried out the materials related to Jigsaw that had been arranged in the lesson plan. The materials and the procedure were arranged based on the principles of Jigsaw model in recount text. It will help them to comprehending the text. The treatment schedule was set to make the experiment run well. The materials and themes were also set to follow the materials schedule of the school. 3.2.2.4 Administering Pre-test and Post-test A pre-test was administered in experimental group and control group in order to find out the students improving in reading comprehension before the treatment. Pre-test was also implemented to measure the normality and homogeneity between experimental and control groups. The pre-test was multiple choices which consisted of 30 items. The reason for using writing test in the form of multiple choice is because Marking written test is easier then marking oral test, marking the written test take less time and easier to administer (Harmer,1987:57 ). Then, the post-test was given after students received the treatment to find out whether the students make progress in their reading ability or not. It was given to both experimental and control group in the end of program. The procedure and the instrument of post-test were similar to the pre-test. The reason is to find out whether or not the students make progress in their reading ability.

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3.2.3 Data analysis After collecting the data, the data from pilot test, pre-test, and post-test of experimental and control group were analyzed. The data from pilot test were analyzed to measure the validity, reliability, level of difficulty, and discrimination level of the instrument. While the data from pre-test and post-test were used to analyze the independent and dependent t-test. 3.2.3.1 Data Analysis on the Pilot test After conducting the pilot test, the data were analyzed to measure the validity, reliability, level of difficulty, and discrimination level of the instrument. Validity test A valid instrument will have a high validity. Test validity is defined as the degree to which a test measures what it claims to be measuring (Brown, 1990: 101). The Pearson Product Moment in SPSS 17 for windows was used to calculate of the validity of each item of the test. Table 3.2 R coefficient Correlation ( Validity ) Raw score 0.800 1.00 0.600 0.800 0.400 0.600 0.200 0.400 0.00 0.200 Interpretation Very high High Moderate Low Very low ( Arikunto, 2007: 147 )
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Difficulty Test The research was adopted the formula of Heaton (1955: p.178) as cited in Firdaus (2010) states that the index of difficulty or facility value of an item illustrates how easy or difficult the certain item established in the test. In addition, the following formula is used to calculate the index of difficulty of an item. FV= R N Discrimination The index of discrimination is used to indicate how far a single test item can differentiate the upper group from the lower group of the class ( Arikunto, 2003 ). According to Fulcher and Davidson (2007), the importance of discrimination is related to an approach of scoring that assumes that the more correct answer is the more of the ability in question and the fewer correct answer is less of the ability in question. Point bi-serial correlation is the most commonly used method to calculate the item discrimination. It is used to measure the association between responses to any specific item and the score on the whole test. Reliability Test A test must procedure consistent result whenever it is administered again. It is the concept of reliability. According to Hatch & Farhady (1982: 244), reliability is the extent to which a test procedures consistent result when administered under similar conditions. 3.2.3.2 Data Analysis on the Pre-test and Post-test The normal distribution test and homogeneity of variance test were conducted before the data from pre-test and post-test were analyzed to calculate the independent and dependent t-test.
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The Independent t-test According to Kranzler and Moursund (1999), the independent t-test was used to determine whether the means of two groups of scores differ to a statistically significant degree. There are three assumptions that must be considered before conducting independent t-test. First, the participants must be different in each group. Second, the data has normal distribution. Third, the variance of the two groups is equal (Coolidge, 2000:143). Then, to find out the differences between experimental and control group, the independent t-test in SPSS 17 was used. If the significant value is less than the level of significance (0.05) the null hypothesis is rejected. The Calculation of Effect Size Although the t-statistic is statistically significant, it does not mean the effect is important in practical term. The effect size is used to find out whether the effect is substantive or not (Field, 2005). According to Coolidge (2000) size effect refers to the effect of the influence of independent variable upon the dependent variable. If there is a large difference between the two groups means, the effect size will be large. It means the treatment works well. The formula of effect size is:

r=

note: r = effect size t = t value from the calculation of independent t-test

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df = N1 + N2 2 After getting the r value, match the score with the following scale to interpret the effect size. Table 3.3 Effect Size Value Effect Size Small Medium Large r value .100 .243 .371 ( Coolidge, 2000: 151 ) The Dipendent t-test The assumptions of dependent t-test were similar with the independent t-test. First, the data has normal distribution. Second, the variance of the two groups is equal. Third, the participants are from the same groups (Coolidge, 2000). The dependent t-test was used to find out whether the difference of the pre-test and post-test means of experimental group is significant or not. If the significant value is less than the level of significance (0.05) the null hypothesis is rejected. The other hand, if the significant value is more than the level of significance (0.05), so the null hypothesis is accepted.

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CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Introduction This chapter presents the findings of the research that have been analyzed by using SPSS 17.00 for windows. The data presentation of this study include the analysis of the research instrument test, the pre-test and post-test scores, the analysis of the experimental and control group scores, the result of questionnaires and discussions. 4.2 Research Findings 4.2.1 The Try Out test score analysis 4.2.1.1 The Validity test To examine the validity of the test instruments, the try out was conducted. Then the data gathered from tryout were analyzed using corrected item total correlation in SPSS 17.00 for windows. From the try out test, it was found that the test item which is used in both pretest and post-test conducted validity. 30 students were asked to answer 50 multi-choice questions. The pilot test was intended to find out whether or not the test instrument is appropriate to use in this study, and it indicated that the second grade students perceived that the test items were understandable and clear. The result was not significant in term of difficulties during the pilot test. The students responses to the instruction were good and appropriate with the researchers expectation. However, there were still some students who get the difficulties in finding the main ideas and the information of the whole text. It was because of their weaknesses in comprehending the reading text.

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The result of statistical computation on the try out test shows that there are 36 items that were valid and could be used as the research instrument. Table 4.2.1.1 the Result of Validity Test Item number Raw score Interpreta tion 1,6,7,8,9,12,13,14,15,17,22,30,35,3 6,38,40 3,5,18,19,21,24,31,32,33,37,39 16,20,23,24,26,27,28,29,34 0.200-0.400 0.400-0.600 0.600-0.800 0.800-1.000 Low Moderate High Very high 0.000-0.200 Very low

From the table 4.2.1.1 above show that there were 36 items were valid and could be used as research instrument, while 14 items were not valid and could not be used as the research instrument. The pilot scores are presented in the following table in appendix C. 4.2.1.2 The Difficulty test To determine the level of difficulty of each objective test that consists of 50 items. According to Heming, Fulcher and Davidson (2007) the value around 0.500 was considered to be ideal, with an acceptable range from around 0.3 to 0.7. The result of computing shows that 38 items were appropriate to be used for instrument. On the other hand, 12 items were not appropriate to be used for instrument because the values were not ideal.

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Table 4.2.1.2 The Difficulty Test Item number 15,23 1,3,4,5,7,8,9,10,11,12,16,17,18,19 ,20,21,22,23,24,25,26,27,28,29,30 ,31,33,34,35,36,37,38,39,40,44,45 ,47,49,50 2,6,13,14,32,37,41,42,46,48 Easy item Non acceptable Interpretation Difficult item Moderate item Index of Difficulty Non acceptable Acceptable

4.2.1.3 Discrimination The discrimination index was used to discriminate the higher and lower ability of test takers. It is supported by Heaton (1995: p.179) stated that the discrimination index was measured to extent which the item distinguishes between the test, separating the more able test from the less able. Table 4.2.1.3 Discrimination Index That Item number Interpretation Discrimination Index 1, 3 5,6,7,8,9,10,11,12,13,16,17,18,19, 20,21,22,23,24,25,26 Good Acceptable

29

27,28,29,31,33,34,35,36,37,38,39, 44 2,4,14,15,30,32,40,41,42,42,45,46 ,47,48,49,50

Excellent

Acceptable

Non acceptable

Non acceptable

From the result of table 4.2.1.3 it shows that 34 items were accepted and could be used as research instrument, ad 16 items were not accepted to be used as research instrument because the value were not ideal. 4.2.1.4 The Reliability Test In the present study, the reliability instruments were analyzed using Cronbachs alpha formula in SPSS 17.00 for windows. The respondents correct answer is given one score and the incorrect answer is given zero score. The output of the result is presented in appendix C. The result shows that the reliability of the items from Cronbachs alpha calculation is 0.820 with the total items 50. According to Triton (2006: p.248) if the level of alpha is in between 0.800-1.000, it can be assumed that the reliability of test items was very high and could be used as the research instrument. It is based on the criteria that had been described in Chapter 3. 4.2.2 The Pre-test score analysis The pre-test was conducted for experimental and control group. The pre-test scores were analyzed to measure the students initial ability in reading recount text before they get the treatments. The pre-test scores of experimental and control group are presented in the following table 4.2.2

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Result of Pre-test Table 4.2.2 Pretest Score Pre-test Experimental group 13 17 18 18 20 14 13 25 20 18 15 13 18 14 17 19 24 21 18 13 18 18 20 18 14 24 15 23 19 19 536 17.86 886.871 Pre-test control group 14 15 17 18 13 17 13 13 14 17 13 15 14 18 16 20 23 21 18 18 17 20 18 16 14 23 14 17 19 18 503 16.76

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name Adrian Anggi S Amal A Amira t Ani B Asri D Azsmi M Diah A Eka R Ecep N Gunawan Hamzah F Hanifah Hasna K Hani F Irfan G Ita R Laras A Mulyawati Mira N Prass H Putra Reki J Rizal F Rizal d Santi S Sulis Sandi S Yogi MH Zulkifri Sum Mean St. Deviation

Score 46.00 53.00 40.00 63.00 53.00 53.00 53.00 53.00 50.00 56.00 53.00 70.00 53.00 56.00 50.00 70.00 53.00 63.00 60.00 60.00 56.00 60.00 60.00 50.00 40.00 80.00 53.00 66.00 60.00 60.00 1693 56.43

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name A Putra Aji H Alan S Andri H Anggi O Dina H Dinda L Dindin R Feggy R Handi Hendri P Indra D M. Hari M. Astri M. Gufa Miftah Nova d Oktaviani Rika ag Riry N Rita Rizky Y Rossin Santi S Septian L Silvi A Tono K Umi K Yogi Yogi Nur Sum Mean St. Deviation

score 46.00 50.00 43.00 60.00 43.00 56.00 43.00 43.00 46.00 56.00 43.00 50.00 46.00 60.00 53.00 66.00 50.00 70.00 53.00 60.00 56.00 66.00 60.00 53.00 46.00 76.00 46.00 56.00 63.00 60.00 1621 53.96 842.281

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The result shows that the mean of experimental group is 56.43, while the mean for control group is 53.96. It can be assumed that the means of both experimental and control group were not significantly different. Besides, independent t-test was displayed to compare the means of both groups. Before t-test, the data of experimental and control group in pre-test were normal and homogeneous. 4.2.2.1 The Normality of Distribution test The normal distribution test was conducted to check whether or not the pre-test score of both groups were normally distributed. This study used one sample Kolmogrov formula in SPSS 17.00 for windows. The calculation result from SPSS 17.00 for windows shows that the experimental pretest score was 0.053, p > and control pretest score was 0.088, p > 0.05. It means that both of groups scores were normal significantly different. The table of results of normality distribution test of both groups on the pretest is presented in appendix C. 4.2.2.2 The Homogeneity of Variance Test The variance homogeneity test was used to see whether the variance of experimental and control group are homogenous or not. Variance homogeneity test was performed in SPSS 17.00 for windows using Levenes test. The result of variance homogeneity test was non significant for pretest score, it indicated that the null hypothesis was accepted because the variances are homogeneous or equal. The result shows that the variance of the experimental and control group scores were not significant. It indicated that the variances of two groups scores were equal, F (1, 58) = 0.539, the value of F>0.05.

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4.2.2.3 The Independent t-test The independent t-test was used to reveal the significant difference means of the pretest between the experimental and control groups before the treatment given. The result shows that the experimental group had better in comprehending reading rather than control group. The null hypothesis was accepted because the difference was not significant, the value of t (58)=1.105 sig 2-tailed=0.37>0.05. The means of both groups were not significantly different. It indicated that there was no significant difference between the pretest mean of experimental and control group. 4.2.3 The Post-test score analysis Post-test result shows that both groups have progress. The posttest was administered to check whether there was difference in the experimental group which received Jigsaw model as treatment and control group which does not. The posttest scores between experimental and control groups can be seen in the table 4.2.3
Result of Post test Table 4.2.3 The posttest Score analysis Pre-test Experimental group 23 20 21 18 20 17 17 28 22 24 Pre-test control group 14 16 12 19 16 16 16 16 15 17

No 1 2 3 4 5 6 7 8 9 10

Name Adrian Anggi S Amal A Amira t Ani B Asri D Azsmi M Diah A Eka R Ecep N

Score 76.00 66.00 70.00 60.00 66.00 56.00 56.00 93.00 73.00 80.00

No. 1 2 3 4 5 6 7 8 9 10 33

Name A Putra Aji H Alan S Andri H Anggi O Dina H Dinda L Dindin R Feggy R Handi

score 46.00 50.00 43.00 60.00 43.00 56.00 43.00 43.00 46.00 56.00

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Gunawan Hamzah F Hanifah Hasna K Hani F Irfan G Ita R Laras A Mulyawati Mira N Prass H Putra Reki J Rizal F Rizal d Santi S Sulis Sandi S Yogi MH Zulkifri Sum Mean St. Deviation

18 15 21 24 24 24 28 23 18 24 24 22 22 22 22 25 22 23 24 26 660 22.00 886.871

60.00 50.00 70.00 80.00 80.00 80.00 93.00 70.00 76.00 60.00 56.00 60.00 60.00 50.00 40.00 80.00 53.00 66.00 60.00 60.00 1693 73.40

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Hendri P Indra D M. Hari M. Astri M. Gufa Miftah Nova d Oktaviani Rika ag Riry N Rita Rizky Y Rossin Santi S Septian L Silvi A Tono K Umi K Yogi Yogi Nur Sum Mean St. Deviation

16 21 16 17 15 21 16 19 18 18 17 18 18 15 12 24 16 20 18 18 510 17.00

43.00 50.00 46.00 60.00 53.00 66.00 50.00 70.00 53.00 60.00 56.00 66.00 60.00 53.00 46.00 76.00 46.00 56.00 63.00 60.00 1621 56.43 8.42

The result shows that the mean score of experimental group is 73.40 and the mean score for control group is 56.43. The result shows are the normal distribution test, homogeneity of variance test, independent t-test, and dependent test. Besides, calculation effect size was measured to find out the effect of Jigsaw model in influencing students reading comprehension. 4.2.3.1 The Normality of Distribution Test The normal distribution test was calculated to see whether the data were normally distributed or not. Kolmogrov Smirnov test was used in testing the normality distribution on the posttest score. The calculation result from SPSS 17.00 for windows shows that the experimental posttest score was 0.187, p > 0.05, and control posttest score was 0.053, p >
34

0.05. Therefore, the null hypothesis was accepted. The table of normal distribution is presented in appendix c. 4.2.3.2 The Homogeneity of Variance Test To check the homogeneity of post-test scores of experimental and control group, the present study used Levenes test in SPSS 17.00 for windows. The result shows that the variance of the experimental and control group scores were not significant. It indicated that the variances of two groups score are equal, F (1.58)=1.721, the value of F>0.05. 4.2.3.3 The Independent t-test The independent t-test was used to reveal the significant difference means of the pretest between the experimental and control groups before the treatment was given. The independent t-test was used after normality and homogeneity of variances test were performed. The result shows that experimental group were better comprehend in reading rather than control group. The score of experimental group is M=73.40, SE=1.93, and the score of control group is M=56.43, SE=1.53, t(58)=-6.854, p>0.05, r=0.65. It indicated that the means score of experimental and control group were significantly different. It can be seen from the probability value (column which is labeled sig.2-tailed=0.00, p<0.05. So, the hypothesis is fallen down or rejected 4.2.3.4 The Calculation of Effect size The calculation of effect size was used to verify the influence of independent variable to the independent variable and to know how well the treatment worked. Rosenthal ( 1991: p.19).
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The calculation shows that the effect size value r is 0.653. It can be categorized as strong or large effect size. It indicated that the independent variable gives significant influence in improving students reading comprehension, and it also that the treatment works. 4.2.4 The Dependent t-test The dependent t-test was conducted to compare the score of experimental group on pretest and posttest. The present study used paired sample t-test formula in SPSS 17.00 for windows. The result shows that posttest score of experimental group are significantly larger than pretest score of experimental group (posttest score M=73.40, SE=1.93) and pretest score M=56.43, SE=1.53). Besides, it can also be seen that the means of the two groups are significantly different, t (29)=-6.874, sig-2-tailed=0.000 < 0.05. This does not support the null hypothesis, in other words, the null hypothesis is failed to be proven. 4.3 The Findings from the Questionnaire The present study spread out the questionnaires at the end of the research. The questionnaires spread resulted in three findings which are related to the students responses, students positive responses and negative responses toward Jigsaw model. 4.3.1 The Students responses on Jigsaw Model The result of questionnaire shows that almost all of students stated that they like Jigsaw model (85%), and small number of students do not like it (15%). It is influenced by student ability in reading. Without students interest in reading, the teaching learning process is useless. From the result above, it can be concluded that almost all students like Jigsaw model to be used in learning reading. To be more explicit, the students response of jigsaw model will be shows in the following chart: Chart 4.3.1

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Students' Respons of Using Jigsaw Model

Dislike Jigsaw Model 15%

Like Jigsaw Model 85%

Chart 4.3.1 4.3.2 The Positive Responses on Jigsaw Model Related to the findings of the students response of using Jigsaw model, there are some points which are highlighted based on students answer on the questionnaires. The points are about the interest of using jigsaw model. The advantages of using Jigsaw model will be more clear in the table 4.3.2 in appendix C Related to the students positive responses towards jigsaw model used in learning reading, there are four points as follows: first, almost all of students in experimental group felt that the advantages of jigsaw model helps students in comprehending reading text (85%). Second, by using jigsaw method, the students reading ability increased (45%). Third, by using Jigsaw, almost all of students like Jigsaw method because through this method, the students become enthusiasm in learning reading, and the last one is 85% of students stated that they like Jigsaw method because Jigsaw model motivated them to learn reading. To be more explicit, the advantages of jigsaw method will be shows in the following chart: Chart 4.3.2

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The Advantages of Jigsaw Model

helping student to comprehend the text easily helping student in improving reading ability 45% students were motivated and enthusiasm in learning reading

85%

85%

Chart 4.3.2 The result of questionnaire showed that there were positive responses toward the use of jigsaw model in teaching reading comprehension. According to the received percentage above, it showed that the students enjoyed using jigsaw model when they were learning reading using jigsaw model. Then, students thought that they felt happy when jigsaw model was implemented as one of variation in teaching. 4.3.3 The students negative responses towards Jigsaw Reading Model Related to the finding of the students positive responses of using jigsaw model, there are some points highlighted based on students answer on the questionnaires as negative responses. The result of questionnaire also showed that generally, those negative responses were influenced by the students self-perception on reading. More than half of the students stated that they do not like English especially in Reading (75%). It influenced the teaching method too. In other words, they did not like reading and jigsaw method too. More explicitly, see the following chart.
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According to the results of questionnaire which are shows in the table 4.4.2 ( see appendix c), there are some points which are highlighted as the disadvantages of jigsaw method in learning reading as follows: first, almost all of students stated that they often found someone who dominated in group (70%). Second, 55% of students stated that they were confused to the jigsaw activity. The third, almost of all students were unable to handle the reading material (60%), it was influenced by the students interesting in reading. The fourth, nearly half of students felt bored during learning reading using Jigsaw method (30%).

The Disadvantages of Jigsaw Method

student who dominate in the group students felt bored during learning student confused to the jigsaw activity

30% 70%

55%

4.4 Discussions As described in previous chapter, the aims of this study were to analyze the effects of using jigsaw model in improving reading comprehension of junior high school students. Besides, this study was proposed to find out the students responses of jigsaw method usage in improving their reading comprehension, both advantages and disadvantages of the use of jigsaw method in teaching reading. To clarify the aims of this study, the present study used reading comprehension test in pretest and posttest and analyzed the research instrument and questionnaires by using SPSS 17.00 for windows.

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The result of the computation on pretest scores of experimental and control group showed that the distributions of both classes were normal and the variance on their pretest score was equal. In addition, the result of t-test indicated that there was no significant difference between experimental and control group pretest score. It means that the null hypothesis was accepted because both of groups were in the same level of reading comprehension ability, Meanwhile, the result of computation of posttest score of experimental and control group showed that the distribution of both class were normal and the variance scores more equal. Then, the result of t-test indicated that there was significant difference between experimental and control group by giving treatment. The experimental group was given treatment using jigsaw model and the control group treatment was given the conventional teaching. The result showed that mean scores of experimental group (M=73.40) higher than mean score of control group (M=56.43). It indicated that the null hypothesis was failed. On the other hand, it showed that the experimental group has a better improvement than the control group by using jigsaw model treatment. Moreover, jigsaw model as independent variable in the present study is proven effective in improving students reading comprehension. That was also supported by the strong effect size of the independent variable upon the dependent variable. The strong effect also indicated that the treatments (jigsaw model) worked. While the t-test computation result on control group pretest and posttest scores using paired-sample test proved that there was a significance difference between the pretest and posttest. It can be assumed that jigsaw method contributed to the students reading comprehension improvement. In other word, the process also stated that cooperative learning techniques promote student learning and academic achievement, increase student attention, enhance student satisfaction with their learning experience, promotes student self esteem and promotes positive race relation.
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Based on the result of questionnaire, students interest, positive and negative responses were obtained in this study. Students interests were considered as like and dislike to the jigsaw model. Positive responses were considered as the advantages of jigsaw model, and negative response elaborated the disadvantages of jigsaw model. It could be interpreted that jigsaw model made the learning process fun and interesting, gave motivation and enthusiasm to students. Students thought that they got different method in teaching learning process. Jigsaw model facilitated social interaction among students. Besides, their interaction was closely better. In other words, students can help each other by discussion; solve their own problems in comprehending the material. Some advantages were highlighted in this study as follows: first, by using jigsaw method, reading material could be more comprehending. Second, by using jigsaw method, the students reading ability increased. Third, by using jigsaw, the students interaction was closely better. Fourth, by using jigsaw model, the students were motivated to learning reading. In addition, the present study also found the negative responses. The disadvantages were found during the teaching learning process. Such as, first, students felt bored, sleepy, noisy, and lazy. Second, students were confused to the jigsaw method activities. Third, students were unable to handle the reading material. Such factors were influenced students reading comprehension.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS Introduction This chapter discusses two main parts, namely conclusions and suggestions for the further study. This part of chapter is related to the effectiveness of Jigsaw model in improving students reading comprehension. 5.1 Conclusions Referring to the findings in the previous chapter, it can be concluded that jigsaw model used in the experimental group is more effective than the conventional method used in the control group. It is proper since there is a significant difference between the experimental group and the control group when the research was conducted. Besides, the findings also show that most of students comprehension skills increased, such as, easier in comprehending the text, easier to find the main idea, easier the synonyms and in formations of the text. Moreover, the results of questionnaire show that jigsaw model helps students in several terms. The details are presented below: 1. Jigsaw Method help students to comprehend the reading text Jigsaw method encourages students to learn more about the texts given. Through jigsaw method, students can improve their creativity to show their opinion about the information of the text together. When they read a text, it does not only give clear ideas but also appropriate vocabulary. Therefore, students find it easier to organize the different opinion of the ideas and vocabularies into the right opinion by using cooperative learning jigsaw method. Jigsaw helps students to identify the characteristics and language features of recount text. In terms of learning recount text,
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students can identify the features of the text, such as the sequence events that happened in each paragraph. Therefore, some of the language features is like introducing personal participant, chronological connection, linking verb, simple past tenses and action verbs. 2. Jigsaw Method help students find out the main ideas of reading recount text Jigsaw is highly related to teaching method and sequence of teaching learning process. Therefore, by using jigsaw method, it gives the students real discussion and stimulus of what the text tells about. Students can elaborate their ideas and discuss the text with their friend. It is easier for students to comprehend a text. 3. Jigsaw Model provides an interesting and enjoyable atmosphere in classroom activity. Teaching methodology is an important factor is successful teaching and learning process. By using jigsaw model students get different teaching method which is in fact more interesting and enjoyable in classroom. It influences the students motivation to learn reading. Jigsaw model can help teachers to create different atmosphere in classroom because from the beginning of the lesson, students are attracted to make a group work and discuss a text with its members. Furthermore, students will not get bored to read the text and the class will be enjoyable, give students free develop their opinion about a text. As the result they also get more comprehending about the text. 5.2 Suggestions There are some suggestions that probably can be useful. These suggestions are divided into two main parts, namely suggestion for English teacher and suggestion for further research which has similar area with the present research.

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For teachers who will teach reading, the present study suggests that teachers should use jigsaw method as an alternative teaching method than conventional one. The present study also suggest teacher to use interesting and unique texts because through interesting story, students will not be bored and they are also interested to read and analyzes the text. Besides, the teachers can apply this method continuously in their daily of teaching and learning process. The second one, some arrangements for further research are necessary in implementing this technique in the teaching. For presumably the upcoming researcher, it would be excellent if jigsaw can be used in other English skills not only in reading. Besides, the further researcher will cope and investigate the jigsaw method deeper and in longer period in order to find the better result.

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