THESIS

IMPROVING STUDENTS’ READING ABILITY BY USING JIGSAW

READING TECHNIQUE AT XI PB IN SMKN 1 MATARAM IN
ACADEMIC YEAR 2017/2018

Presented as a Partial Fulfillment of the Requirements for Sarjana Pendidikan

(S.Pd) Degree of English Department in Faculty of Teacher Training and
Education Mataram University

By
I NYOMAN PASEK DARMAWAN
E1D 013 024

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
THE UNIVERSITY OF MATARAM
2017
 ACKNOWLEDGEMENTS

Thank to Almighty God, Ida Sang Hyang Widi Wasa who has given his

favor to the writer for completing a thesis of Class Action Research entitled

“Improving Students’ Reading Ability by Using Jigsaw Reading Technique at

XI PB in SMKN 1 Mataram in Academic Year 2017/2018”. This thesis is

submitted as a partial fulfillment of the Sarjana Pendidikan degree requirement in

English Education Program. This thesis contains some data about the basic and also

the result of the research including the appendices.

I would like to present my thanks for everyone who has contributed and

helped me during my research process and arrangement by sharing their ideas and

sacrificed their worth time in giving advice and suggestions to complete this

research. I would like to present my thanks to:

1. Dr. H. Wildan, M.Pd., The Dean of Faculty of Teacher Traning and Education

in the University of Mataram.

2. Dra. Siti Rohana Hariana Intiana, M.Pd., The Head of Language and Art

Department of Faculty of Teacher Training and Education in the University

of Mataram.

3. Dr. Muhammad Amin, S.Pd., M. Tesol., The Head of English Department of

Faculty of Teacher Training and Education in the University of Mataram.

4. Drs. I Made Sujana, MA. as my first consultant. Big thanks for all your times,

advices, critics, guidance, suggestions, and your encouragements for me

during my thesis arrangement. Suksma.

v
5. Kurniawan Apgrianto, S.Pd., M.Pd. as my second consultant. Big thanks for

your times, suggestions, advices, critics, and encouragement for me during

my thesis arrangement.

6. Arafiq, S.Pd., M. Hum., as my thesis examiner. Big thanks for your time,

advice, suggestions, and critics for my thesis.

7. Edy Syahrial, S.Pd., MA. as my academic consultant. Big thanks for you.

8. My beloved parents, I Gede Sujana and Ni Wayan Lendri. Big thanks for

everything that could not I mentioned one by one. May God always blessing

you.

9. My sisters, Ni Luh Wardhani and Ni Made Maya Adi. Big thanks for your

support.

10. Drs. I Nyoman Karma, M.Si and I Made Sentosa, S.Pd., M.Pd. family. Big

thanks for your times, advice, suggestions, and encouragements.

11. Ni Putu Krisna Pratami Putri, S.Pd. Big thanks for your support,

encouragement and suggestions during my thesis writing.

12. Big thanks for all my lectures and teachers who have gave me everything

about education for me.

13. Thanks for Hj. Zulfawati, S.Pd, the English teacher in SMKN 1 Mataram, and

Anak Agung Ketut Tiens Kusuma Dewi, the English Department Student of

Faculty of Teacher Training and Education, as the observers during the

process of research.

14. Big thanks for Sang Putu Paramanandi Artha, Sang Made Purwanadi Artha, I

Made Budiarta, Putu Giri Indrawan, I Gede Karunia Soenarko, Sang Putu

vi
 Bayu Diana and all of NICETOMEETYOU family for all your supports for

me.

15. Thanks to all of my friends from B Morning Class Year 2013, students of XI

PB in academic year 2017/2018, and also my beloved KKN TEMATIK

DESA SANTONG 2017. Don’t forget our struggle.

And finally, there are lots of name or figure that I cannot mention on this

page, but everything you gave to me, I deliver my big thanks for you. I hope this

thesis can be useful, not only for the researcher, but also for the readers or next

researchers who want to use my thesis as their reference. I believe that my thesis is

not the perfect one, so that I need critics and suggestions to make this thesis be

better.

Mataram, September 2017

I Nyoman Pasek Darmawan

vii
 MOTTO AND DEDICATION

MOTTO:

“YOU ONLY LIVE ONCE”

DEDICATION:

I dedicate this thesis for INDONESIA RAYA

And my parents

viii
 IMPROVING STUDENTS’ READING ABILITY BY USING JIGSAW
READING TECHNIQUE AT XI PB IN SMKN 1 MATARAM IN
ACADEMIC YEAR 2017/2018

By:

I NYOMAN PASEK DARMAWAN

E1D013024

ABSTRACT

This research is a classroom action research that aimed to improve students’ reading
ability by using Cooperative Learning Type Jigsaw Reading Technique. The subject
of this research was 38 students of eleventh (XI) Banking Program. In collecting
the qualitative and quantitative data after implementing treatment, observation
sheets and Reading comprehension tests were used. There were 2 cycles in this
research which consisted of 2 meetings each. Each cycle was conducted by
following the procedures of classroom action research: planning, action,
observation, and reflection. The improvement of students’ Reading ability could be
seen after applying Jigsaw Reading Technique which was following some steps
such as; 1) Teacher explained the topics of materials, giving motivation and
conveying the aims of learning, 2) Dividing students into small groups of 3-5
students heterogenically, then the group named as Jigsaw Groups, 3) Students
discussed the materials given and each member of group asked to answer different
question or sub material, 4) Breaking students in Jigsaw Groups into some groups
of students who have same number of question and the group named as Expert
Groups, 5) After discussion in Expert Groups, the students asked to move back into
their first Jigsaw Groups and they share the result of Expert Groups discussion, 6)
Teacher appointed students from different Jigsaw Groups to present their result of
discussion, 7) Students submitted their result, and 8) In order to measure students’
improvement in Reading ability, the teacher gave evaluation test (posttest) at the
end of second meeting in each cycle. By applying these steps, students have some
positive aspects reached such as; 1) Students were able to work together and believe
to seek and share information with other students, 2) Students could solve the
problems in Reading and also, they could get higher academic results than taught
by usual technique used by the English teacher, and 3) Students could improve their
self-confident in answering the questions and also improve their interpersonal skill
between one student to others. It was proved by the result in 2 cycles that 28
students (68%) passed the Minimum Mastery Criteria (75) with the average was
77.42 in cycle 1, then increased into 33 students (80%) passed the MMC with the
average 82.55 in cycle 2. Furthermore, the result indicated that the indicator of
performance (75%) could be fulfilled in cycle 2 then, by fulfilling the indicator of
performance, the research was considered finished successfully. Furthermore, it
could be concluded that by applying Jigsaw Reading Technique, students of XI PB

ix
in SMKN 1 Mataram in Academic Year 2017/2018 could improve their Reading
ability.

Key words: Cooperative Learning Technique, Jigsaw, Procedures of Jigsaw

Reading.

x
 TABLE OF CONTENTS

Page
TITLE PAGE ............................................................................................... i
THESIS APPROVAL .................................................................................. ii
RATIFICATION .......................................................................................... iii
PERNYATAAN KEASLIAN SKRIPSI ........................................................ iv
ACKNOWLEDGEMENTS ......................................................................... v
MOTTO AND DEDICATION .................................................................... viii
ABSTRACT .................................................................................................. ix
TABLE OF CONTENTS ............................................................................. xi
LISTS OF TABLES AND CHART ............................................................ xiii
LIST OF APPENDICES ............................................................................. xiv

CHAPTER I INTRODUCTION
1.1 Background of Study ................................................................... 1
1.2 Statement of Problems and Solutions .......................................... 5
1.2.1 Statement of Problem .......................................................... 5
1.2.2 Solution ............................................................................... 5
1.3 Purposes of Study......................................................................... 7
1.4 Significance of Study ................................................................... 8
1.5 Scope of Study ............................................................................. 8
1.6 Definition of Key Terms .............................................................. 9

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Description of Related Theories................................................... 11
2.1.1 Theory of Learning ............................................................. 11
2.1.2 Learning Principles ............................................................. 14
2.1.3 The Nature of Language Learning ...................................... 15
2.1.4 General Concept of Reading ............................................... 17
2.1.5 Models of Reading .............................................................. 18
2.1.6 Roles of Readers ................................................................. 19
2.1.7 Reading Comprehension ..................................................... 21

xi
 2.1.8 Cooperative Learning .......................................................... 23
2.1.9 Cooperative Learning – Jigsaw Model ............................... 25
2.1.10 Procedures of Doing Jigsaw ............................................. 29
2.1.11 Teaching Reading by Using Jigsaw ................................. 30
2.2 Previous Study ............................................................................. 31
2.3 Theoretical Framework ................................................................ 35
2.4 Hypothesis .................................................................................... 36

CHAPTER III RESEARCH METHOD

3.1 Research Design ........................................................................... 37
3.2 Setting of the Research................................................................. 37
3.3 The Subject of the Research ......................................................... 38
3.4 Variables of the Research............................................................. 38
3.5 The Procedure of the Study .......................................................... 38
3.6 Technique of Collecting the Data ................................................ 41
3.7 Technique of Analyzing Data ...................................................... 43
3.8 Indicator of Performance.............................................................. 44

CHAPTER IV FINDINGS AND DISCUSSION

4.1 FINDINGS ................................................................................... 46
4.1.1 Cycle 1 ................................................................................ 46
4.1.2 Cycle 2 ................................................................................ 61
4.2 DISCUSSION .............................................................................. 74

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ................................................................................... 82
5.2 Suggestions .................................................................................. 83

REFERENCES
APPENDICES

xii
 LIST OF TABLES AND CHART

Page

Table 3.1 Orientation of Observation Result Categorization.................... 42

Table 4.1 Result of Pretest Overall ........................................................... 45

Table 4.2 Result of Cycle 1 Students’ Learning Activity ......................... 54

Table 4.3 Result of Learning Activity Observation .................................. 55

Table 4.4 Result of Posttest 1 ................................................................... 57

Table 4.5 Result of Posttest Overall ......................................................... 57

Table 4.6 Result of Cycle 1 Students’ Learning Activity ......................... 69

Table 4.7 Result of Learning Activity Observation .................................. 70

Table 4.8 Result of Posttest 2 ................................................................... 71

Table 4.9 Result of Posttest Overall ......................................................... 72

Table 4.10 Students’ Improvement of Reading Ability .............................. 76

Chart 4.1 Students’ Score Improvement ................................................... 80

xiii
 LIST OF APPENDICES

Appendix 1 Students’ Attendance List of XI PB

Appendix 2 Cycle 1 Lesson Plan

Cycle 1 Post-Test

Text 1

Text 2

Classroom Observation Form

Learning Activity Observation Sheet

Students Activity Observation Sheet

The Result of Cycle 1 Evaluation

Appendix 3 Cycle 2 Lesson Plan

Cycle 2 Post-Test

Text 3

Text 4

Classroom Observation Form

Learning Activity Observation Sheet

Students Activity Observation Sheet

The Result of Cycle 2 Evaluation

Appendix 4 Students’ Score Improvement

Appendix 5 Letters

Appendix 6 Documentation

Appendix 7 Curriculum Vitae

xiv
 CHAPTER I

INTRODUCTION

This chapter presents the background of study, statement of problem, purposes

of study, the significance of study, scope of the study, and definition of key terms.

1.1 Background of Study

Learning English through formal or informal education also happens in

Indonesian education. It has been taught from elementary until the university level

because it is an important subject included in the curriculum. In the Indonesian

curriculum, four skills of English; listening, writing, reading, and speaking, has

been included and applied in the education process.

As stated in the syllabus in the educational curriculum which has been

released and approved by The Ministry of National Education (MONE) in

Indonesia, Curriculum 2013 (K13) for senior high school students level states that

Reading has become one of the main objectives of teaching English in order to

encourage students’ comprehension. It can be seen in every basic competency in

the syllabus. The students of the Senior High school are expected to have some

abilities in understanding some simple functional texts, monologs, and essays in

the form of recount, narrative, procedure, descriptive, factual report text, and news

item. It means that in the English teaching and learning process, students need to

have a good reading skill in order to comprehend those materials well.

Mustafa (2012) says that a common problem occurs in Indonesian learning

English process is that the improvement and development of reading in

Indonesian students is decreasing. The improvement and development of reading

 2

become big issue because most Indonesian students still not proper reading as a

primary need in their life. For Indonesian students, they think that reading is a

boring subject because it’s too hard to understand. They only do reading when

they have assignments from their school.

A few factors which causing low reading skill in Indonesian students such

as the low availability of reading infrastructure in the school, among these are the

high price books and other library materials that people cannot access them easily,

the minimum support and inculcate to children to read books by parents and/or

teachers, and the dominant of the use of internet for online gaming in their daily

activity. In addition to, several students feel that reading is a boring subject. David

Keating states that students become passive learners who always expecting to

absorb information from their teacher because they think that their teacher is the

center of a class, an authority figure, and someone who must not be questioned.

The students just silent in the class, listen to their teacher and some time, they do

anything unimportant to omit their boring situation in the class.

This problem also happens in teacher training experience (PPL) in SMKN

1 Mataram. English language learning process become unconducive because most

of the students hate reading because they felt that reading wasting their time and

they argue that reading is a boring lesson in English. Most students become

passive learners because they think that English is difficult for them and they felt

reluctant to learn English. They complain about the difficulties of English

Reading because they argued the text is too many contents and it’s too hard for

them to understand the text. The students didn’t realize that English Reading also
 3

important for them, not only in academic but also for their daily environment. But

on the other hand, they wish they get high scores in every evaluation process

without doing something to get it.

Dealing with the students’ language skills, it was found that most of the

students in class XI PB had difficulties in understanding English text and

answering questions related to the text. This situation might happen because some

factors such as the lack of technique or strategy used by their teacher during

teaching and learning process, the lack of facility provided to support the learners

to improve their skill in learning English, students’ low ability in English Reading

and low interest of students in learning English. This condition might show that

the environment was not supporting students’ English development.

The technique or strategy focuses only on the cognitive aspects (such as

understanding materials, recalling information, and translating) without

considering the affective (feelings, emotion, and behavior) and psychomotor

aspects (manual and physical skills) of students. This condition can be concluded

based on the observation and during teacher training process.

The English teacher only focuses on the knowledge. She also prefers

lecturing, giving instructions, and giving tasks to the students in front of the class

for facilitating the students to be autonomous learners. In addition, she never

asked the students to do the tasks in groups or in pairs which consist of four or

five students, she only asks students to do the task in pairs consist of two students.

It makes the students spend most of their time on their friend chairs and never
 4

want to work together with other students who are not their company or close

friends.

The lack of facility provided to support the learners to improve their

knowledge and skill in learning English also influenced. From four classes that

have been taught during teacher training process, the students only use one source

book that borrowed from the school library. One source book is not enough to be

referenced for the learners to improve their knowledge and skill.

In addition to factors above, the other factor caused this problem is that the

negative impact of internet might lead the students to ignore printed or online

reading. Mustafa (2012) states that television, video games and the internet may

have led the students away from reading printed books. It is the role of the parents

and teachers to control their children’s daily activities. Because of English is a

foreign language, most students who came from low ability in English felt that

English is unfamiliar language and difficult subject. This case also followed by

the use of online gaming which have influenced the students’ mindset might lead

them to hate English.

From the explanation above, it can be concluded that those factors might

be main problems that cannot support the development or improvement of English

Reading skill of students. This situation might be leads to find an alternative

technique or methodsolve the problem existed by using teaching strategy that has

been not used by the English teachers in SMKN 1 Mataram. One teaching

technique or strategy that have been proven for many years in every sector of

education that will be used is jigsaw technique.

 5

The jigsaw technique was first developed in the early 1970s by Aronson

and his students at the University of Texas and the University of California. Since

then, hundreds of schools have used the jigsaw classroom with great success.

Kusriani (2013) proves that the benefit of the jigsaw approach is that it could be

integrated into a number of classroom activities that are structured. She also

mentions that jigsaw involves discovering processes in applying findings and

contributes to the development of the higher order thinking skills, such as

analysis, synthesis, and evaluation as well as elements of argumentation and

critical thinking and also Jigsaw can make the students want to participate more

active in every activity.

Based on the situations and problems mentioned above, this research is

entitled “Improving Students’ Reading Ability by Using Jigsaw Reading

Technique at XI PB in SMKN 1 Mataram in Academic Year 2017/2018”.

1.2 Statement of Problem and Solution

1.2.1 Statement of Problem

Based on the background of study that has been mentioned above, this

research was conducted to answer the following question:

How can Jigsaw Reading Technique improve students’ Reading ability at XI PB

in SMKN 1 Mataram?

1.2.2 Solution

This research was conducted in order to solve a problem that faced by

students in learning English Reading. In this case, Cooperative Learning

 6

Technique, especially Jigsaw Reading Technique was used as the solution for

this problem.

a. Cooperative Learning Technique is a learning technique which is used to

improve or to maximize students learning academic process individually or in

groups (Trianto, 2009:57). This technique is aimed as a system of learning

which emphasize on students’ behavior in group working.

b. Cooperative Learning Technique Model Jigsaw is a structured technique in

the learning process of engaging every student by requiring them to cooperate

with each other in order to master an area of knowledge. This technique was

introduced and developed by Aronson in early of the 1970s in the USA with

his college students. Jigsaw emphasizes students’ responsibility and behavior

in group working.

c. Jigsaw technique has some advantages as follows:

1. This technique enables the teacher to focus on his/her priorities besides

transmitting knowledge from the front of the class.

2. Lower-achieving students are able to use higher achieving students as a

resource to help them master the subject matter.

d. Before applying this technique, some procedures of Jigsaw technique must be

followed. Procedures or steps of Jigsaw technique as follows:

1. The passages are chosen with the same topic and same length before

introduced to the students.

2. The students are divided into Jigsaw groups which consist of 4-person -

5-person each group. Then, the leader of each group will be decided by
 7

the teacher or researcher and each student in each group will be given

different part or paragraph and ask them to master and answer the

following question existed.

3. The students in Jigsaw groups will be broken down into expert groups.

Students in expert groups will discuss the same paragraph from the

passages given.

4. After discussing in expert groups, then students are asked to move into

Jigsaw groups as the first groups.

5. One student from each group will be asked to retell the information.

6. Evaluation process.

1.3 Purposes of Study

This research was conducted as a classroom action research. Based on the

research question that has been mentioned above, the purpose of this research was

aimed. This research was a class action research that aimed to solve the problems

and to improve students’ Reading ability at XI PB in SMKN 1 Mataram by using

Jigsaw Reading Technique.

 8

1.4 Significance of Study

This research hopefully can give some benefits for students, teachers, and

also for the next researchers who want to use this result of a study with some

description as follows:

1. For students: they were able to improve their ability in English

especially in reading by knowing their difficulties and try

to solve their problems by using jigsaw technique in

contexts or materials of reading comprehension.

2. For teachers: the result of this research could be used as a data for the

teachers in order to compare or to improve their English

teaching methods or techniques in class.

3. For others: the result of this research could be used as a reference for

the next researchers in order to finish their research but

in different perspectives or other readers in term to

develop their knowledge about the reading issues and

how to solve it.

1.5 Scope of Study

The scope of this research was eleventh-grade students of Banking

Program in SMKN 1 Mataram Academic Year 2017/2018. The instruments used

in this research are observation sheet, conducting interviews and reading

comprehension tests. The English study in this research relies on factual texts that

taught in reading that usually applied in English’s curriculum in Senior High

School for Eleventh Grade Students.

 9

1.6 Definition of Key Terms

There were four definitions of key terms which become the keywords in

this research. The definition of key terms could be divided into the definition of

reading, reading comprehension, cooperative learning, and jigsaw.

1. Reading is an active creative process which interpreted by the readers as

messages based on their background knowledge to get their reading aims.

Reading is a process that is carried and used by readers who want to get the

message delivered by the author through the medium of words or written

language.

2. Reading Comprehension is defined as a process of understanding the meaning

that implicitly existed in the text. The goal is to gain an overall understanding

of what is described in the text rather. In reading comprehension process, it

involves cognitive knowledge and process that might lead the reader confused

and make them fail in reading.

3. Cooperative Learning is one of effective learning strategy that can be used to

help teachers in teaching and learning process. It is a strategy that focuses on

students group discussion. According to Isjoni (2010:15), in cooperative

learning methods, students are asked to work together with other students in

four teams and they have to master materials given by their teacher.

Cooperative learning focuses on students’ achievement and helps them to

maximize their learning goals.

4. Jigsaw is one of cooperative learning strategies. It is one of cooperative

learning types which emphasize students’ activeness in group-work and help

 10

each other in order to master the materials and obtain scores maximally. This

model of learning was introduced and developed by Aronson. In a jigsaw,

students are assigned to small groups heterogeneous. Students activeness is

needed in this model because they will be asked to work in small groups

consist of 3-5 students which divided into Jigsaw groups and Expert groups.
 11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presented review of related literature used in this study. The

reviews of related literature have goals of providing previous studies which related to

this research purpose and information concerned with the research problems. This

chapter consisted of some description of related theories which were supporting this

research, theoretical framework, previous related study and hypothesis.

2.1 Description of Related Theories

2.1.1 Theory of Learning

Learning is a process which focuses on the development of students’

intellectual and it emphasizes the students to build up their understanding and

knowledge. Learning is designed for students to reach a higher level of thinking.

Learning involves acquiring and modifying knowledge, skills, strategies, beliefs,

attitudes, and behaviors.

Various experts and psychology such as Piaget, Kohlberg, and Ericson try

to define the theory of learning in different ways in order to help the adherents of

the learning theory (Jufri, 2013:9). Generally, theories of learning can be classified

such as behaviorism theory, cognitivism theory, and constructivism learning

theory.

A. Behaviorism Learning Theory

Behaviorism learning theory’s people believe that learning is a

process of behavior alteration. It’s caused by the interaction between

stimulus and responds from the learners. On the other hand, learning is a
 12

process of stimulus and respond interaction. The results of learning can be

assessed from the respond of the learners’ behavior after learning process.

Jufri (2013:10) states there are some experts such as Edward Thorndike,

John Watson, and Skinner who are supporting this theory.

Behaviorism theory argue that learning is a result of the consequence

implementation. The word “consequence” here means the rewards that

given by teacher to the students that can be described into reinforcement

and punishment. The reinforcement that can be used like gifts or high

scores. It can increase learners’ positive respond in learning process. The

punishment is given if the learners who are unwanted to do the learning

activity but it can decrease the learners respond. It also can be named as

negative reinforcement.

B. Constructivism Learning Theory

Constructivism learning theory is a psychological and philosophical

perspective which emphasize an individual braveness to explore what they

learn and understand in process of learning (Bruning (2004) in Schunk

(2012:229). In recent years, constructivism increasingly has been applied

to learning and teaching. This theory emphasizes the learners’ self-

consciousness to build up their own knowledge actively and combine their

recent knowledge with the previous.

People in constructivism theory believe that teachers’ existence just

as a facilitator in the classroom and let the learners act actively and develop

the knowledge for themselves. According to Horsley (1990), as cited in

 13

Jufri (2013:33), there are four phases of learning which arranged from the

constructivist point of view such as; (a) apperception, (b) exploration, (c)

discussion, and (d) concept development.

The process of teaching and learning emphasizes the activeness of

students in constructing and exploring their own ideas or knowledge to

comprehend the specific material or subject. In the process of learning,

students have to responsible for their learning result. If described in

percentage, students have 75% activeness and teacher has 25% activeness

in the process of learning.

C. Cognitivism Learning Theory

Cognitivism learning theory oriented on the cognitive aspects and

emphasized on the learning process. Jufri (2013) states that some experts

such as Piaget, Bloom, Ausubel, and Bruner. According to Piaget as stated

in Aunurrahman (2016:44), intellectual development of learners can be

defined from the learners understanding and perception alteration. The

development of learners intellectual can be obtained from four phases; (a)

motoric sensoria (0,0 – 2,0 years), (b) pre-operational (2,0 – 7,0 years), (c)

concrete operational (7,0 – 11,0), and (d) operational (11,0 – to the top).

Piaget states that learners’ cognitive development is influenced by

their activeness in manipulating and interacting with other learners in an

environment. It can help the learners to obtain their cognitive development

at the highest level and they also can improve their ability by using their

cognitive. The learners are required to be able to use their own knowledge
 14

in searching and processing the materials while the teacher will guide them

without interruptions. Brunner (in Jufri, 2013:22) argues that learning

process will be running well if the teacher gives the learners chances to find

out the concept, theory, or definitions about the materials by using their

own creativity and activeness. It is suitable with Cooperative Learning

concept where the teacher acts as a facilitator and learning sources for the

students and give chances for the students to solve the problems existed

and train them to learn cooperatively in some small groups.

The development of learners cognitive is an abstract product or

outcome which obtained by the learners. In this case, the teacher will act as

a facilitator and scaffolding. The teacher acts as a facilitator in facilitating

learners to build up their comprehension, and teacher as a scaffolding in

guiding the learners to solve the problem.

The recent curriculum used in Indonesia, Curriculum 2013 (K13)

seems suitable with cognitivist learning theory. It can be seen from the

scientific approach that used in K13 which emphasize the learner's

activeness to explore their cognitive ability in constructing the concept or

principles of the materials given.

2.1.2 Learning Principles

Learning is an important activity in human’s life, and it can’t be ignored

because the process of learning never stops. Students and teacher are two common

things which have a big contribution in doing learning process. Weil (1980) as
 15

stated in Jufri (2013:41-42) states three important principles of the learning

process as follows:

1. Learning process creates an environment that can change a cognitive

structure of learners. Weil believes that environment can facilitate learners’

cognitive development and it can give new experiences for the learners in

combining their recent knowledge and previous.

2. There are three types of knowledge which have to be learned such as physics,

social, and logical knowledge. That three knowledge are related each other

but it must be learned in a different situation as the name of it.

3. The social environment should be involved by the teacher in the learning

process. It means that social environment takes a part in the learning process

because the learners will learn fast and effective through the relation between

social intercourse and social environment.

Learning is not all about mastering every competency given in the school

or other education institute and get the score, but it also about how the learners

are able to cover every problem in their life by using the competency obtained

in the process of learning. The implemented learning process is expected to

guide the learners to be able to comprehend and find any solutions in solving

problems through their competency.

2.1.3 The Nature of Language Learning

Language is a vast subject and it also called as an important medium that

becomes the principle means for a human to communicate, transfer an idea or

share information from one to another. theory of language learning is an account

 16

of the psycholinguistic and cognitive processes involved in learning a language

and of the conditions that need to be met in order for these processes to take place.

There are two main classes of theories in language learning: condition-oriented

and process-oriented. Each one emphasizes a different set of factors that play a

critical role in the way students can learn best.

A. Process-Oriented Theory

This theory focuses on the learning process rather than the conditions

that make it able to use. The process-oriented theory concerns on the process

of new information that processed by the mind, such as habit formation,

induction, and hypothesis testing. This theory is suitable with behaviorist

learning theory. As explained by Skinner in Jufri (2013), the learners who

have experience learning process if they are able to behave in new habit

formation as the result of stimulus and respond interactions.

B. Condition-Oriented Theory

As the name of this theory, Condition-Oriented theory emphasizes

the nature of the human and physical context in which language takes place,

such as the number of students, environments, kinds of learners receive and

learning atmosphere or phases of cognitive development.

Based on the Cognitivism, Constructivism, and Social-

Constructivism theory, the process of language learning should be paying

attention to the condition where the learning preparation is prepared and also

the environment of the learners.

 17

2.1.4 General Concept of Reading

Generally, reading is an active creative process which interpreted by the

readers as messages based on their background knowledge to get their reading

aims. Tarigan (1990:7) in Jaenal (2010) argues that reading is a process that is

carried and used by readers who want to get the message delivered by the author

through the medium of words or written language. Reading is one of receptive

skill beside listening which used by people to extract meaning from the discourse

they see or hear based on their knowledge.

Dian (2013:25) describes that reading is one of four main skills in learning

English as a foreign or second language which is belonging to a receptive skill

such as listening. It is important for readers or learners to master reading because

reading also related to create attitudes of mind which may improve others

language skill comprehension improvement.

That reading is not a passive, but rather an active, and in fact, an interactive,

process has been recognized for some time in native language reading but it is

only recently that second/foreign language reading has been viewed as an active

rather than a passive process. Reading is one of the pillars of language learning

that plays a key role in successful academic performances. In an academic

context, reading aids learners to learn, acquire knowledge and experience world.

It is the skill of coordinating and constructing meaning through complex

processes encompassing language, word reading, word knowledge, and fluency.

 18

2.1.5 Models of Reading

Schema or schemata theory was used to understand the interaction of key

factors affecting the comprehension process. This theory was the most prominent

representational theory for reading researchers. Schema theory organizes all

background knowledge into units. This theory also emphasizes how the units of

knowledge that have been organized can be used. Schemata represent knowledge

about concepts: objects and the relationships they have with other objects,

situations, events, sequences of events, actions, and sequences of actions.

The importance of schemata theory also focuses on how the reader uses

this theory. It focuses in order to help the reader to understand or to decode

meaning on the texts based on their knowledge. Treiman (2001) states that

efficient and effective reading process for L1 or L2 learner requires two models

of reading approaches reading which are related to schemata theory and operating

interactively. First, the reading process involves interpreting graphic or written

symbols information from the page (a bottom-up process), and the second one is

a top-down process which uses knowledge that already present in mind.

The bottom-up approach emphasizes the ability to decode or put into sound

what is seen in a text. In this model, readers begin with the lowest level, from

which the symbols are identified. Therefore, from the point of view of the bottom-

up model, accuracy in understanding linguistic units is very significant and the

lower-level processing skills in reading are important.

The top-down approach emphasizes readers bringing meaning to text based

on their experiential background and interpreting text based on the readers’

 19

knowledge. According to Goodman (1967) as cited in Treiman (2001:3) this

model emphasizes readers to use their memory skill to help them focus on what

they read in helping to make sense of what will be written by the reader after

getting meaning or information. During this model reading process, readers take

in larger units of the meaning of the text at a time, match what they already know

with the meaning they derive from the text.

2..1.6 Roles of Readers

Readers need to understand and experience any kind of texts in order to

develop into fluent and flexible readers. To become effective and professional

readers, they have to develop the basics of readers’ role. According to Luke and

Freebody (1990) as cited in Simandan (2012), there are four roles of the reader:

1. Constructing meaning

In this role, the readers use their prior knowledge of the topic. It means

that they will understand a text better if they are aware of the topic and most of

the language. When constructing meaning the reader is required to make

meaning of the text, this is referred to as literal meaning. They can enhance

their reading ability with the text by connecting questions given or exist in their

mind with their experience and book or they can explore their literal

comprehension and critical thinking.

2. Codebreaker

As a code breaker, the reader needs to be able to engage in the written

script technology. In this role, they use their understanding about systems

semantic, grammatical, and visual to make them become a successful code

 20

breaker reader. Specific information should be founded by the reader in order

to help them to decode the text meaning which is hidden in the text or passage.

3. Text user

This role is used after the reader read the text overall. In this role, they

focus on the way how to use text to achieve certain goals. The reader has

already understood the text written completely and they can decide what genre

of text that they will read.

4. Text critic

As a text critic, the reader must do more to find the truth or accuracy of

the text. As a critical reader, they will explore the construction of the text in

books, poster, advertisement or announcement. This includes recognizing the

purpose in creating the text, recognizing that texts influence people,

recognizing opinions, bias, points of view, and missing points of view in the

text; understanding that texts are written according to the views and interests

of the author, identifying the ways in which the readers, viewers, or listeners

are influenced, and presenting alternative points of view.

The four roles of readers which advocated by Luke and Freebody are

helpful in order to assist the readers to develop and explore their literal

comprehension and make them become critical learners. Effective readers go

beyond breaking the code and making meaning to evaluating how well the author

and /or illustrator achieved their purpose.

 21

2.1.7 Reading Comprehension

Reading comprehension refers to the readers’ ability to understand the text

overall and can interpret the meaning and gain information from the text that has

been read (Ziadi, 2016: 10). Reading comprehension is a process in which the

reader constructs meaning using their prior knowledge based on the materials they

have been built in their head to gain any information on the printed page.

A. Levels of Reading

Reading is a receptive skill which should be mastered by them who as a

reader or L2 learner in order to make it become basic of their English

comprehension skill. The purposes of reading are depending on how the reader

manner in reading. According to Adler and Van Doren (1972) as cited in Santoso

and Ajeng (2007:19-23), there are four levels of reading which are related each

other in order to increase or improve readers’ ability from lowest into highest

level. Those four levels in reading as follows:

1. Elementary Reading

In this level, the readers learn the basics of reading and get any skills

of basic reading. The main problem in this level faced by the learner is the

manner of recognizing word by word in texts. When the readers or learner

already mastering this level, it means that they have improved their reading

even from illiterateness.

2. Inspectional Reading

The readers are restricted by limited time to finish their reading.

Inspectional reading is aimed to find the purposes of the texts in a book or

 22

this level usually called as “systematic skimming”. Using this method will

help eliminate useful books from books that will not be useful for your

purposes in short period time. In other words, it saves a lot of time.

3. Analytical Reading

This level is more complex and systematic than elementary and

inspectional reading. Analytical reading gives the readers to finish their

reading without limited time. The reader emphasized to think carefully,

critically, and deeply while reading. Analytical reading is used to help the

readers to understand the task of reading a book which involves more than

simply decoding words but also understanding what is being read. Quotation

marks or block quotes, brackets and bolds, or italics are commonly used in

this level to make it easier to do.

4. Syntopical Reading

The highest level of reading is syntopical reading. This level also

called as comparative reading (Santoso and Ajeng, 2007:23). The reader

will read multiple books on a single subject and form a thesis or original

thought by comparing and contrasting various other authors’ thoughts.

Reading is not just being able to read every single word in texts, but also

understanding what you are reading about. In order to increase or improve the

ability of reading, the reader have to master the levels of reading from the lowest

into the highest level. The four levels of reading must be mastered by the readers

if they need to improve their literal comprehension.

 23

2.1.8 Cooperative Learning

Cooperative learning is a model of learning where students work together

in a small group consist of 4-5 students and they are chosen by their teacher in

heterogenic. According Syarifuddin (2011:211), cooperative learning term is

derived from word cooperative which means maximizing students’ learning

process to improve their academic comprehension in group work or individual

and help each other with other students. The term refers to classroom techniques

in which students work in small groups and receive rewards or recognition based

on their group's performance on the teaching and learning process.

Cooperative learning means as a method or strategy used by the teacher

by making small groups of learners in the learning process which make students

possible to improve their ability and knowledge maximally. This technique of

learning can be employed in combination with many approaches to teaching.

Cooperative learning technique can be used to motivate students’

braveness to explore their knowledge deeper and give their opinions confidently,

respect to others opinions and sharing ideas. According Isjoni (2011: 14), in

cooperative learning, students are assembling in small groups who have

heterogenic ability. Heterogenic groups here are assembled by students’ ability,

sex, and gen. This is aimed to train students to work together with others from

different perception or background. According to Kagan (2009:4.2), there are

four basic principles that being positive impacts of cooperative learning which

are symbolized by the acronym PIES: Positive Interdependence, Individual

Accountability, Equal Participation, and Simultaneous Interaction.

 24

A. Steps of Doing Cooperative Learning Model

According to Solihatin and Raharjo (2008), steps of doing cooperative

learning model can be described operationally as follows:

a. The first step, teacher arranges lesson plans. In this step, the teacher prepares

anything needed before teaching and learning process is held. Materials and

tasks are prepared based on the syllabus and curriculum rules existed. The

teacher or lecture have to do this step in order to make sure students

understand and they know what they have to do during the learning process.

b. Secondly, teacher plans observation sheets that will be used to observe

students’ activity in small team-work. During the learning process, students

will be divided become some small groups and materials that given by

teacher will be discussed. Then, the teacher will monitor and observe

students’ activity based on the observation sheets that have been planned.

c. In the third step, the teacher will give rewards or score are important to build

up students’ motivation in learning. The students will be served by teacher

individually or classically.

d. At the last step, students from each group will present their work. In this

phase, the teacher will act as a moderator who directing and correcting

students’ comprehension towards the material that has been discussed. At

the end of the presentation, the teacher will invite students to do self-

reflection based on the teaching and learning process.

According to David Hornsby (1981), the mechanism of cooperative learning

model can be structured generally as follow.

 25

Structure of the mechanism of Cooperative Learning Model

Learning Purpose:
Teaching/Learning Lesson Plan
1. Material/concept mastery
Program 2. Behavior and social skill

Group discussion establishment and

giving information for students to work in
pair

Teaching and learning activity in group

Collaborative
discussion
Learning
Peer tutor Science and skill development of
students in group discussion condition

Group discussion Group discussion

results process

Giving rewards
Group discussion Teacher’s observation field note and comments
presentation about students’ activity

DEBRIEFING
Reflection and
internalization (David Hornsby: 1981)

2.1.9 Cooperative Learning – Jigsaw Model

Cooperative Learning-Jigsaw Model is one of cooperative learning types

which emphasize students’ activeness in group-work and help each other in order

to master the materials and obtain scores maximally. This model of learning was

introduced and developed by Aronson (1978). In jigsaw, students are assigned to

small groups heterogeneous. Generally, Jigsaw produces a classroom structure

that enables children to cooperate with one another to attain their educational

objectives and, simultaneously. Besides that, cooperative learning through

Jigsaw hopefully can develop important interpersonal skills and increase

appreciation mutually so that the students can create an exciting atmosphere and
 26

feel the challenge to do every subject effectively without threatening or anxiety-

producing.

A. Principles for Cooperative Learning-Jigsaw Model

Studies showed that it was only under certain conditions that cooperative

efforts may be expected to be more productive than competitive and

individualistic efforts. Johnson, Johnson, and Holubec (1993) put forward five

principles for jigsaw strategy:

1. Positive interdependence

Each group member’s efforts are required and indispensable for the

group success. Each group member has to make unique contributions to the

joint effort.

2. Face-to-face promotive interaction

Group members have to orally explain how to solve problems, teach

one’s knowledge to others, check for understanding, discuss concepts being

learned and associate the present learning with the past one.

3. Individual and group accountability

The size of the group should be kept small, for the smaller the size of

the group is, the greater the individual accountability may be the teacher is

expected to give an individual test to each student, randomly examine

students by asking one student to present his or her group’s work orally to

the teacher (in the presence of the group) or to the entire class, observe each

group and record the frequency with which each member contributes to the

group’s work, appoint one student in each group as the leader, who is
 27

responsible for asking other group member to explain the rationale

underlying the group answers, and check students to teach what they’ve

learned to the others.

4. Interpersonal skills

Social skills are a necessity for the success of jigsaw learning in class.

Social skills include leadership, decision-making, trust-building,

communication, conflict management skills and so on.

5. Group processing

Group members discuss how well they are achieving their goals and

maintaining effective working relationships, describe what member actions

are helpful and what are not, and make decisions about what behaviors to

continue or change.

B. Advantages of Jigsaw

Compared with traditional learning method, Cooperative Learning-Jigsaw

Model has some advantages. There are some advantages of using cooperative

learning technique jigsaw in teaching and learning process as follows:

1. Students learn to believe in their own ability to think, seeking information,

and work together with other students.

2. Cooperative learning type jigsaw emphasizes the students to express their

idea and share it with his/her friends in order to solve the problems.

3. Jigsaw in cooperative learning is effective to help students to obtain or reach

higher academic results and also it can help them to improve their
 28

achievement, self-confident, and interpersonal relationship between one

student to others.

4. Jigsaw can help teachers to easy their duty in teaching and learning process

because they are helped by expert groups who will explain the materials to

other friends.

5. The equalization of materials mastery can be reached in short period times.

6. Students will be trained by this model of learning to measure that they are

able to speak and give opinions actively in front of audiences.

C. Disadvantages of Jigsaw

In addition to advantages of jigsaw, there are also some problems with this

model that commonly faced by teachers or researcher. The problems in using

Jigsaw are as follows:

1. The group discussion will be dominated by the active students and sometimes

it can be a problem for other students because they feel that the active student

will control the discussion without giving other students chance to express

and share their opinions.

2. Students who have low ability in reading and thinking logically will be

difficult to explain the materials if they are appointed by their teacher.

3. Students who are not familiar with group discussion method will be difficult

to follow the learning process.

 29

2.1.10 Procedures of Doing Jigsaw

According to Arends (1997) as cited in Budiyanto (2016:80-81), there are

few steps that should be followed by the teacher who wants to use Jigsaw as

follows:

1. The teacher explains the topics of materials, giving motivation to the students

and explain the aims of materials that will be taught.

2. Students are divided into small groups of 3-5 students. Students will be

collected heterogenically based on academic ability, sex, or their social

background. This group will be known as Jigsaw groups.

3. Students discuss the materials given and each student will be asked to answer

the sub materials.

4. Students in Jigsaw groups break down into some groups that called Expert

groups. Students in expert groups will discuss same questions or materials that

they get from Jigsaw groups.

5. After discussing the materials in Expert groups, students asked to move to

their own Jigsaw groups. Students will discuss what they have discussed in

Expert groups.

6. The teacher appoints some students from different Jigsaw groups to present

their group discussion result.

7. Students get awards from their teachers such as individual or group score.

8. In order to measure students’ comprehension in understanding the materials

that have been given, the teacher gives the individual test as evaluation at the

end of the meeting.

 30

2.1.11 Teaching Reading by Using Jigsaw

Reading comprehension is an ability to construct the meaning from the

text using background knowledge of the readers. A successful comprehension

occurs if it involves the reader to find the meaning in order to achieve the aims

in the texts. Reading comprehension skill is critically emphasizing the students

or the reader to recognize and analyze their reading ability.

As a productive skill, reading emphasizes the readers to convey what they

read actively. In another word, they have to match and connect new information

that they get with previous knowledge. Reading comprehension cannot be

achieved easily without any efforts from the readers or students. They have to

increase their proportion in practicing reading and they have to be able to

encourage in facing reading exercises (Wainwright:1970). Teaching reading can

be elaborated with many techniques of learning in order to deliver the purpose

of reading itself. One of the techniques that can be used is Cooperative Learning-

Jigsaw Model which has developed by Aaronson (1978) with his students.

According to Clarke (1994), as cited in Kissau and Hiller (2013:442), in

order to implement Jigsaw in reading, a text must first be broken down into

distinct, smaller parts. Students who already divided into small groups are given

a graphic organizer which is derived from sections from each part of the text.

The students are then asked to read their assigned part and to take brief notes in

the corresponding section of their graphic organizer. Each student is given

several times to read and use their knowledge to interpret or think about the

answer of their graphic organizer. Students who already take their assignment,
 31

move into the experts’ groups and discuss their own topic of the graphic

organizer. They are prepared to able in completing the assignment.

Jigsaw gives the students the advantages of being able to improve their

reading comprehension especially in predicting the purpose or messages of the

passage or developing their ability. Besides that, Jigsaw also helps the teacher in

order to help the students to solve their problems, especially in reading.

2.2 Previous Studies

This study will be provided and compared with results of the previous

study from others researchers. In this chapter, there are three results of the

previous study involved.

Firstly, Rahajeng (2013) did a classroom action research to improve

students’ reading ability by using Cooperative Learning-Jigsaw Model. It was

conducted by the reference of the observation which were conducted on the 22nd

and 27th of January 2011, many students of SMAN I Parakan still had difficulties

in understanding English texts because of some causes. One of them is that the

teaching strategy focused only on the cognitive aspects without considering the

affective and psychomotor aspects.

In addition, there were also other causes that made the students difficult

to understand English text such as the materials, the teaching media, the students’

involvement, peer cooperation, the teacher, and the students’ language skills. To

achieve the objective, she was collaborating her research with the English teacher

and the students of class X-2. The main subjects of this study were 31 students

of class X-2 in the academic year 2010/2011. The research was conducted by
 32

following the school’s academic calendar w the English class was taught twice a

week and each meeting covered 90 minutes.

It was conducted by following the procedures of classroom action research

and it consisted of three meetings each cycle. The data of the study were gathered

by employing various data gathering techniques such as questionnaire, field

notes, observation’s rating scale, interviews, and tests. The collected data

included opinions, feelings, preferences and the reading tests’ result. The

analysis of the data was done by using qualitatively and quantitatively data.

The results have shown that the improvement can be seen from the

increase of the students’ average reading test scores from 58.45 in the pre-test

and 66.90 in the cycle I post-test to 75.69 in the cycle II post-test. The more

significant improvement can be seen from the following t-test result. The first t-

test (pretest paired with the cycle I post-test) showed that the t-test (5.376) was

higher than t-table (2.048). The second t-test (pre-test paired with cycle II

posttest) showed that the t-test (9.769) was also higher than the t-table (2.048).

In addition, it also shows that Cooperative Learning-Jigsaw Model was

effective to enhance students’ vocabulary mastery, motivation, involvement,

interaction, and cooperation. It was also effective to reduce the gap between the

high-motivated students and the low-motivated students along with several

accompanying actions such as applying question and answer activities, pointing

the group leaders, giving time limitation to each activity and asking the students

to bring a dictionary.
 33

Kusriani (2013) tried to improve students’ reading ability in junior high

school level. There is a little bit difference of students’ knowledge and cognitive

between students in senior high school and junior high school based on their

characters and also level of the lesson they learned.

During conducting research, she involves the English teacher, her friends

from English Department and also students from VIIIB as the participants and

collaborators in conducting her research. The qualitative and quantitative data

were used in this research. Qualitative data was obtained by doing observation

and interviewing students, and quantitative data was obtained by giving students

pre-test and post-test.

The result showed that Cooperative Learning-Jigsaw Model can improve

students’ reading ability and can increase students’ motivation to involve in

reading class. They were more active in every activity, they were willing to

participate in the group discussion, and they were more serious to finish the tasks

in groups. They were also motivated to work in groups and they were motivated

in reading the English texts.

The last previous study entitled Improving Students Reading

Comprehension Through Jigsaw: A Classroom Action Research at XI IPS 1 of

SMAN 6 Mataram Academic Year 2015/2016. This thesis was proposed by Ziadi

(2016). This research was done in 2 cycles where in the cycle 1, there were 7

students who passed KKM (75). The percentage of students who passing the

KKM increased from 2.38% in pretest into 16.6% in the Cycle 1. The mean score

increased from 31.14 (pretest) to 55.58 (Cycle 1 posttest).

 34

In Cycle 2, the students who passed the KKM were 35 from 42 students

in Cycle 1 and there were 7 students who haven’t passed the KKM. In the end of

Cycle 2, the result of students who passed the KKM increased into 85.71%. The

result shown that the students have improved their reading comprehension by

using hortatory exposition text and they were able to answer the questions after

got Jigsaw as the treatment.

Those three previous studies were conducted by using Jigsaw as the

technique in order to solve the problems and also to improve students reading

ability. However, each previous study that had been mentioned above used

different materials, setting, subject, and also the problems that became the

background of their study. For example, Rahajeng (2013) used Narrative text as

the material during the research. Kusriani (2013) used Narrative and Recount

texts as the materials, and Ziadi (2016) used hortatory text as the material. The

data shown that Cooperative Learning-Jigsaw Model is an effective strategy in

teaching and learning process in order to improve students’ reading ability. The

data results indicated that Cooperative Learning-Jigsaw Model gives significant

positive results and is able to use in reading comprehension.

The data from those previous studies such as the formula to obtain the

data, example of observation forms, and ways to analyze and process the data

used as source, reference and also as a standard of result comparison in order to

support this research in obtaining the result optimally. The difference between

this research with the previous studies could be seen from the materials used,
 35

setting and subject of research, and also the result of the research that explained

in the findings and discussion.

2.3 Theoretical Framework

Visually, the theoretical framework of this research was visualized by

using the diagram below:

Current Problems:
Condition
1. Most students argue that
reading is a boring lesson in
English.
Factors caused:
2. Most students become
passive learners because 1. The lack of technique or
they think that English is strategy used by their teacher
difficult for them and they during teaching and learning
felt reluctant to learn process,
English. 2. The lack of facility provided
3. Students in class XI PB had to support the learners to
difficulties in understanding improve their skill in
English text and answering learning English,
questions related to the text. 3. Students’ low ability in
Solutions
English Reading and low
interest of students in
learning English,
4. The use of online gaming
which have influenced the
Solving the problems by using students’ mindset might lead
Cooperative Learning Technique, in them to hate English
this case using Jigsaw Reading
Technique

The solution can improve students’ reading ability at XI PB in

SMKN 1 Mataram
 36

2.4 Hypothesis

Based on the explanation about theories above, the hypotheses were

proposed as follows;

1. Jigsaw Reading Tehnique can improve students’ reading ability at XI PB in

SMKN 1 Mataram in Academic Year 2016/2017.

 37

CHAPTER III
RESEARCH METHOD

This chapter provided research design, setting of the research, subject of the

research, variables of the research, the procedure of study (Planning, Action,

Observation, Analysis & Reflection), the technique of collecting data, technique of

analyzing data and indicators of performance.

3.1 Research Design

Classroom action research was used to conduct this research. According to

Arikunto (2009), classroom action research is an action research conducted in a

specific class which is aimed to improve or increase learning quality. Class action

research is used to solve the problem occurs in the process of teaching and

learning in the classroom. A cooperative learning technique model Jigsaw was

used in order to improve students’ reading ability. This research was conducted

in SMKN 1 Mataram at XI PB students. A possible situation, implemented and

observed the actions, and reflected on the outcome of the action were planned.

3.2 Setting of the Research

This research was conducted at SMKN 1 Mataram. This school is located

on the edge of Mataram city. This school consists of 20 classes where each class

consists of 36 - 42 students approximately. This school was chosen based on two

reasons. The first one, the main problem in this research was happened here, in

XI PB class. The second one, this school is one of favorite school in this city. The
 38

last, during the teacher training experience, the English teacher in this school has

been agreed to be a collaborator in doing this research.

3.3 The Subject of the Research

The subjects of this research were students of eleventh-grade students of

Banking Program (PB) in SMKN 1 Mataram. They were 38 students. The students

were fifteen to sixteen years old. Most of them came from a middle-class

economic background and high-class economic background. The reason in

choosing XI PB class was based on the experience from Teaching Practice

Experience (PPL) from August to December 2016 and also the result of discussion

with the English teacher in SMKN 1 Mataram.

3.4 Variables of the Research

In this research, there were two variables used; (a) variable of expectation,

and (b) variable of action. Variable of expectation in this research was that the

research can help the students to improve their ability in reading. In this research,

the variable of action was Jigsaw Reading Technique, in order to improve

students’ reading ability and also hopefully can solve their problem in learning

English.

3.5 The Procedure of the Study

Some experts tried to define the procedures of study in classroom action

research model. According to Lewin as cited in Sujana (2010:38-39), there are

four steps or procedures of study in class action research model which are called

as one cycle such as Planning, Action, Observation, and Reflection. As cited in

 39

Arikunto, Suhardjono, and Supardi (2009), the structure of procedures of study in

classroom action research could be described as the diagram below:

Structure of Classroom Action Research Procedures of Study 3.5

Planning

Reflection CYCLE I Action

Observation
Planning

Reflection CYCLE II Action

Observation

Source: Arikunto, Suhardjono, and Supardi (2009)

1. Planning

In the planning stage, some preparations before conducting the

research was conducted. There were three things needed during the research

process and post-action. Firstly, preparing Lesson Plan, suitable materials,

learning medium, observation sheets, pretest and posttest sheets. Those

things were created based on the syllabus of English course for eleventh

grade of the senior high school in academic year 2017/2018.

Secondly, determining the topics of texts to be taught. In this context,

based on the variable of expectation, some topics which are suitable for the

level of students will be chosen.

 40

The last was planning some interesting activities that can encourage

students’ braveness and interest in reading comprehension so that they are

able to use their reading ability maximally.

2. Action

This stage applied the plans that had been planned in the previous

stage. Everything which had been determined in the planning stage was

done as a scenario. Firstly, the discussion was conducted with the English

teachers about the use of Jigsaw Reading Technique and explained how this

strategy or technique could help them in reading comprehension and how to

apply this technique so that they could use this technique in the other context

of texts in reading comprehension in future. Secondly, this technique was

applied after discussing and got the permission with the English teachers in

SMKN 1 Mataram in the teaching and learning process. Thirdly, in the first

meeting, students were asked by the teacher about reading and their

problems or difficulties in reading. Observation sheet was used to record

their activities during reading text discussion process.

3. Observation

In this step, the collaborators observed and evaluated the

implementation of action that has been applied in the action stage by using

observation sheet/checklist and field notes. There were two collaborators

who invited this research. They were an English teacher in SMKN 1

Mataram and a student of English Department in Mataram University.

Some activities that have been observed and evaluated such as students’
 41

activeness in class, learning activity, and classroom observation. This step

was conducted to measure the improvement of students after doing cycle 1

and cycle 2.

4. Analysis & Reflection

After observation and action stages, analyzing and examining the

results from all the actions that have been done in the previous stages were

conducted. The result of observation sheet/checklist and students’

assessment were analyzed. Besides that, a reflection also needed to take a

new consideration to plan next action for the next cycle by modifying the

first cycle. Determining whether cycle 2 would be needed or not and

prepare what should be planned to make cycle 2 running well. The cycle

would be stopped if the indicators of success would be achieved by the

students successfully.

3.6 Technique of Collecting the Data

The data that collected were about to know the improvement of the

students’ reading ability by using Cooperative Learning Model Jigsaw. The data

were obtained by doing observation, conducting interviews, and giving the

reading comprehension test. The techniques of data collection described below.

1. Observation

This technique was needed to obtain the information about the

condition and situation of the class that becomes the setting of this research.

XI PB class was observed to prepare any plans that would be conducted in

this research. The observers sat at the back of the class while the teaching
 42

and learning process. This phase was conducted in every meeting in two

cycles to make sure the data of observation would be collected completely.

Field notes and observation sheets were used to record or collect the data.

In order to decide the criteria to categorize of the result, the orientation

of the observation result could be seen as the table below.

Score Category
3.5 – 4.0 Excellent
3 – 3.4 Good
2.5 – 2.9 Fair
1 – 2.4 Poor
Table 3.1 Orientation of Observation Result Categorization

2. Interview

Interview was used to know students’ knowledge about Jigsaw which

was a variable of action that would be used to measure the improvement of

students’ reading ability. This phase was held by interviewing the English

teacher in this school and also the students of XI PB about Cooperative

Learning Model Jigsaw and how to use it in reading comprehension. In this

stage, questionnaire form was used to make the process of data collection

easier to be done. The questionnaire was related to the class activities, class

conditions, and also kinds of technique used by the English teacher in the

process of teaching and learning.

3. Reading Comprehension Test

Reading comprehension test was administered after conducting the

actions as planned before. The test was conducted at the end of second

meeting in every cycle. This test was aimed to measure students’ reading
 43

comprehension after using Jigsaw. The form of the test was multiple choice

consist of 15 questions based on some texts in different types. The results of

the test were collected by using scoring formula. The tests were conducted at

the last meeting in every cycle.

3.7 Technique of Analyzing Data

In analyzing data, there were two techniques used. Those techniques were

quantitative and qualitative techniques. In analyzing qualitative data, the

improvement of reading ability was identified by the results interpretation of

reading comprehension tests. From the number of students in XI PB who joining

the test, the qualitative data was analyzed from their results and students who get

more than 75 points would be nominated that they have improved their reading

ability by using Cooperative Learning Model Jigsaw.

In analyzing quantitative data, reading comprehension tests were used in

order to know whether Cooperative Learning Model Jigsaw could improve

students’ reading ability. The test consisted of 15 questions where the score was

ranging between 0-100 and the formula that was used to calculate the score could

be visualized as follow:

Correct answer
Score = X 100
15

The results of the tests were used to know the difference before and after cycle.

In order to measure students’ reading comprehension improvement before

and after the treatment, the formula that was used as follow:
 44

y1 – y
P= X 100%
Y
Where:

P = percentage of improvement, y = pretest result, y1 = posttest cycle 1

3.8 Indicator of Performance

The Indicator of performance could be measured based on the analysis of the

data. This research was successfully done where 75% of students passed the KKM 75

points (B+) and this research was done successfully where 85% of students who

following the instructions and join the activity. In every cycle, to calculate the

percentage of students who passed KKM, the formula that was used can be described

as follow:

f
P= X 100%
N
Where:

P = percentage, f = students get passed KKM, n = the sum of students in the class
 45

CHAPTER IV
FINDINGS AND DISCUSSION

This chapter discusses the results of the research. The research was conducted

in two cycles at XI PB in SMKN 1 Mataram and focused on improving students’

reading ability by using Jigsaw Reading Technique. The data were obtained from the

evaluation process in every cycle which were using the instruments provided. This

research was started from July 19th until August 22nd, 2017. The results will be

described in this chapter as detail as the real data and it will be used as the answer of

the statement of problem in this research.

In the first meeting, the students were assigned to answer the pretest. The

pretest was conducted before the Classroom Action Research cycles were

implemented. It was conducted on Wednesday, July 19th, 2017 and it was started from

7.15 AM until 8.20 AM. The result of pretest overall can be visualized in summary as

follow:

Highest score 93
Lowest score 20
Number of students who participated in pretest 38
Average 54.36
Number of students who passed KKM 11 (28.9%)
Number of students who fail 27 (71.1%)

Table 4.1 Result of Pretest Overall

Based on the result of pretest, the number of students who participated the

pretest who were not passed the Minimum Mastery Criteria (KKM) are 27 students

(71.1%). The percentage of students who passed the Minimum Mastery Criteria

(KKM) is 28.9% (11 students). It can be assumed that students in XI PB have problems
 46

in Reading. This data is suitable related to the problems that become as the background

of this study. After the process of pretest score analyzed the cycle 1 was conducted by

following the procedure of Classroom Action Research. The process of cycle 1 was

started on Sunday, July 22nd, 2017 by planning step firstly then followed by action on

Wednesday, July 26th, 2017 then observation and reflection phases.

4.1 FINDINGS

4.1.1 Cycle 1

a. Planning

This first step in Classroom Action Research was conducted on Sunday,

July 22nd, 2017. Learning equipment were prepared such as Lesson Plan,

suitable materials, learning medium, observation sheets, pretest and posttest

sheets, determining the topics of texts to be taught which are suitable for the

level of students will be chosen and also some interesting activities that can

encourage students’ braveness and interest in reading comprehension so that

they are able to use their reading ability maximally.

In the planning step, there are some learning equipment (See Appendix

2) that had been prepared such as:

1) Lesson Plan for cycle 1 using Jigsaw Reading Technique which was

consisted of two meetings.

2) Students’ worksheets

3) Classroom Observation Form

4) Students’ Activity Observation Form

5) Learning Activity Observation Form

 47

6) Cycle 1 Posttest

7) Cycle 1 Posttest Answer Key

8) Scoring Table for Skill ability of students.

9) Ice Breaking

b. Action

In this step, everything that have been planned in the planning step was

implemented. The process of Jigsaw Reading Technique was conducted here

and the action step in Cycle 1 was conducted in two meetings.

1) First meeting

In the first meeting, the process of teaching and learning was divided

into three parts such as Introduction, Main Activity, and Closure. This activity

was conducted on Wednesday, July 26th, 2017 started from 7.15 to 8.35 AM.

In the first meeting, the students were introduced to Jigsaw Reading Technique

in detail by the teacher. Two collaborators were invited in order to help the

teacher in observing the process of learning action and students’ activity in

class.

In the introduction part, before conducting the teaching and learning

process by using Jigsaw Reading Technique, the teacher and students prayed

together. Then, the teacher called out students’ name in order to measure the

number of students who already came.

As planned before, the teacher gave an interesting activity such as ice

breaking in the introduction part. It was aimed to build up the students’

 48

braveness and motivation in learning English so that they would enjoy and

understand well the material given.

The ice breaking was a game where it was related to the previous

materials. Some students were challenged to write offer and suggestion

expressions as many as they could in 5 minutes. Before the game, they were

divided into four big groups based on their seat position. The groups were

named as Group A, B, C and D. Some students were very enthusiastic joining

the game, but some students were feeling ashamed. Then the teacher motivated

them helped by the English teacher they wanted to join the game.

The ice breaking was held for 5 minutes and at the end of the game,

students from Group D came out as the first winner and followed by Group B,

C, and A in the next place. The teacher gave them awards based on the winner

sequences.

After the introduction part, the process of teaching and learning started

by introducing Jigsaw Reading Technique to students. Some students seemed

confused about Jigsaw Group and Expert Group, but it could be handled as

well. Then, students were divided into some heterogeneous groups. The groups

were named as Jigsaw Groups. There are 8 Jigsaw Groups were divided into 7

groups consisting of 5 students in each group and 1 group consisted of 3

students in each group. The groups were named as Jigsaw Group A, B, C, D,

E, F, G, and H.

Then, the teacher gave Text 1 entitled “Garbage and Flooding in

Jakarta” to the students. The text was a report text which followed by 5
 49

questions. Students were asked to read the text and answer the following five

questions where each student got a different question in one group. Especially

for Jigsaw Group H, they were allowed to answer 3 questions based on the total

number of members. Before answering the questions, the teacher explained

Skimming and Scanning technique in order to increase their Reading ability.

After that, they were asked to discuss in each Jigsaw Group for 10 minutes.

The teacher explained about the instruction in answering the questions

according to the text. Students seemed understood very fast and they were

already to work then. Some students asked the teacher because they could not

understand the aim of the questions. They could not determine the answer

because there were unfamiliar words seen. However, it could be handled by

explaining the meaning of the words they could not be interpreted.

After 10 minutes discussion in Jigsaw Group, the students were asked

to move into Expert Group. In this group, students who got the same question

were discussing the answer. This step took 10 minutes duration. Before the

discussion started, a problem occurred when the students confused in making

a place for discussion because some students won’t move from their seat.

However, it could be handled quickly by the teacher by serving new spaces.

Some students asked the teacher because they still not understood the question

about. The teacher helped them by explaining the meaning of unfamiliar words

for them.

When the discussion in Expert Groups was done, then the students were

asked to move back into their Jigsaw Groups. The problem occurred here was
 50

that some students did not understand about their duties. The students argued

that they were unable to explain what they have discussed in Expert Groups to

their friends in Jigsaw Groups. Meanwhile, some students in the back talked

when the teacher explained about the instructions that they should do. Thus,

the teacher came closer and warned them to focus on their duty and finish it in

the remaining times. The teacher walked around for checking students’ work.

Furthermore, after the duration of discussion was over, the teacher led

the students into presentation phase. In this phase, the students were pointed

randomly and they have to explain the answer to the question in the front of

the class. Group A, C, E, F, and G were chosen and each group should explain

the answer from a different question. The presentation took 10 minutes. When

the bell of lesson substitution rang, all groups have completed the presentation.

At the end of the first meeting, the students were asked to submit their work

results and the teacher explained about the next important thing that would be

discussed at the next meeting. The class was dismissed.

2) Second meeting

The second meeting in the Cycle 1 was held on Wednesday, August 2nd,

2017. The class was started at 7.15 AM as usual and ended at 8.40 AM. In the

second meeting, the teacher taught by using Jigsaw Reading Technique and at

the end of the meeting, students were asked to assign the Posttest as the

evaluation of Cycle 1.

As usual, in the Introduction part, before the teaching and learning

process started, the students were asked to pray together. After that, the teacher
 51

checked out the students’ attendance to measure that how many students that

already in the class. 38 students completely appeared in the class.

Before conducting the Main Activity part, the teacher conducted an ice

breaking in order to increase students’ motivation in learning and to refresh

their memory about previous material given. Ice breaking took 8 minutes and

it named as Guessing Game. Students were asked to guess the category of

sentences given by the teacher in the group. They were divided into 4 big

groups and categorized as Group A, B, C, and D. Students were very

enthusiastic about joining the game and from 25 sentences that were given,

Group A and C were the winner in this game. The teacher gave them rewards.

Furthermore, the students were prepared for Main Activity part. They

were divided into 7 Jigsaw Groups where there were 4 groups consisted of 5

students and 3 groups consisted of 6 students. The groups were named as

Jigsaw Group A, B, C, D, E, F, and G. There was no problem in dividing Jigsaw

Group process, because the students already understood about the procedure of

Jigsaw. Then, the teacher gave texts entitled Panda which consisted of 6

questions related. The teacher explained the instruction about the procedure in

answering or finding solution according to the questions related to the text. It

took about 6 minutes length.

After giving instruction, students were asked to discuss about the

questions related to the text in their Jigsaw Group. This process took 10

minutes length. Some students seemed confused and asked the teacher about

the meaning of questions. The teacher came closer and re-explained about the
 52

purpose of the text. Most groups seemed able to coordinate their group member

to work in pair correctly. The teacher walked around to checked for students’

work. Commonly, there were some students who were talked each other with

other students from different group, in this meeting, it has been reduced. The

problem could be handled after the teacher explained about the purpose of text

and the questions served in the front of class.

After 10 minutes discussion in Jigsaw Group, the students were asked

to move into Expert Group. In this group, students who got same question were

discussing the answer. This step took 10 minutes duration. Before the

discussion started, a problem was happened when a student asked to get

permission for continuing her duty in Mini Bank. It could make the process of

teaching and learning disturbed. However, it could be handled by the English

teacher when she asked the Mini Bank organizer to give permission for

students from XI PB to continue the English course.

When the discussion in Expert Groups was done, then the students were

asked to move back into their Jigsaw Groups. The problem was happened here

when some students still did not understand about their duty. Meanwhile, some

students in the back talked when the teacher explained about the instructions

that they should do. Thus, the teacher came closer and warned them to focus

on their duty and continue the explanation. This process took 10 minutes

duration. The teacher walked around to check and measure students work in

Jigsaw Groups discussion. Sometimes, some students seemed make a joke with
 53

their friends and talk each other with the students from different group. The

teacher warned them and asked them to continue their work.

After the discussion, some students were pointed by the teacher to

present their discussion result. They seemed ashamed because other friends

were laughing when they presented the result. They were not confident because

they felt that they couldn’t read in English language. To solve the problems,

the teacher gave a warning for them who were laughing during the presentation

and gave motivation for the students who would do the presentation. This

process took 8 minutes.

Furthermore, after the presentation, the students were asked to move

back into their actual position as well as in the Introduction Part. They were

asked to assign Posttest as their evaluation process during the Cycle 1. It was

aimed to measure students’ Reading ability improvement have been increased

after threated by using Jigsaw Reading Technique in the Cycle 1. The Posttest

was multiple choice which was consisted of 15 questions and it took 45 minutes

duration before the Closure part. The teacher was helped by the collaborators

in order to control the students during evaluation process. Some students still

confused about the purposed of the questions and they tried to cheat. After

evaluation, the students were asked to submit their work and before the class

dismissed, the teacher conveying next planning in the next meeting. When the

bell was ringing, the class was dismissed.

 54

c. Observation

1) Result of Students’ Observation in Learning Activity

According to the result of observation in Cycle 1, the summary of

students’ learning activity observation in first meeting was 3.46 from range of

score was about 0 to 4. The result was classified as Good. The result could be

obtained from the observation forms that have been checked by two observers

(See Appendix 2). From the indicators served in the observation form, students’

activity was classified as active because they could follow the rules and

instruction given by their teacher.

In second meeting, the result of students’ learning activity was 3.60 on

range of score was about 0 to 4. There was an improvement of students’ activity

from the previous meeting in Cycle 1. The improvement could be seen from

the students who have familiar with the Jigsaw Reading Technique in learning

process. They could finish their discussion on time as planned before.

The result of Cycle 1 observation could be seen in the table 4.2 below.

The contents were obtained from the data given by two observers who have

joined the Cycle 1 meetings.

Cycle 1 First Meeting Second Meeting

Observer 1 Observer 2 Observer 1 Observer 2
Total Score
52 52 54 54
Average 3.46 3.60
Category Good Excellent
Table 4.2 Result of Cycle 1 Students’ Learning Activity
 55

2) Result of Learning Activity Observation

The result of Learning Activity Observation was collected from the

observation form which has cross-checked by two observers (See Appendix 2).

According to the observation form of Learning Activity, the result in the first

meeting in Cycle 1 was 3.45 in score range between 0 to 4. The result in second

meeting was 3.63 in score range between 0 to 4. There was an improvement

from the first meeting to the second meeting in Cycle 1. The improvement

happened significantly because in the second meeting, the students and teacher

had no difficulties in learning process by using Jigsaw Reading Technique.

The result of Learning Activity Observation could be seen from the table

4.3 below.

Cycle 1 First Meeting Second Meeting

Observer 1 Observer 2 Observer 1 Observer 2
Total Score
38 36 40 40
Average 3.45 3.63
Category Good Excellent
Table 4.3 Result of Learning Activity Observation

3) Result of Cycle 1 Posttest

The result of Posttest in Cycle 1 could be recognized in the table 4.4

below.

STUDENTS’
NO. SCORE CATEGORY
CODE

1 PB – 01 53 FAIL

2 PB – 02 60 FAIL

3 PB – 03 80 PASSED

4 PB – 04 87 PASSED
 56

STUDENTS’
NO. SCORE CATEGORY
CODE

5 PB – 05 80 PASSED

6 PB – 06 80 PASSED

7 PB – 07 80 PASSED

8 PB – 08 80 PASSED

9 PB – 09 80 PASSED

10 PB – 10 73 FAIL

11 PB – 11 60 FAIL

12 PB – 12 60 FAIL

13 PB – 13 87 PASSED

14 PB – 14 87 PASSED

15 PB – 15 93 PASSED

16 PB – 16 87 PASSED

17 PB – 17 67 FAIL

18 PB – 18 87 PASSED

19 PB – 19 60 FAIL

20 PB – 20 67 FAIL

21 PB – 21 80 PASSED

22 PB – 22 80 PASSED

23 PB – 23 93 PASSED

24 PB – 24 67 FAIL

25 PB – 25 80 PASSED

26 PB – 26 87 PASSED

27 PB – 27 80 FAIL

28 PB – 28 80 PASSED

29 PB – 29 53 FAIL

30 PB – 30 87 PASSED
 57

STUDENTS’
NO. SCORE CATEGORY
CODE

31 PB – 31 80 PASSED

32 PB – 32 80 PASSED

33 PB – 33 80 PASSED

34 PB – 34 80 PASSED

35 PB – 35 80 PASSED

36 PB – 36 87 PASSED

37 PB – 37 80 PASSED

38 PB – 38 80 PASSED

Table 4.4 Result of Posttest

From the data above, the result of posttest overall can be visualized in

summary as follow:

Highest score 93
Lowest score 53
Number of students who participated in 38
posttest
Average 77.4
Number of students who passed KKM 28 (68%)
Number of students who fail 10 (32%)

Table 4.5 Result of Posttest Overall

According to the indicator of performance in Chapter III, the research

would be done successfully if students could reach 75% percentage of learning

completeness. The data in Table 4.6 showed that the percentage of

completeness was 68% which mean it was not qualified as the standard of

indicator of performance. Some factors such as students’ indiscipline in paying

attention during teacher’s explaining the materials about reading, students who

seemed reluctant to discuss the material given, and some students still
 58

unfamiliar with the use of Jigsaw Reading Technique and language used

because they won’t to ask the teacher for re-explanation.

The problems were analyzed and reflected in the reflection step. It would

be considered to be solved in Cycle 2 in order to anticipate and to help the

students in understanding and improving their Reading ability and also to make

the result in Cycle 2 better than previous.

d. Reflection

After conducting the action process, the teacher did a discussion about

the reflection for Cycle 1 together with two collaborators. The discussion was

focused on the action process during two meetings in the Cycle 1. The

reflection was achieved according to the students’ learning activity, classroom,

and learning activity observation forms and also comments and opinions from

two collaborators who were became observers and also from students during

the action process. From two meetings, there were some aspects that have been

reached by students such as:

1) Several students were able to achieve the learning achievement that had

been proposed in the lesson plan. They could analyze the main idea and

implied meaning of the text given as the basic competency in lesson plan.

2) Several students were able to use scanning technique in looking for the

answer of their questions on the students’ worksheet and also posttest. It

means that students could achieve part of basic competency and also the

indicator of learning achievement that had been proposed in lesson plan.

 59

3) The percentage of classical completeness was getting closer to the

indicator of performance. Some students passed the KKM or Minimum

Mastery Criteria by seeing their result of posttest.

4) The improvement of some students in reading comprehension apparently

started from their activity in answering the worksheets and the posttest.

It can be seen from the table of Cycle 1 posttest result.

In addition to some aspects that could be reached by the students above,

there were some aspects that could not be reached by students and its became

problems during the classroom action research implementation such as:

1) The students’ ability of Reading must be improved because there were

some students who could not interpret the implied meaning correctly

according to the text given.

2) Some students also could not use skimming technique properly in order

to help them in finding the answer from the text for their question.

3) The materials used were containing of unfamiliar language use according

to the level of students. They could not interpret the meaning of the text.

4) Some students came late from the schedule time 7.15.

5) Some students still talking each other during the discussion process even

in Jigsaw or Expert Groups and also when the teacher giving an

explanation of material. This problem was happened in the first and

second meeting.

6) Some students were asked permission to do their daily practice in Bank

Mini even the class hasn’t been over yet.

 60

7) Time for ice breaking was too much so that students could not maximize

their group discussion process.

After analyzing some aspects haven’t been reached by students and also

the problems during Cycle 1 action process, some solutions were planned in

order to repair the problems. Some solutions that used to make Cycle 2 running

well such as:

1) Teacher choose different kind of texts compared to texts used in Cycle 1.

The use of language became an important attention in order to make sure

students could improve their reading ability dealing with Jigsaw Reading

Technique.

2) The use of skimming and scanning technique would be emphasized and

improved intensively in order to help the students able to improve their

reading ability in Cycle 2.

3) In addition to different kind of texts used in Cycle 2, in basic competency,

students were hopefully able to analyze and respond specific information

from the texts. This also used to improve students reading ability besides

analyzing and responding for the main idea and implied meaning.

4) The use of time for ice breaking had been reduced 3 minutes so that it

could be used by students to maximize their group discussion process.

5) The teacher had to warn the students explicitly if they still not paying

attention during the explanation about the materials and also during the

Jigsaw and Expert groups discussion and presentation.

 61

6) Before conducting the learning process, the teacher proposed a

permission to the Mini Bank organizer so that students of XI PB could

follow the English course.

4.1.2 Cycle 2

a. Planning

Based on the overall reflection of Cycle 1, Cycle 2 process was

proposed. Everything that implied in Cycle 2 was considered from the

problems happened during the process of action in Cycle 1. The solutions

founded were used to anticipate the possibility of weaknesses in Cycle 1 would

not happen in Cycle 2. The first step in Cycle 2 was conducted on Saturday,

August 11th, 2017. In the planning step, learning equipment were prepared such

as Lesson Plan, suitable materials, learning medium, observation sheets, and

posttest sheets, determining the topics of texts to be taught which are suitable

for the level of students will be chosen and also some interesting activities that

can encourage students’ braveness and interest in reading comprehension so

that they are able to use their reading ability maximally.

In the planning step, there are some learning equipment (See Appendix

3) that had been prepared such as:

1) Lesson Plan for Cycle 2 using Jigsaw Reading Technique which was

consisted of two meetings with new materials used and also basic

competency.

2) Students’ worksheets with 2 new texts.

3) Classroom Observation Form

 62

4) Students’ Activity Observation Form

5) Learning Activity Observation Form

6) Cycle 2 Posttest

7) Cycle 2 Posttest Answer Key

8) Scoring Table for Skill ability of students

9) Ice Breaking

b. Action

1) First Meeting

The first meeting in Cycle 2 was conducted on Wednesday, 9th of August

2017. The class was started at 7.15 AM as usual and ended at 8.35 AM. As

same as the meetings in Cycle 1, the first meeting in Cycle 2 was divided into

three parts such as Introduction, Main Activity, and Closure. The teacher taught

by giving Jigsaw Reading Technique as a treatment or learning technique. Two

collaborators were invited as observers during process of teaching and

learning.

In the Introduction part, as usual, students were asked to pray together

after greeting. The captain of the class was pointed to lead his friends to pray.

After that, the teacher called out students’ names to measure the number of

students who already appeared in the class to follow the learning process.

Luckily, there was no students who was absent or came late so that the time

consumption could be reduced. The Introduction activity was continued by Ice

Breaking activity. It was proposed to build up students’ motivation in learning

and also to make them confident before continue into the Main Activity. The
 63

Ice Breaking was called as Whispering Game, where the students were divided

into four big groups and every student who was standing as leader, he or she

would be whispered a sentence by teacher and he or she would continue the

sentence to the group members. There were four groups divided and named as

Group A, B, C, and D. Students seemed enthusiastic during the game. The

process of Ice Breaking took 5 minutes duration. Group A was out as a winner.

The activity was continued by Main Activity, where the teacher taught

students by using Jigsaw Reading Technique. In order to refresh students’

memory about Jigsaw Reading Technique, the teacher was explained in short

about the procedure of Jigsaw Reading Technique. It took 3 minutes duration.

Furthermore, the students were divided into 7 groups that named as

Jigsaw Groups. The members of groups were collected heterogonously. 4

groups were consisted of 5 students and 3 groups were consisted of 6 students.

The Jigsaw Groups were named as Jigsaw Group A, B, C, D, E, F, and G.

Then, the teacher gave Text 1 entitled “Panda” to the students. The text

was a report text which followed by 6 questions. Students were asked to read

the text and answer the following questions where each student got different

question in one group. Before answering the questions, the teacher explained

Skimming and Scanning technique in order to increase their Reading ability.

After that, they were asked to continue the discussion in each Jigsaw Group for

10 minutes. The teacher explained about the instruction in answering the

questions according to the text. Students seemed understood very fast about the

instruction and they were already to work then. Some students asked the
 64

teacher because they could not understand the aim of the questions. Then, the

teacher re-explained about the meaning of questions that should be assigned by

the students.

When the first 10 minutes in Jigsaw Group has been done, the teacher

continued the lesson by asking the students to move into Expert Groups based

on the number of question they got. The process of changing group was running

well, because the students already understood about the system or procedure in

learning by using Jigsaw Reading Technique. In this group, students were

asked to discuss about the question based on the text delivered. Students who

got same question were focused on the one same question and this step took 18

minutes duration. Teacher walked around to check or measure students’

activity in Expert Group discussion and helped them when they had problems

in discussing the question. It seemed that some students still talked with their

friends from other Expert Group and the teacher warned them to focus on their

work.

After discussion in Expert Groups was done, the students were asked to

move back into their first Jigsaw Groups. As the previous meetings, they were

asked to discuss and explain about the answer or solution that they’ve got after

discussion in Expert Group. Each student in every Jigsaw Group will explain

the answer to her/his friends as well. This step was conducted in 18 minutes.

Some students still ashamed in explaining their answer to their friends because

they felt nervous and they argued that they could not explain it in English. The

teacher walked around and help them how to explain their answer simpler.
 65

Some students also seemed still talking each other out of the context. The

teacher warned them again and told them to continue their discussion on their

own Jigsaw Group.

Learning activity was continued by presenting the result of students’

work. The students were selected randomly from different Jigsaw Groups and

they were asked to present their discussion result in the front of the class. The

teacher gave 8 minutes for students to explain their answer. Luckily, the

process of presentation was conducted well because the students seemed

confident even they felt nervous at the first moment.

2) Second Meeting

The second meeting in Cycle 2 was conducted on Wednesday, August

16th, 2017. The class was started at 7.15 AM as usual and ended at 8.40 AM.

As the second meeting in the Cycle 1, the teacher also did an evaluation process

by asking the students to assign Posttest at the end of meeting after learning by

Jigsaw Reading Technique. The process of learning also divided into three

parts such as Introduction, Main Activity, and Closure.

As usual, in the Introduction part, before the teaching and learning

process started, the students were asked to pray together. The captain of the

class was asked to lead his friends to pray together and greeting. After that, the

teacher checked out the students’ attendance to measure that how many

students that already came in the class. One student was coming late because

he asked to clean the toilet by the duty teacher as his punishment for coming

school late. However, he came right before the class started.

 66

Before conducting the Main Activity part, the teacher conducted an ice

breaking named Whispering Game where it the rules were same as previous

meeting. It took 6 minutes duration. The students seemed enthusiastic during

the ice breaking. For this time, the winner of the game who has nominated by

the highest score got an award that delivered by the teacher in next meeting.

Furthermore, the students were prepared for Main Activity part. They

were divided into 7 Jigsaw Groups where there were 4 groups consisted of 5

students and 3 groups consisted of 6 students. The groups were named as

Jigsaw Group A, B, C, D, E, F, and G. There was no problem in dividing Jigsaw

Group process, because the students already understood about the procedure of

Jigsaw. Then, the teacher gave text entitled Cats which consisted of 6 questions

related. Before discussing the text, the teacher explained about the instruction

in answering the questions following to the text. The content of text was shorter

than before because the teacher needed few times at the end for conducting

evaluation process.

After that, students who already sat on their Jigsaw Group were asked

to discuss about the questions related to the text in their Jigsaw Group. This

process took 10 minutes length. Some students seemed confused about the text

because they were not familiar with some words in the text, and they also not

understood about the purpose of questions. The problem could be handled after

the teacher explained about the purpose of text and the questions served in the

front of class.
 67

After 10 minutes discussion in Jigsaw Group, the students were asked

to move into Expert Group. In this group, students who got same question were

discussing the answer. This step took 10 minutes duration. In this part, some

students who got question number 4 were complained because there were two

students who talked each other without discussing the question. They seemed

reluctant to join the discussion. The teacher came closer and warned them to

help other friends in their Expert Group in order to find the solution or answer

about the question. Then, the teacher walked around to measure students’ work.

The process of discussion was interrupted for a while because there were some

students from students’ school organization who collected money for Qurban

contribution.

The process of discussion in Expert Group was done correctly. Then,

students were asked to move back into their own Jigsaw Group. As previous

meetings, in this part, students were asked to share what they have discussed

in Expert Group to the members of Jigsaw Group. They seemed enjoy and there

was no problem in this part because they have familiar with the rules or

procedures in learning by using Jigsaw Reading Technique. The teacher

walked around to check students’ work and there was no problem founded

during the discussion. This part was done in 8 minutes, 2 minutes faster than

the previous meetings. Then, after the process of discussion was done, the

teacher prepared the students for presentation part. The students were selected

randomly and they presented the result of the discussion. Presentation was

started from Jigsaw Group C and followed by Jigsaw Group A, E, F, D, and B.

 68

This part was done in 10 minutes and after it, the teacher gave 2 minutes for

students to break and prepare their selves for evaluation test of Cycle 2.

The students were asked to back into their first seat position as well as

in the Introduction Part. The teacher shared the Posttest where it consisted of

15 multiple choice questions which were delivered from some texts. It was

purposed to evaluate and measure the improvement of students’ reading ability

has been increased after treated by Jigsaw Reading Technique during teaching

and learning process. The Posttest took 45 minutes duration before the bell was

ringing. In order to measure the authentic answer from students, the teacher

was helped by the observers to control the evaluation test. After evaluation, the

students were asked to submit their work and before the class dismissed, the

teacher conveying next planning in the next meeting. When the bell was

ringing, the class was dismissed.

c. Observation

1) Result of Students’ Observation in Learning Activity

According to the result of observation in Cycle 2, the summary of

students’ learning activity observation in first meeting was 3.80 from range of

score was about 0 to 4. The result was classified as Excellent. The result could

be obtained from the observation form that have been checked by two

observers. From the indicators served in the observation form, students’

activity was classified as active because they could follow the rules and

instruction given by their teacher.

 69

In second meeting, the result of students’ learning activity was 3.96 on

range of score was about 0 to 4. There was an improvement of students’ activity

from the previous meeting in Cycle 2. The improvement could be seen from

the students who have familiar with the Jigsaw Reading Technique in learning

process. They could finish their discussion on time as planned before.

The result of Cycle 2 observation could be seen in the table 4.6 below.

The contents were obtained from the data given by two observers who have

joined the Cycle 2 meetings.

Cycle 2 First Meeting Second Meeting

Observer 1 Observer 2 Observer 1 Observer 2
Total Score
58 56 60 59
Average 3.80 3.96
Category Excellent Excellent
Table 4.6 Result of Cycle 2 Students’ Learning Activity

2) Result of Learning Activity Observation

The result of Learning Activity Observation was collected from the

observation form which has cross-checked by two observers. According to the

observation form of Learning Activity, the result in the first meeting in Cycle

2 was 3.85 in score range between 0 to 4. The result in second meeting was

3.95 in score range between 0 to 4. There was an improvement from the first

meeting to the second meeting in Cycle 2. The improvement happened

significantly because in the second meeting, the students and teacher had no

difficulties in learning process by using Jigsaw Reading Technique.

The result of Learning Activity Observation could be seen from the table

4.7 below.
 70

Cycle 2 First Meeting Second Meeting

Observer 1 Observer 2 Observer 1 Observer 2
Total Score
43 42 44 43
Average 3.85 3.95
Category Excellent Excellent
Table 4.7 Result of Learning Activity Observation

3) Result of Cycle 2 Posttest

The result of Posttest in Cycle 2 could be recognized in the table 4.8

below.

STUDENTS’
NO. SCORE CATEGORY
CODE

1 PB – 01 80 PASSED

2 PB – 02 60 FAIL

3 PB – 03 87 PASSED

4 PB – 04 87 PASSED

5 PB – 05 80 PASSED

6 PB – 06 80 PASSED

7 PB – 07 80 PASSED

8 PB – 08 80 PASSED

9 PB – 09 80 PASSED

10 PB – 10 73 FAIL

11 PB – 11 87 PASSED

12 PB – 12 80 PASSED

13 PB – 13 87 PASSED

14 PB – 14 87 PASSED

15 PB – 15 100 PASSED

16 PB – 16 87 PASSED

17 PB – 17 67 FAIL
 71

STUDENTS’
NO. SCORE CATEGORY
CODE

18 PB – 18 87 PASSED

19 PB – 19 80 PASSED

20 PB – 20 67 FAIL

21 PB – 21 80 PASSED

22 PB – 22 80 PASSED

23 PB – 23 93 PASSED

24 PB – 24 80 PASSED

25 PB – 25 80 PASSED

26 PB – 26 87 PASSED

27 PB – 27 80 PASSED

28 PB – 28 87 PASSED

29 PB – 29 67 FAIL

30 PB – 30 93 PASSED

31 PB – 31 87 PASSED

32 PB – 32 87 PASSED

33 PB – 33 80 PASSED

34 PB – 34 80 PASSED

35 PB – 35 93 PASSED

36 PB – 36 93 PASSED

37 PB – 37 87 PASSED

38 PB – 38 87 PASSED

Table 4.8 Result of Posttest

 72

From the data above, the result of posttest overall can be visualized in

summary as follow:

Highest score 100

Lowest score 60
Number of students who participated in 38
posttest
Average 82.5
Number of students who passed KKM 33 (80%)
Percentage of students who fail 5 (20%)

Table 4.9 Result of Posttest Overall

The improvement was happened in Cycle 2 where the percentage of

completeness reached 80%. Most students were able to improve their reading

ability. It could be seen from their activeness during discussion process and

their result of evaluation test. They seemed enjoy with the Jigsaw Reading

Technique including Skimming and Scanning in reading technique. The

activeness of students in discussion was seen from the second meeting in Cycle

1, but it has been improved in 2 meeting in Cycle 2. Most students obtain score

87 and 93, and 1 student got score 100.

d. Reflection

After conducting the action process, the teacher did a discussion about the

reflection for Cycle 2 together with two collaborators. The discussion was focused

on the action process during two meetings in the Cycle 2. The reflection was

achieved according to the students’ learning activity, classroom, and learning

activity observation forms and also comments and opinions from two collaborators

who were became observers and also from students during the action process.
 73

After reflecting the process and result of Cycle 2, there were some

improvement reached by the students such as:

1) Most students could interpret the implied meaning, main idea, and specific

information according to the text given correctly.

2) Most students also able to use skimming and scanning technique. It could

be seen from their activity in analyzing main idea, specific information,

implied meaning or answering Cycle 2 posttest in effective time.

3) The result of Cycle 2 posttest indicated that most students were able to

improve their reading ability.

However, some problems were still happened in Cycle 2. These problems

weren’t impacted significantly to the students’ learning activity and result. From

two meetings, there were some problems happened such as:

1) Some students still talking each other during the discussion process even

in Jigsaw or Expert Groups. This problem was happened in the first and

second meeting.

2) Some students still complained about the contents of texts because they

weren’t familiar with the words.

After analyzing the problems during Cycle 2 action process, some solutions

were obtained in order to repair the problems. The solutions obtained would be

used for the next researcher to anticipate and solve the problems. Some solutions

can be described as follows:

 74

1) The teacher had to warn the students explicitly if they still not paying

attention during the explanation about the materials and during the Jigsaw

Groups’ presentation.

2) The teacher had to warn the students explicitly in Jigsaw and Expert Groups

discussion so that they wouldn’t disturb or play or talk each other during

the discussion process and the time would be used wisely.

The research was ended here because the indicators of performance, basic

competency, and also the indicator of learning achievement had been achieved

after the process of evaluation and analysis of Cycle 2. From the result in Table

4.9, the percentage of students’ completeness in learning (80%) has been passed

the indicator of performance 75%. It meant that the research could be ended

because the percentage of students who passed KKM was 5% higher than the

indicator of performance.

4.2 DISCUSSION

The implementation of this research was over. Based on the action,

observation, and reflection, the result of this research could be concluded generally

that this research has made some improvement for the learning process especially

in learning Reading on students of XI PB.

This classroom action research was conducted as the solution to improve

students’ reading ability at XI PB students in SMKN 1 Mataram by using Jigsaw

Reading Technique. This research was done by conducting 2 cycles where each

cycle consisted of 2 meetings including the evaluation process (posttest) at the end
 75

of each second meeting. The material chosen was focused on the reading. The

result of students’ score in this research could be seen as the table 4.10 below.

Table of Students’ Improvement of Reading Ability Before and After

Taught by Using Jigsaw Reading Technique

No. Students Pretest Score Cycle 1 Cycle 2

Code Posttest Score Posttest Score

1 PB-01 53 53 80
2 PB-02 40 60 60
3 PB-03 40 80 87
4 PB-04 53 87 87
5 PB-05 47 80 80
6 PB-06 40 80 80
7 PB-07 80 80 80
8 PB-08 60 80 80
9 PB-09 47 80 80
10 PB-10 47 73 73
11 PB-11 33 60 87
12 PB-12 33 60 80
13 PB-13 47 87 87
14 PB-14 80 87 87
15 PB-15 87 93 100
16 PB-16 87 87 87
17 PB-17 33 67 67
18 PB-18 53 87 87
19 PB-19 27 60 80
20 PB-20 53 67 67
21 PB-21 80 80 80
22 PB-22 40 80 80
 76

No. Students Pretest Score Cycle 1 Cycle 2

Code Posttest Score Posttest Score

23 PB-23 80 93 93
24 PB-24 53 67 80
25 PB-25 40 80 80
26 PB-26 80 87 87
27 PB-27 60 80 80
28 PB-28 80 80 87
29 PB-29 33 53 67
30 PB-30 40 87 93
31 PB-31 93 80 87
32 PB-32 20 80 87
33 PB-33 40 80 80
34 PB-34 40 80 80
35 PB-35 40 80 93
36 PB-36 80 87 93
37 PB-37 40 80 87
38 PB-38 87 80 87
Average 54.36842105 77.42105263 82.55263158
Total Score 2066 2942 3137
Highest Score 93 93 100
Lowest Score 20 53 60
11 28 33
students/28.9% students/68% students/80%
passed passed passed
Information
27 10 5
students/71.1% students/32% students/20%
failed failed failed
Table 4.10 Students’ Improvement of Reading Ability

In Cycle 1, the treatment of Jigsaw Reading Technique was used from the

first to the second meeting. The technique used was proposed to help the students
 77

to improve their Reading ability. Many of students who were not familiar with this

technique trying to adapt their selves to the technique. The first time of using

Jigsaw Reading Technique was running well even there were some weaknesses

founded.

The result of Cycle 1 evaluation based on the Table 4.10 above, the data

shows that the percentage of students who passed KKM was 68% where 28

students were passed it in Cycle 1 with the average 54.36. The highest score was

93 and the lowest score was 53. However, the percentage of completeness in Cycle

1 was not qualified to reach the standard of the indicator of performance, where

the percentage of completeness should be 75%. It means there was something that

should be repaired in Cycle 2 in order to reach the result as the indicator of

performance.

From the result of Cycle 1 action and reflection process, there were some

weaknesses founded such as; 1) The students’ ability of Reading must be

improved because there were some students who could not interpret the implied

meaning correctly according to the text given, 2) Some students also could not use

skimming technique properly in order to help them in finding the answer from the

text for their question, 3) The materials used were containing of unfamiliar

language use according to the level of students. They could not interpret the

meaning of the text, 4) Some students came late from the schedule time 7.15, 5)

Some students still talking each other during the discussion process even in Jigsaw

or Expert Groups and also when the teacher giving an explanation of material. This

problem was happened in the first and second meeting, 6) Some students were
 78

asked permission to do their daily practice in Bank Mini even the class hasn’t been

over yet, and 7) Time for ice breaking was too much so that students could not

maximize their group discussion process.

The weaknesses above were impacted on the result of students’ evaluation

in Cycle 1. Hence, after reflecting and analyzing the weaknesses, the teacher found

some solutions to reduce the weaknesses to make the Cycle 2 ran well. The

solutions were considered from the weaknesses in order to obtain the maximum

result in Cycle 2 as well as the indicator of performance. Therefore, the teacher

implemented the solution for the problems occurred in Cycle 1. Some solutions

considered such as; 1) Teacher choose different kind of texts compared to texts

used in Cycle 1. The use of language became an important attention in order to

make sure students could improve their reading ability dealing with Jigsaw

Reading Technique, 2) The use of skimming and scanning technique would be

emphasized and improved intensively in order to help the students able to improve

their reading ability in Cycle 2, 3) In addition to different kind of texts used in

Cycle 2, in basic competency, students were hopefully able to analyze and respond

specific information from the texts. This also used to improve students reading

ability besides analyzing and responding for the main idea and implied meaning,

4) The use of time for ice breaking had been reduced 3 minutes so that it could be

used by students to maximize their group discussion process, 5) The teacher had

to warn the students explicitly if they still not paying attention during the

explanation about the materials and also during the Jigsaw and Expert groups

discussion and presentation, and 6) Before conducting the learning process, the
 79

teacher proposed a permission to the Mini Bank organizer so that students of XI

PB could follow the English course.

In Cycle 2, Jigsaw Reading Technique was still used in order to improve

students’ reading ability. From the result of Cycle 2 in the Table 4.10, the

percentage of students who passed the KKM increased from 68% in Cycle 1 into

80% in Cycle 2. 33 students were completely passed the KKM. The average was

82.55 where the highest score was 100 and the lowest score was 60. The score was

collected from Cycle 2 Posttest which was used as the evaluation of Cycle 2.

Based on the data presented above, it shows that there was an improvement

in terms of students’ achievement in comprehending the reading text and they were

able to answer the questions in better than the previous meeting evaluation. After

reflecting and analyzing the Cycle 2 overall, the teacher found some problems such

as; 1) Some students still talking each other during the discussion process even in

Jigsaw or Expert Groups. This problem was happened in the first and second

meeting, and 2) Some students still complained about the contents of texts because

they weren’t familiar with the words.

This research was ended in 2 cycles because according to the result of

evaluation and observation in Cycle 2, the data needed has been qualified to

complete the indicator of performance. According to Arikunto (2009: 22) states

that the classroom action research is finish at least in 2 cycles and it should be

appropriated with the indicator of performance that have been decided. Where the

percentage of students’ completeness in cycle 2 was 80% which means that the

result has passed the indicator of performance 75%. The resume of students’ score
 80

improvement and percentage before and after taught by using Jigsaw Reading

Technique could be seen in the chart below.

Students' Score Improvement

90 82.5
80
77.4
80
71.1
68
70
60 54.36

50
40
32
28.9
30
20
20
10
0
Pretest Posttest 1 Posttest 2
Passed (%) Failed (%) Average

During this research, the percentage of students’ attendance who joining this

research was never less than 85%. After using Jigsaw Reading Technique as the

model of learning, it could help the students became more active and able to

improve their ability especially in Reading. This Cooperative Learning model

could emphasize students’ activeness in group work in order to obtain scores

maximally and improve their Reading ability. It suitable with Aronson (1978) who

stated that in Jigsaw, students are assigned to enable themselves to cooperate with

other students and increase their activeness to develop their interpersonal skills and

increase appreciation mutually.

The improvement of students’ Reading ability could be seen from their

activity in the discussion and evaluation in Cycle 1 and Cycle 2. Even in first

meeting in Cycle 1, students seemed nervous and still talked each other with their
 81

friends, but it could be covered by their activeness in discussion after being warned

by the teacher. The students learned to believe in their own ability to find the

solution for the problems founded. In Cycle 2, they were more active in expressing

and sharing ideas to others in order to solve the problems and they have no doubt

to express their ideas in a presentation. These evidences were appropriate with the

advantages of Jigsaw which were explained by Budiyanto (2016: 82).

The students also able to use Skimming and Scanning in their reading

activity even in discussion or evaluation process. These reading techniques were

taught in Cycle 1 and 2 before the process of discussion begun. The improvement

of students’ reading ability could be seen from the result of evaluation which was

increasing from the Pretest into Posttest in Cycle 1 and 2.

However, the process of teaching and learning by using new technique was

not easy. Some problems that became the weaknesses in this research could be a

challenge for the researcher or teacher to explore more the ability to find new

solutions that considered from the problems happened. Despite that, the use of

Jigsaw Reading Technique in this research has become a solution for the teacher

and students of XI PB in solving the problems existed and improve the students’

Reading ability and also their activeness in class participation. Thus, according to

the findings and discussion above, it could be concluded that Jigsaw Reading

Technique could improve students’ reading ability at XI PB class in SMKN 1

Mataram in academic year 2017/2018.

 82

CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestions of the research. The

further explanation of each part will be described as follows.

5.1 CONCLUSION

According to the result of the research, it can be concluded that Jigsaw

Reading Technique can improve students’ Reading ability at XI PB in SMKN 1

Mataram in Academic Year 2017/2018. The process of improvement was occurred

by conducting teaching and learning process using Jigsaw Reading Technique

which was applying the procedures such as; 1) Teacher explained the topics of

materials, giving motivation and conveying the aims of learning, 2) Dividing

students into small groups of 3-5 students heterogenically based on academic

ability, sex, or social background then the group named as Jigsaw Groups, 3)

Students discussed the materials given and each member of group asked to answer

different question or sub material, 4) Breaking students in Jigsaw Groups into some

groups of students who have same number of question and the group named as

Expert Groups, 5) After discussion in Expert Groups, the students asked to move

back into their first Jigsaw Groups and they share the result of Expert Groups

discussion, 6) Teacher appointed students from different Jigsaw Groups to present

their result of discussion, 7) Students submitted their result, and 8) In order to

measure students’ improvement in Reading ability, the teacher gave evaluation test

(posttest) at the end of second meeting in each cycle. The result of students’

Reading ability improvement could be seen from the result of 2 cycles. By applying
 83

Jigsaw Reading Technique, the percentage of classical completeness of students in

Cycle 1 was 68% and increased into 80% in Cycle 2. In terms of quantitative data,

the average of students’ score in Cycle 1 was 77.42. The average in Cycle 2 was

improved into 82.55.

By applying Jigsaw Reading Technique, some aspects that could be reached

by students which is become the advantages during teaching and learning process

such as; 1) Students were able to work together and believe to seek and share

information with other students, 2) Students could solve the problems in Reading

and also they could get higher academic results than taught by usual technique used

by the English teacher, and 3) Students could improve their self-confident in

answering the questions and also improve their interpersonal skill between one

student to others.

5.2 SUGGESTION

Based on the conclusion mentioned above, some suggestions will be

directed toward the students, the English teacher, and other researchers. The

suggestions are described as follows:

1) For students

In terms of developing and improving English ability especially

Reading skill, they have to practice more and apply the technique correctly

as the procedure. Jigsaw Reading Technique is one appropriate technique in

order to practice in improving reading ability. It can give opportunities for

the students to be more active in learning, finishing the problems or some

topics by sharing and discussing about the answer with the teacher or mates
 84

in group-working. By this way, it believed that the students can help other

friends in understanding the materials given by the teacher.

2) For English teacher

The English teacher hopefully can find or use the appropriate

technique or method of learning in order to improve the ability of students

especially in reading so that they can obtain high academic result as wished.

Cooperative Learning Technique Type Jigsaw Reading can be a solution in

order to help the students become more active in learning English and teach

them to be brave in sharing opinion about some topics with other friends.

3) For other researchers

For next researchers who want to use Jigsaw Reading Technique as

the solution in covering problems of students’ reading ability, they have to

pay attention carefully on the steps of conducting Jigsaw. The weaknesses

and solutions for repairing the problems in this research hopefully can help

the next researcher to prepare their research maximally so that there will be

no failure in the future. This technique also can be used for other field of

English skills such as Writing and Listening.

 85

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APPENDICES
 APPENDIX 1
Students’ Attendance List of XI PB
 APPENDIX 2
Cycle 1 Lesson Plan
Cycle 1 Post-Test
Text 1
Text 2
Classroom Observation Form
Learning Activity Observation Sheet
Students Activity Observation Sheet
The Result of Cycle 1 Evaluation
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SIKLUS 1
Sekolah : SMKN 1 Mataram
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI PB/1
Alokasi Waktu : 2 X 45 menit (2X pertemuan)

A. Kompetensi Inti
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dalam wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian dalam bidang kerja yang spesifik untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak
secara efektif dan kreatif, dan mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.

B. Kompetensi Dasar
1. Merespon berbagai informasi yang terdapat dalam berbagai jenis teks bacaan
seperti menganalisis dan menyatakan ide pokok (main idea) dan makna tersirat.

2. Menganalisa dan menemukan berbagai informasi yang terdapat dalam berbagai

jenis teks bacaan dengan menggunakan teknik skimming atau scanning.

C. Indikator Pencapaian Kompetensi

1. Indikator KD 1
1.1 Siswa dapat menganalisa dan merespon ide pokok (main idea) yang terdapat pada
berbagai jenis teks bacaan yang diberikan oleh guru.
1.2 Siswa dapat menganalisa dan merespon makna tersirat (implied meaning) yang
terdapat pada berbagai jenis teks bacaan yang diberikan oleh guru.
2. Indikator KD 2
2.1 Siswa dapat menggunakan teknik skimming atau scanning dalam menganalisa dan
menemukan berbagai informasi seperti ide pokok (main idea) dan makna tersirat
(implied meaning).

1
 D. Tujuan Pembelajaran
KD. 1.1
▪ Dengan mengamati dan mempelajari berbagai teks bacaan yang diberikan oleh
guru, siswa dapat menganalisa dan merespon ide pokok (main idea) yang
terdapat pada teks sesuai dengan konteks.
▪ Dengan mengamati dan mempelajari berbagai teks bacaan yang diberikan oleh
guru, siswa dapat menganalisa dan merespon makna tersirat (implied meaning)
yang terdapat pada teks sesuai dengan konteks.
KD. 2.1
▪ Dengan menggunakan teknik skimming atau scanning, siswa dapat menganalisa
dan menemukan berbagai informasi penting yang berkaitan dengan teks yang
diberikan.

E. Materi Pembelajaran
A. Teks yang berjudul “Garbage and Flooding in Jakarta”
B. Teks yang berjudul “Ways Kids Can Help Save Trees”

F. Pendekatan dan Model Pembelajaran

- Pendekatan : Scientific Approach
- Model pembelajaran : Cooperative Learning Jigsaw Reading
- Teknik : Diskusi dan presentasi, Games

G. Sumber dan Media Pembelajaran

- Buku teks
- Teks bacaan dengan judul “Garbage and Flooding in Jakarta” and “Ways Kids Can
Help Save Trees”.

H. Kegiatan Pembelajaran
Pertemuan I
Alokasi
Kegiatan Interaksi Deskripsi Kegiatan Media Tujuan Kegiatan
Waktu
1’ T SS 1. Melakukan pembukaan - Untuk menciptakan suasana
dengan salam pembuka kelas yang nyaman dan
dan berdoa untuk kondusif untuk belajar.
memulai pembelajaran.

1’ T SS 2. Memeriksa kehadiran Papan - Untuk mengetahui jumlah siswa

siswa dan memastikan tulis, yang ada di dalam kelas untuk
kesiapan siswa dalam spidol belajar.
kegiatan pembelajaran.
Pendahuluan
8’ T SS 3. Sebelum memulai - Untuk menguji pengetahuan
pelajaran, guru akan siswa tentang materi yang telah

2
 melaksanakan ice disampaikan di pertemuan
breaking yaitu “Board sebelumnya, sekaligus
Race” agar siswa lebih meningkatkan semangat siswa
bersemangat dan aktif dalam belajar.
dalam belajar di kelas.

4. Siswa akan dibagi - Persiapan ice breaking

menjadi 4 kelompok
besar berdasarkan posisi
tempat duduk mereka.

5. Guru akan membuat garis - Untuk memulai kegiatan ice

vertikal di papan tulis dan breaking
menulis topik ice
breaking –nya. Topik
yang akan digunakan
berkaitan dengan materi
yang sudah disampaikan
pada pertemuan
sebelumnya yaitu
making, accepting, and
declining offers &
suggestion.

6. Para siswa dari setiap

kelompok yang sudah
terbagi harus menulis
kata-kata yang
berhubungan dengan
topik yang diberikan
sebanyak mungkin.
Waktu para siswa untuk
menulis kata-kata adalah
5 menit.

7. Setiap kelompok dengan

kata-kata yang benar
akan mendapatkan poin.
Kelompok dengan poin
tertinggi akan menjadi
pemenang dan akan
mendapatkan reward dari
guru.
1’ T SS 1. Siswa secara heterogen - Untuk mempersiapkan kegiatan
dibagi menjadi diskusi menggunakan teknik
kelompok-kelompok jigsaw.
Inti yang beranggotakan 4-5
orang di tiap-tiap LCD,
kelompok. Dalam hal ini, PPT,
kelompok pertama Teks
dinamakan Jigsaw
Groups.

3
4’ T SS 2. Setiap kelompok - Untuk mempersiapkan topik
diberikan teks bacaan yang akan didiskusikan oleh
yang berjudul “Garbage siswa, serta memberikan siswa
and Flooding in Jakarta” pengetahuan akan teknik-teknik
untuk didiskusikan. membaca (reading) teks dalam
Setiap siswa dalam setiap Bahasa Inggris.
kelompok akan
menjawab soal-soal yang
diberikan. Sebelum
memulai diskusi, guru
akan memberikan
penjelasan teknik
skimming and scanning
reading dalam membaca
teks Bahasa Inggris.

10’ T SS 3. Siswa diminta untuk - Untuk melatih siswa untuk

SS SS melakukan diskusi belajar secara kooperatif dengan
dengan teman teknik Jigsaw dengan siswa-
kelompoknya di dalam siswa lainnya di kelompok awal.
Jigsaw Groups untuk
mendiskusikan soal yang
berkaitan dengan teks
yang diberikan.

15’ T SS 4. Setelah diskusi dengan - Untuk memberikan kesempatan

SS SS temannya di Jigsaw kepada siswa untuk
Groups, siswa diminta mendiskusikan topik atau soal
untuk berkumpul dan yang sama dengan kelompok
berdiskusi dengan teman- para ahli.
temannya di kelompok
para ahli atau Expert
Groups. Expert Groups
akan mendiskusikan topik
mereka masing-masing.

14’ T SS 5. Siswa yang telah - Untuk mendiskusikan kembali

SS SS berdiskusi dalam Expert topik dari masing-masing
Groups, kembali ke individu yang telah didiskusikan
kelompok asalnya atau di kelompok ahli serta untuk
Jigsaw Groups untuk memberikan kesempatan
mendiskusikan hasil kepada siswa untuk mengoreksi
diskusi mereka di hasil diskusi mereka dan
kelompok ahli. Siswa menyocokkan dengan materi
diminta untuk yang sudah diajarkan.
menyocokan hasil diskusi
mereka dengan soal-soal
berdasarkan topik yang
diberikan.

6. Siswa diminta untuk - Untuk mempresentasikan hasil

15’ T SS mempresentasikan hasil diskusi kelompok Jigsaw
SS SS diskusi di depan kelas dan masing-masing.

4
 menyimpulkan hasil yang
dibahas.
- Untuk proses penilaian hasil
1’ T SS 7. Setelah presentasi, siswa kerja siswa.
diminta untuk
mengumpulkan tugas
hasil diskusi mereka.

Catatan:
Selama pembelajaran
berlangsung, guru mengamati
sikap siswa dalam
pembelajaran yang meliputi
sikap: aktif, tekun, dan
kerjasama.

Penutup 2’ T SS 1. Dengan bimbingan guru, - Untuk mengetahui sejauh mana

siswa membuat materi telah dikuasai siswa.
kesimpulan tentang
kegiatan belajar yang
telah dilakukan.

1’ T SS 2. Guru menyampaikan - Agar siswa tahu apa yang akan

rencana pembahasan di dipelajari di pertemuan
pertemuan selanjutnya. - selanjutnya, sehingga mereka
bisa mempersiapkan diri.

- Untuk menambah pengetahuan

1’ T SS 3. Siswa diberikan tugas dan ketrampilan siswa tentang
untuk menulis contoh ungkapan tawaran (offer) dan
kalimat ungkapan asking, saran (suggestion).
giving, and responding to
offering and suggestion.
(masing-masing
ungkapan berisi 5
kalimat).
- Untuk menutup kegiatan pada
1’ T SS 4. Salam penutup. pertemuan II

Pertemuan II
Alokasi
Kegiatan Interaksi Deskripsi Kegiatan Media Tujuan Kegiatan
Waktu
1’ T SS 1. Melakukan pembukaan - Untuk menciptakan suasana
dengan salam pembuka kelas yang nyaman dan
dan berdoa untuk kondusif untuk belajar.
memulai pembelajaran.
LCD,
1’ T SS 2. Memeriksa kehadiran PPT - Untuk mengetahui jumlah siswa
siswa dan memastikan SLIDE yang ada di dalam kelas untuk
kesiapan siswa dalam belajar.
kegiatan pembelajaran,
Pendahuluan serta memberikan

5
 feedback diskusi
pertemuan sebelumnya.

8’ T SS 3. Sebelum memulai - Untuk me-refresh ingatan siswa

pelajaran, guru akan me- tentang materi offer and
refresh ingatan siswa ssuggestion yang telah diajarkan
tentang materi di dan meningkatkan motivasi
pertemuan sebelumnya siswa dalam belajar.
dengan mengadakan
Guessing Game.

4. Guru akan menampilkan

beberapa kalimat tentang
asking and responding
offers and suggestion,
dan siswa bertugas untuk
menebak jenis kalimat
yang ditampilkan oleh
guru. (10 kalimat)

5. Siswa yang menjawab

dengan benar akan
mendapat poin dan
pemenang akan
mendapatkan reward.

1’ T SS 1. Siswa secara heterogen - Untuk mempersiapkan kegiatan

dibagi menjadi diskusi menggunakan teknik
kelompok-kelompok jigsaw.
yang beranggotakan 4-5
orang di tiap-tiap
kelompok. Dalam hal ini,
kelompok pertama
dinamakan Jigsaw
Groups.

1’ T SS 2. Setiap kelompok - Untuk mempersiapkan topik

diberikan teks bacaan yang akan didiskusikan oleh
yang berjudul “Some LCD, siswa.
Important Things When PPT,
Looking for a Job” untuk Teks,
didiskusikan. Setiap Soal
siswa dalam setiap posttest
kelompok akan
menjawab soal-soal yang
Inti diberikan pada paragraf
yang berbeda.
- Untuk melatih siswa untuk
10’ T SS 3. Siswa diminta untuk belajar secara kooperatif dengan
SS SS melakukan diskusi teknik Jigsaw dengan siswa-
dengan teman siswa lainnya di kelompok awal
kelompoknya di dalam dalam materi ungkapan tawaran
Jigsaw Groups untuk (offer) dan saran (suggestion).
mendiskusikan soal yang
berkaitan dengan teks

6
 yang diberikan. Dalam
diskusi ini, tiap-tiap siswa
diminta untuk
menganalisa ungkapan
tawaran (offer) dan saran
(suggestion) beserta ide
pokok (main idea) dalam
1 paragraf.

10’ T SS 4. Setelah diskusi dengan - Untuk memberikan kesempatan

SS SS temannya di Jigsaw kepada siswa untuk
Groups, siswa diminta mendiskusikan topik atau soal
untuk berkumpul dan yang sama dengan kelompok
berdiskusi dengan teman- para ahli.
temannya di kelompok
para ahli atau Expert
Inti Groups. Expert Groups
akan mendiskusikan
topik mereka masing-
masing.

10’ T SS 5. Siswa yang telah - Untuk mendiskusikan kembali

SS SS berdiskusi dalam Expert topik dari masing-masing
Groups, kembali ke individu yang telah didiskusikan
kelompok asalnya atau di kelompok ahli serta untuk
Jigsaw Groups untuk memberikan kesempatan
mendiskusikan hasil kepada siswa untuk mengoreksi
diskusi mereka di hasil diskusi mereka dan
kelompok ahli. Siswa menyocokkan dengan materi
diminta untuk yang sudah diajarkan.
menyocokan hasil diskusi
mereka dengan soal-soal
berdasarkan topik yang
diberikan.

1’ T SS 6. Siswa diminta untuk - Untuk proses penilaian hasil

mengumpulkan tugas kerja siswa.
hasil diskusi mereka.

7. Siswa akan diberikan - Untuk mengetahui

42’ T SS evaluasi berupa soal perkembangan kognitif dan
posttest untuk siklus 1. motorik siswa dalam siklus 1
(soal posttest; 15 MC) dengan materi ungkapan
tawaran (offer) dan saran
Catatan: (suggestion).
Selama pembelajaran
berlangsung, guru mengamati
sikap siswa dalam
pembelajaran yang meliputi
sikap: aktif, tekun, dan
kerjasama.

Penutup 2’ T SS 1. Dengan bimbingan guru, - Untuk mengetahui sejauh mana

siswa membuat materi telah dikuasai siswa.

7
 kesimpulan tentang
kegiatan belajar yang
telah dilakukan.

1’ T SS 2. Guru menyampaikan - Agar siswa tahu apa yang akan

rencana pembahasan di dipelajari di pertemuan
pertemuan selanjutnya. - selanjutnya, sehingga mereka
bisa mempersiapkan diri.

1’ T SS 3. Salam penutup. - Untuk menutup kegiatan pada

pertemuan III

I. Teknik Penilaian Pembelajaran

1. Teknik Penilaian : penugasan (proyek), dan tes tertulis

NO. Aspek yang dinilai Teknik Penilaian

1. Pengetahuan
a. Siswa membaca dan menjawab soal posttest Tes Tulis

2. Keterampilan
a. Menulis kalimat ungkapan tawaran (offer) dan saran Penugasan
(suggestion)

2. Penilaian Pengetahuan
Bentuk Tes : Menjawab pertanyaan
Soal merupakan pilihan ganda yang berjumlah 15 soal. Nilai dihitung menggunakan
rumus:
Jawaban benar
Nilai = X 100
15

Mataram, Juli 2017

Guru Mata Pelajaran, Guru Mata Pelajaran,
Bahasa Inggris Mahasiswa,

Hj. Zulfawati, S.Pd. I Nyoman Pasek Darmawan

NIP. 19670108 200003 2 002 NIM. E1D 013 024

Mengetahui,
Kepala SMKN 1 Mataram

Drs. Munawar, S.Sos,S.Kom,MM

NIP. 19661231 198602 1 059

8
9
 POST-TEST 1
NAMA :
KELAS :
ABSEN :
WAKTU : 40 Menit
Read carefully and choose A, B, C, D, or E for the correct answer!
Read the passage below to answer number 1-5!
Text 1.
What are some important considerations when you look for a new job? According to
experts, you ought to think about these things:
First, know yourself! You should ask yourself exactly what you want from a job. Is it
money, interesting work, nice co-workers, or something else? Different people want different
things from a job. Assess yourself. Where are you now and where do you want to be?
You also might want to think about your personal relationships. Consider which
relationships are going well, which ones are not, and, most importantly, why. This will help you
understand how you relate to people you work with.
Make changes! If you had problems with another job, then you should make changes
before you take a new job. It is too late when you are in the job.
Decide what you don’t want! If you want a nine-to-five job, you had better not work for
a company that expects you to be on call 24 hours in 7 days.
If you have an interview, prepare! You should find out about an employer’s business
before your interview. Study the company’s website. You could also call the company. Ask to
speak with someone about the job.
Of course, many of these ideas are common sense, but a lot of people just don’t think
about them. As a result, they are very unhappy in their jobs.
1. What is the passage about?
A. Advice for people looking for jobs
B. Successful strategies in winning the jobs
C. Job opportunity and career
D. Preparing oneself to have a right job
E. Requirements for an appropriate job

2. How many suggestions about finding a job can you identify from the passage?
A. 4
B. 5
C. 6
D. 7
E. 8
 3. Assess yourself. Where are you now and where do you want to be? (paragraph 2)
What does the underlined words mean?
A. Evaluating whether the job is good for you
B. Identifying different things from a job
C. Positioning yourself for advancement
D. Knowing yourself
E. Exploring if the job offers interesting salary

4. The statements in paragraph 5 suggest that…

A. All jobs require you to be always available in 24 hours in 7 days
B. If you accept the condition to be on call 24 hours in 7 days, you can’t have other
jobs rather that one
C. Only professionals work on call 24 hours in 7 days
D. New employees usually start their own call work hours 24 hours in 7 days
E. Jobs on call 24 hours in 7 days offer good salaries

5. What is the advantage of considering your personal relationships?

A. Personal relationships can bring opportunities in future advancement
B. Many promotions start from a well-maintained relationship
C. This helps you understand how you relate to people you work with
D. Not many people realize how important a good personal relationship is
E. Personal relationships can keep you in the jobs
Read the passage below to answer questions number 6-8!
Text 2.
After the Elections
The former Prime Minister, Mr. Wentworth Lane, was defeated in the recent elections. He is
now retiring from political life and has gone abroad. My friend, Crawley, has always been a
fanatical opponent of Mr. Lane’s Radical Progressive Party. After the elections, Crawley went
to the former Prime Minister’s house. When he asked if Mr. Lane lived there, the policeman
on duty told him that since his defeat, the ex-Prime Minister has gone abroad.
On the following day, Crawley went to the house again. The same policeman was just walking
slowly pas the entrance, when Crawley asked the same question. Though a little suspicious
this time, the policeman gave him the same answer. The day after Crawley went to the house
once more and asked exactly the same question. This time, the policeman lost his temper.
“I told you yesterday and the day before yesterday”, he shouted. “Mr. Lane was defeated in
the election. He has retired from political life and gone to live abroad”.
“I know, but I love to hear you say it”, answer Crawley.
6. What happen to the farmer Prime Minister, Mr. Wentworth Lane?
A. He is retiring
B. He has gone abroad
C. He lost his temper
D. He has been a fanatical opponent
E. He was defeated in the recent elections
 7. How did Crawley react to the farmer Prime Minister’s defeat?
A. He asked if Mr. Lane lived in the house
B. He went to the farmer Prime Minister’s house
C. He asked the same question to the same policeman
D. He retired from political life and went abroad
E. He loved to hear the policeman answer his question

8. When did Mr. Lane go abroad?

A. After defeating in the recent elections
B. After retiring from political life
C. After Crawley went to the house once more
D. After the policeman answer the same question from Crawley
E. After sacked from the political life
Read the passage below to answer question number 9-12!
Text 3.
Ways Kids Can Help Save Trees
If you’re a fan of nature and the environment, you’re probably already doing things to take
care of the planet – on Earth Day and every day. This month, I’ve shared ways kids (and
families) can help protect wildlife and oceans. Today I’m focusing on ways kids can help save
trees.
Forests cover almost a third of the Earth’s surface, including some 700+ million acres in the
U.S. alone. They’re home to a huge variety of plants and animals, provide people all over the
world with food, fuel, medicine and more. But perhaps most important, forests provide us with
oxygen and ensure that the Earth’s temperature is livable. What can we do to return the favor?
Here are some simple ways kids can help save trees.
First, we can save trees from being cut down by using less paper. How can kids help? Make
a space for reusable paper. Dedicate a spot in your home for paper that’s blank on one side.
Then reuse it before you recycle it. Put the kids in charge! Kids can use scrap paper (preferably
recycled, too) for coloring, drawing, sketching, etc.
Second, choose a reusable lunchbox instead of a paper bag, complete with reusable
containers, metal utensils, a cloth napkin and a reusable water bottle.
Then, plant a tree and visit the forest. Although planting trees is a popular Earth Day activity,
fall is the season to plant trees and shrubs. Do your homework to make sure you pick the right
tree for your space. Our favorite way to pay homage to trees and forests is to spend time with
them. Visit a local state or national park – many of which feature protected forest lands. During
National Park week, admission to all 401 national parks is free.
There are many ways can we do to protect the threes and forest in our world. Kids are
important generations who will continue our struggle to save this world. Save the trees by
some positive activities can teach them to respect to the nature as their environment.
9. What is the main idea of paragraph two?
A. People are planting trees and shrubs in the Earth Day activity
B. Forests provide us with oxygen and ensure that the Earth’s temperature is livable
C. Forests cover almost a third of the Earth’s surface, including some 700+ million
acres in the U.S. alone
 D. Forests are home to a huge variety of plants and animals, provide people all over
the world with food, fuel, medicine and more
E. Save the trees by some positive activities can teach them to respect to the nature
as their environment

10. … ways kids can help save trees. (paragraph 2)

What is the antonym of the underlined word?
A. Maintain
B. Protect
C. Raise
D. Destroy
E. Keep

11. What is the passage mostly about?

A. Some suggestions for helping kids to be able to save the trees
B. Planning about some action to save the trees by human
C. Informing the readers about the benefit of trees for the world
D. Some activities that can help the kids to save the trees in the Earth Day activity
E. Some activities to protect the human race and trees in this world

12. … spend time with them. (paragraph 5)

What does the underlined word refer to?
A. Kids and family
B. Nature and environment
C. Forest lands
D. Trees and forests
E. Trees and shrubs

Read the dialogue below to answer questions number 13-15!

Text 4.
Garbage and flooding in Jakarta

Rainy season is nemesis of any Jakarta governor. In the early 1970s, the governor Ali Sadikin
always urged regents, district heads, community unit heads and neighborhood unit heads in
Jakarta as well as all residents to clean their drainage systems. Gutters and drainage canals
should be free from plastic garbage, the evil stuff that clogs drainage systems, in order to
avoid heavy flooding. He even talked to his citizens on TV a few months before the rainy
season started. He personally went to the most outlying areas in Greater Jakarta to help clear
gutters and drainage systems and he checked on whether officials were doing their jobs.

Citizens of Jakarta constantly need education and warnings with regard to plastic garbage.
Since Jakarta constantly grows with many people arriving to find jobs, Jakarta has grown out
of proportion. Fauzi Bowo succeeded in building two flood canals and was about to build a
third to alleviate heavy flooding. But even he had to admit that it is a king-size job to free
Jakarta from flooding. He built the elevated road to Soekarno-Hatta International Airport in
record time to at least help travelers be on time for their flights. Canals and rivers should be
cleared of garbage and dredged before the rainy season begins in earnest. Jokowi should use
the media to constantly educate his citizens.

Garbage is piled high in the vicinity of any market in Jakarta; plastic garbage is everywhere
near restaurants and shopping malls. It is a thorn in the eye. Garbage collectors are working
their fingers to the bone. Drainage canals are used as garbage dumps by ignorant Jakarta
citizens. Rivers are full of plastic garbage with an occasional corpse floating amid all this junk.
If Jakarta citizens continue to be ignorant, they should not blame the city’s authorities for their
flooded city and flooded underpasses.

13. What is the paragraph 1 mostly about?

A. Citizens of Jakarta need education and warnings about plastic garbage.
B. Gutters and drainage canals should be free from plastic garbage that can clog the
drainage systems, in order to avoid the dangerous of heavy flooding.
C. The governor of Jakarta was talked to his citizens through TV few months before
the rainy season started.
D. Before the rainy season started, the governor Ali Sadikin asked the regents, district
heads, community heads and neighborhood units to clean the gutters and drainage
system from plastics garbage in order to avoid flooding.
E. The governor of Jakarta will ask his citizens to be officials of gutters and drainage
cleaning.

14. Who did build the elevated road to Soekarno-Hatta International Airport? And what
does the function of elevated road?
A. Jokowi. To help the citizens of Jakarta to be on time for their flights.
B. Ali Sadikin. To educate the citizens of Jakarta about the plastic garbage.
C. Fauzi Bowo. To avoid the flooding caused by plastic garbage.
D. Fauzi Bowo. To help the travelers be on time for their flights.
E. Jokowi. To help the travelers be on time for their flights.

15. What is the implied meaning from the text above?

A. Plastic garbage is the main cause of flooding in Jakarta. The governor asks his
citizens to clean the gutters and drainage from plastic garbage.
B. Nature couldn’t be challenged by human. If the citizens of Jakarta continue to be
ignorant, they should not blame the government of the city for the flood.
C. If the governor and citizens can work together in reducing plastic garbage, Jakarta
will not become flooded city.
D. Citizens of Jakarta should be educated by the governor about the dangerous of
plastic garbage.
E. Canals and rivers should be cleared from the garbage before the rainy season
started.

Good Luck
Text 1

Garbage and flooding in Jakarta

Rainy season is nemesis of any Jakarta governor. In the early 1970s, the governor Ali
Sadikin always urged regents, district heads, community unit heads and neighborhood unit
heads in Jakarta as well as all residents to clean their drainage systems. Gutters and
drainage canals should be free from plastic garbage, the evil stuff that clogs drainage
systems, in order to avoid heavy flooding. He even talked to his citizens on TV a few months
before the rainy season started. He personally went to the most outlying areas in Greater
Jakarta to help clear gutters and drainage systems and he checked on whether officials were
doing their jobs.

Citizens of Jakarta constantly need education and warnings with regard to plastic garbage.
Since Jakarta constantly grows with many people arriving to find jobs, Jakarta has grown out
of proportion. Fauzi Bowo succeeded in building two flood canals and was about to build a
third to alleviate heavy flooding. But even he had to admit that it is a king-size job to free
Jakarta from flooding. He built the elevated road to Soekarno-Hatta International Airport in
record time to at least help travelers be on time for their flights. Canals and rivers should be
cleared of garbage and dredged before the rainy season begins in earnest. Jokowi should
use the media to constantly educate his citizens.

Garbage is piled high in the vicinity of any market in Jakarta; plastic garbage is everywhere
near restaurants and shopping malls. It is a thorn in the eye. Garbage collectors are working
their fingers to the bone. Drainage canals are used as garbage dumps by ignorant Jakarta
citizens. Rivers are full of plastic garbage with an occasional corpse floating amid all this
junk. If Jakarta citizens continue to be ignorant, they should not blame the city’s authorities
for their flooded city and flooded underpasses.

Questions:

1. What is the main idea stated in the text above?

2. What is the paragraph 1 mostly about? Find the stated idea!

3. Canals and rivers should be cleared… Jokowi should use the media… (paragraph 2).
What does the purpose of word “should” in the passage above?

4. In the early 1970s, the governor Ali Sadikin always urged regents, district heads…
(paragraph 1). What does the underlined words mean?
5. What is the implied meaning in the text above?
 Text 2

Ways Kids Can Help Save Trees

by Debi Huang

If you’re a fan of nature and the environment, you’re probably already doing things to take
care of the planet – on Earth Day and every day. This month, I’ve shared ways kids (and
families) can help protect wildlife and oceans. Today I’m focusing on ways kids can help
save trees.

Forests cover almost a third of the Earth’s surface, including some 700+ million acres in the
U.S. alone. They’re home to a huge variety of plants and animals, provide people all over the
world with food, fuel, medicine and more. But perhaps most important, forests provide us
with oxygen and ensure that the Earth’s temperature is livable. What can we do to return the
favor? Here are some simple ways kids can help save trees.

First, we can save trees from being cut down by using less paper. How can kids help? Make
a space for reusable paper. Dedicate a spot in your home for paper that’s blank on one side.
Then reuse it before you recycle it. Put the kids in charge! Kids can use scrap paper
(preferably recycled, too) for coloring, drawing, sketching, etc.

Second, choose a reusable lunchbox instead of a paper bag, complete with reusable
containers, metal utensils, a cloth napkin and a reusable water bottle.

Then, plant a tree and visit the forest. Although planting trees is a popular Earth Day activity,
fall is the season to plant trees and shrubs. Do your homework to make sure you pick the
right tree for your space. Our favorite way to pay homage to trees and forests is to spend
time with them. Visit a local state or national park – many of which feature protected forest
lands. During National Park week, admission to all 401 national parks is free.

There are many ways can we do to protect the trees and forest in our world. We cannot live
without trees because we need oxygen to breathe and all creatures need it too. Trees can
ensure the Earth’s temperature stable and ignore the issue of global warming. Kids are
important generations who will continue our struggle to save this world. Save the trees by
some positive activities can teach them to respect to the nature as their environment.

Questions:

1. What is the passage mostly about?

2. What is the main idea of paragraph 2?

3. From the text above, what kind of activities that can help the kids to save the trees?

4. What is the implied meaning that can you identify from the text above?

5. Why do we have to save the trees and forests?

6. Why does the kids have to save the trees and forests?
 DAFTAR NILAI EVALUASI POSTTEST SIKLUS 1 KELAS XI PB

SKOR YANG DIPEROLEH NILAI

NO. KODE SISWA TOTAL KATEGORI
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AKHIR
1 PB - 01 1 0 0 1 0 1 0 1 1 0 1 1 0 1 0 8 53 TIDAK TUNTAS
2 PB - 02 1 0 1 1 0 1 0 0 1 1 1 1 1 0 0 9 60 TIDAK TUNTAS
3 PB - 03 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
4 PB - 04 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
5 PB - 05 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
6 PB - 06 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
7 PB - 07 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
8 PB - 08 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 12 80 TUNTAS
9 PB - 09 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 12 80 TUNTAS
10 PB - 10 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 11 73 TIDAK TUNTAS
11 PB - 11 1 0 0 0 0 0 1 1 0 1 1 1 1 1 1 9 60 TIDAK TUNTAS
12 PB - 12 0 0 0 1 1 0 0 0 1 1 1 1 1 1 1 9 60 TIDAK TUNTAS
13 PB - 13 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
14 PB - 14 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 13 87 TUNTAS
15 PB - 15 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 14 93 TUNTAS
16 PB - 16 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
17 PB - 17 1 0 0 1 0 1 0 1 1 1 1 1 1 1 0 10 67 TIDAK TUNTAS
18 PB - 18 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
19 PB - 19 0 0 0 1 0 1 0 1 1 1 1 1 1 0 1 9 60 TIDAK TUNTAS
20 PB - 20 1 0 0 1 0 1 0 1 1 1 1 1 1 1 0 10 67 TIDAK TUNTAS
21 PB - 21 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
22 PB - 22 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
23 PB - 23 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 14 93 TUNTAS
24 PB - 24 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 10 67 TIDAK TUNTAS
25 PB - 25 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
26 PB - 26 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
27 PB - 27 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
28 PB - 28 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
29 PB - 29 0 1 0 0 0 1 1 0 1 1 1 0 1 0 1 8 53 TIDAK TUNTAS
30 PB - 30 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
31 PB - 31 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
32 PB - 32 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
33 PB - 33 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
34 PB - 34 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
35 PB - 35 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
36 PB - 36 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
37 PB - 37 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
38 PB - 38 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
BANYAK SISWA YANG MENGIKUTI TES 38
BANYAK SISWA YANG TUNTAS 28
NILAI TERTINGGI 93
NILAI TERENDAH 53
RATA-RATA 77.4
PERSENTASE KETUNTASAN BELAJAR 68%
 APPENDIX 3
Cycle 2 Lesson Plan
Cycle 2 Post-Test
Text 3
Text 4
Classroom Observation Form
Learning Activity Observation Sheet
Students Activity Observation Sheet
The Result of Cycle 2 Evaluation
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SIKLUS 2
Sekolah : SMKN 1 Mataram
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI PB/1
Alokasi Waktu : 2 X 45 menit (2X pertemuan)

A. Kompetensi Inti
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dalam wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian dalam bidang kerja yang spesifik untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak
secara efektif dan kreatif, dan mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.

B. Kompetensi Dasar
1. Merespon berbagai informasi yang terdapat dalam berbagai jenis teks bacaan
seperti menganalisis dan menyatakan makna tersirat (implied meaning), dan
informasi khusus (specific information).

2. Menganalisa dan menemukan berbagai informasi yang terdapat dalam berbagai

jenis teks bacaan dengan menggunakan teknik skimming atau scanning.

C. Indikator Pencapaian Kompetensi

1. Indikator KD 1
1.1 Siswa dapat menganalisa dan merespon makna tersirat (implied meaning) yang
terdapat pada berbagai jenis teks bacaan yang diberikan oleh guru.
1.2 Siswa dapat menganalisa dan merespon informasi khusus (specific information)
yang terdapat pada berbagai jenis teks yang diberikan oleh guru.
2. Indikator KD 2
2.1 Siswa dapat menggunakan teknik skimming atau scanning dalam menganalisa dan
menemukan berbagai informasi seperti ide pokok (main idea), makna tersirat
(implied meaning), dan informasi khusus (specific information) yang terdapat pada
berbagai jenis teks bacaan yang diberikan oleh guru.

1
D. Tujuan Pembelajaran
KD. 1.1
▪ Dengan mengamati dan mempelajari berbagai teks bacaan yang diberikan oleh
guru, siswa dapat menganalisa dan merespon makna tersirat (implied meaning)
yang terdapat pada teks sesuai dengan konteks.
▪ Dengan mengamati dan mempelajari berbagai teks bacaan yang diberikan oleh
guru, siswa dapat menganalisa dan merespon informasi khusus (specific
information) yang terdapat pada teks sesuai dengan konteks.
KD. 2.1
▪ Dengan menggunakan teknik skimming atau scanning, siswa dapat menganalisa
dan menemukan berbagai informasi penting yang berkaitan dengan teks yang
diberikan.

E. Materi Pembelajaran
A. Report Text entitled “Cats”
B. Report Text entitled “Panda”

F. Pendekatan dan Model Pembelajaran

- Pendekatan : Scientific Approach
- Model pembelajaran : Cooperative Learning Jigsaw Reading
- Teknik : Diskusi dan presentasi, Games

G. Sumber dan Media Pembelajaran

- Buku teks
- Teks bacaan dengan judul “Cats” and “Panda”.

2
 H. Kegiatan Pembelajaran
Pertemuan I
Alokasi
Kegiatan Interaksi Deskripsi Kegiatan Media Tujuan Kegiatan
Waktu
1’ T SS 1. Melakukan pembukaan - Untuk menciptakan suasana
dengan salam pembuka kelas yang nyaman dan
dan berdoa untuk kondusif untuk belajar.
memulai pembelajaran.

1’ T SS 2. Memeriksa kehadiran - Untuk mengetahui jumlah siswa

siswa dan memastikan yang ada di dalam kelas untuk
kesiapan siswa dalam belajar.
kegiatan pembelajaran.
Pendahuluan
6’ T SS 3. Sebelum memulai - Untuk meningkatkan semangat
pelajaran, guru akan siswa dalam belajar.
melaksanakan ice
breaking yaitu
“Whispering Game” agar
siswa lebih bersemangat
dan aktif dalam belajar di
kelas.
- Persiapan ice breaking
4. Siswa akan dibagi
menjadi 4 kelompok
Papan
besar berdasarkan posisi
tulis,
tempat duduk mereka.
spidol
5. Guru akan memberikan
- Untuk memulai kegiatan ice
teks berupa kalimat yang
breaking
akan dibisikan.

6. Para siswa dari setiap

kelompok yang berdiri
paling depan akan
membisikan kalimat yang
diberikan oleh guru
kepada anggota
kelompoknya.

7. Setiap kelompok dengan

kata-kata yang benar
akan mendapatkan poin.
Kelompok dengan poin
tertinggi akan menjadi
pemenang dan akan
mendapatkan reward dari
guru.
1’ T SS 1. Siswa secara heterogen - Untuk mempersiapkan kegiatan
dibagi menjadi LCD, diskusi menggunakan teknik
kelompok-kelompok PPT, jigsaw.
Inti yang beranggotakan 4-5 Teks
orang di tiap-tiap

3
 kelompok. Dalam hal ini,
kelompok pertama
dinamakan Jigsaw
Groups.

4’ T SS 2. Setiap kelompok - Untuk mempersiapkan topik

diberikan teks bacaan yang akan didiskusikan oleh
yang berjudul “Panda” siswa, serta memberikan siswa
untuk didiskusikan. pengetahuan akan teknik-teknik
Setiap siswa dalam setiap membaca (reading) teks dalam
kelompok akan Bahasa Inggris.
menjawab soal-soal yang
diberikan. Sebelum
memulai diskusi, guru
akan memberikan
penjelasan teknik
skimming and scanning
reading dalam membaca
teks Bahasa Inggris.

10’ T SS 3. Siswa diminta untuk - Untuk melatih siswa untuk

SS SS melakukan diskusi belajar secara kooperatif dengan
dengan teman teknik Jigsaw dengan siswa-
kelompoknya di dalam siswa lainnya di kelompok awal.
Jigsaw Groups untuk
mendiskusikan soal yang
berkaitan dengan teks
yang diberikan.

18’ T SS 4. Setelah diskusi dengan - Untuk memberikan kesempatan

SS SS temannya di Jigsaw kepada siswa untuk
Groups, siswa diminta mendiskusikan topik atau soal
untuk berkumpul dan yang sama dengan kelompok
berdiskusi dengan teman- para ahli.
temannya di kelompok
para ahli atau Expert
Groups. Expert Groups
akan mendiskusikan topik
mereka masing-masing.

18’ T SS 5. Siswa yang telah - Untuk mendiskusikan kembali

SS SS berdiskusi dalam Expert topik dari masing-masing
Groups, kembali ke individu yang telah didiskusikan
kelompok asalnya atau di kelompok ahli serta untuk
Jigsaw Groups untuk memberikan kesempatan
mendiskusikan hasil kepada siswa untuk mengoreksi
diskusi mereka di hasil diskusi mereka dan
kelompok ahli. Siswa menyocokkan dengan materi
diminta untuk yang sudah diajarkan.
menyocokan hasil diskusi
mereka dengan soal-soal
berdasarkan topik yang
diberikan.

4
 10’ T SS 6. Siswa diminta untuk - Untuk mempresentasikan hasil
SS SS mempresentasikan hasil diskusi kelompok Jigsaw
diskusi di depan kelas dan masing-masing.
menyimpulkan hasil yang
dibahas.

1’ T SS 7. Setelah presentasi, siswa - Untuk proses penilaian hasil

diminta untuk kerja siswa.
mengumpulkan tugas
hasil diskusi mereka.

Catatan:
Selama pembelajaran
berlangsung, guru mengamati
sikap siswa dalam
pembelajaran yang meliputi
sikap: aktif, tekun, dan
kerjasama.

Penutup 2’ T SS 1. Dengan bimbingan guru, - Untuk mengetahui sejauh mana

siswa membuat materi telah dikuasai siswa.
kesimpulan tentang
kegiatan belajar yang
telah dilakukan.

2’ T SS 2. Guru menyampaikan - Agar siswa tahu apa yang akan

rencana pembahasan di dipelajari di pertemuan
pertemuan selanjutnya. - selanjutnya, sehingga mereka
bisa mempersiapkan diri.

1’ T SS 3. Salam penutup. - Untuk menutup kegiatan pada

pertemuan II

Pertemuan II
Alokasi
Kegiatan Interaksi Deskripsi Kegiatan Media Tujuan Kegiatan
Waktu
1’ T SS 1. Melakukan pembukaan - Untuk menciptakan suasana
dengan salam pembuka kelas yang nyaman dan
dan berdoa untuk kondusif untuk belajar.
memulai pembelajaran.

1’ T SS 2. Memeriksa kehadiran - Untuk mengetahui jumlah siswa

siswa dan memastikan yang ada di dalam kelas untuk
kesiapan siswa dalam LCD, belajar.
kegiatan pembelajaran, PPT
Pendahuluan serta memberikan SLIDE
feedback diskusi
pertemuan sebelumnya.

6’ T SS 3. Sebelum memulai - Untuk me-refresh ingatan siswa

pelajaran, guru akan me- tentang materi offer and
refresh ingatan siswa ssuggestion yang telah diajarkan

5
 tentang materi di dan meningkatkan motivasi
pertemuan sebelumnya siswa dalam belajar.
dengan mengadakan
Guessing Game.

4. Guru akan menampilkan

beberapa gambar tentang
aktivitas-aktivitas dan
siswa bertugas untuk
menebak kata benda
(noun) dari gambar yang
ditampilkan oleh guru.
(20 gambar)

5. Siswa yang menjawab

dengan benar akan
mendapat poin dan
pemenang akan
mendapatkan reward.

1’ T SS 1. Siswa secara heterogen - Untuk mempersiapkan kegiatan

dibagi menjadi diskusi menggunakan teknik
kelompok-kelompok jigsaw.
yang beranggotakan 4-5
orang di tiap-tiap
kelompok. Dalam hal ini,
kelompok pertama
dinamakan Jigsaw
Groups.

1’ T SS 2. Setiap kelompok - Untuk mempersiapkan topik

diberikan teks bacaan yang akan didiskusikan oleh
yang berjudul “Cats” siswa.
untuk didiskusikan.
Setiap siswa dalam setiap
kelompok akan LCD,
menjawab soal-soal yang PPT,
diberikan pada paragraf Teks,
yang berbeda. Soal
Inti posttest
10’ T SS 3. Siswa diminta untuk - Untuk melatih siswa untuk
SS SS melakukan diskusi belajar secara kooperatif dengan
dengan teman teknik Jigsaw dengan siswa-
kelompoknya di dalam siswa lainnya di kelompok awal
Jigsaw Groups untuk dalam materi ungkapan tawaran
mendiskusikan soal yang (offer) dan saran (suggestion).
berkaitan dengan teks
yang diberikan. Dalam
diskusi ini, tiap-tiap siswa
diminta untuk
menganalisa ungkapan
tawaran (offer) dan saran
(suggestion) beserta ide
pokok (main idea) dalam
1 paragraf.

6
 12’ T SS 4. Setelah diskusi dengan - Untuk memberikan kesempatan
SS SS temannya di Jigsaw kepada siswa untuk
Groups, siswa diminta mendiskusikan topik atau soal
untuk berkumpul dan yang sama dengan kelompok
berdiskusi dengan teman- para ahli.
temannya di kelompok
para ahli atau Expert
Groups. Expert Groups
akan mendiskusikan
Inti topik mereka masing-
masing.

11’ T SS 5. Siswa yang telah - Untuk mendiskusikan kembali

SS SS berdiskusi dalam Expert topik dari masing-masing
Groups, kembali ke individu yang telah didiskusikan
kelompok asalnya atau di kelompok ahli serta untuk
Jigsaw Groups untuk memberikan kesempatan
mendiskusikan hasil kepada siswa untuk mengoreksi
diskusi mereka di hasil diskusi mereka dan
kelompok ahli. Siswa menyocokkan dengan materi
diminta untuk yang sudah diajarkan.
menyocokan hasil diskusi
mereka dengan soal-soal
berdasarkan topik yang
diberikan.
- Untuk proses penilaian hasil
1’ T SS 6. Siswa diminta untuk kerja siswa.
mengumpulkan tugas
hasil diskusi mereka.

- Untuk mengetahui
7. Siswa akan diberikan perkembangan kognitif dan
42’ T SS evaluasi berupa soal motorik siswa dalam siklus 1
posttest untuk siklus 1. dengan materi ungkapan
(soal posttest; 15 MC) tawaran (offer) dan saran
(suggestion).
Catatan:
Selama pembelajaran
berlangsung, guru mengamati
sikap siswa dalam
pembelajaran yang meliputi
sikap: aktif, tekun, dan
kerjasama.

Penutup 1’ T SS 1. Dengan bimbingan guru, - Untuk mengetahui sejauh mana

siswa membuat materi telah dikuasai siswa.
kesimpulan tentang
kegiatan belajar yang
telah dilakukan.

2. Guru menyampaikan - Agar siswa tahu apa yang akan

1’ T SS rencana pembahasan di dipelajari di pertemuan
pertemuan selanjutnya. - selanjutnya, sehingga mereka
bisa mempersiapkan diri.

7
 1’ T SS 3. Salam penutup. - Untuk menutup kegiatan pada
pertemuan III

I. Teknik Penilaian Pembelajaran

1. Teknik Penilaian : penugasan (proyek), dan tes tertulis

NO. Aspek yang dinilai Teknik Penilaian

1. Pengetahuan
a. Siswa membaca dan menjawab soal posttest Tes Tulis

2. Keterampilan
a. Menulis kalimat ungkapan tawaran (offer) dan saran Penugasan
(suggestion)

2. Penilaian Pengetahuan
Bentuk Tes : Menjawab pertanyaan
Soal merupakan pilihan ganda yang berjumlah 15 soal. Nilai dihitung menggunakan
rumus:
Jawaban benar
Nilai = X 100
15

Mataram, Agustus 2017

Guru Mata Pelajaran, Guru Mata Pelajaran,
Bahasa Inggris Mahasiswa,

Hj. Zulfawati, S.Pd. I Nyoman Pasek Darmawan

NIP. 19670108 200003 2 002 NIM. E1D 013 024

Mengetahui,
Kepala SMKN 1 Mataram

Drs. Munawar, S.Sos,S.Kom,MM

NIP. 19661231 198602 1 059

8
9
 POST-TEST 2
NAMA :
KELAS :
ABSEN :
WAKTU : 45 Menit
Read carefully and choose A, B, C, D, or E for the correct answer!
Read the passage below to answer number 1-5!
Text 1.
What are some important considerations when you look for a new job? According to
experts, you ought to think about these things:
First, know yourself! You should ask yourself exactly what you want from a job. Is it
money, interesting work, nice co-workers, or something else? Different people want different
things from a job. Assess yourself. Where are you now and where do you want to be?
You also might want to think about your personal relationships. Consider which
relationships are going well, which ones are not, and, most importantly, why. This will help you
understand how you relate to people you work with.
Make changes! If you had problems with another job, then you should make changes
before you take a new job. It is too late when you are in the job.
Decide what you don’t want! If you want a nine-to-five job, you had better not work for
a company that expects you to be on call 24 hours in 7 days.
If you have an interview, prepare! You should find out about an employer’s business
before your interview. Study the company’s website. You could also call the company. Ask to
speak with someone about the job.
Of course, many of these ideas are common sense, but a lot of people just don’t think
about them. As a result, they are very unhappy in their jobs.
1. What is the passage about?
A. Advice for people looking for jobs
B. Successful strategies in winning the jobs
C. Job opportunity and career
D. Preparing oneself to have a right job
E. Requirements for an appropriate job

2. How many suggestions about finding a job can you identify from the passage?
A. 4
B. 5
C. 6
D. 7
E. 8
 3. Assess yourself. Where are you now and where do you want to be? (paragraph 2)
What does the underlined words mean?
A. Evaluating whether the job is good for you
B. Identifying different things from a job
C. Positioning yourself for advancement
D. Knowing yourself
E. Exploring if the job offers interesting salary

4. The statements in paragraph 5 suggest that…

A. All jobs require you to be always available in 24 hours in 7 days
B. If you accept the condition to be on call 24 hours in 7 days, you can’t have other
jobs rather that one
C. Only professionals work on call 24 hours in 7 days
D. New employees usually start their own call work hours 24 hours in 7 days
E. Jobs on call 24 hours in 7 days offer good salaries

5. What is the advantage of considering your personal relationships?

A. Personal relationships can bring opportunities in future advancement
B. Many promotions start from a well-maintained relationship
C. This helps you understand how you relate to people you work with
D. Not many people realize how important a good personal relationship is
E. Personal relationships can keep you in the jobs
Read the passage below to answer questions number 6-9!
Text 2.
I really enjoyed my holiday in Australia. Last Sunday I visited a marine park called Sea
World which is at surfers’ Paradise near Brisbane. It’s Australia’s largest marine park and I
had a wonderful day there.

The first thing I saw was the Oceanarium where you can watch all sorts of sea fish and
animal under water. There were huge turtles, sharks, and a beautiful tropical sea fish. The
most exciting thing was watching a man feeding the sharks. He wore a special diving suit.
Then I watched the performance of sea animals. The saw was in a big outdoor swimming pool.
There were killer whales, dolphins and sea lions, and they did all sort of fantastic things in the
water. One of the girls in the show rode around the pool on the back of killing whale, and
another girl rode underwater on the back of a big turtle. After the saw I had lunch. There were
several big restaurants at the park and I had lunch in a restaurant that was shape like a ship!
Then I watched a wonderful water-ski show which was held on a lake.

There were lots of other things to do at the park. There was lake cruising, a train ride,
a big water slide, swimming pools, and an incredible roller coaster called the ‘corkscrew’-
because it goes three loops upside down. But I wish I had gone on the roller coaster ride
before lunch rather than after it!
 6. Which of the following sea animals is known as ‘killer’?
A. Sea lions
B. Dolphins
C. Seals
D. Turtles
E. Whale

7. What is the main idea of paragraph two?

A. There was a water-ski show held on a lake.
B. The sea animals performed fantastic things in the water.
C. The writer had lunch in one of the restaurants at the park.
D. The Oceanorium displayed all sorts of fish and animals under water
E. The writer visited the Oceanorium to watch all sorts of fish and performance

8. Which of the following had made the writer very excited?

A. Watching a girl riding on a back of a turtle
B. Watching a girl riding on a back of a whale
C. Watching a man feeding the shark
D. Riding the roller coaster
E. Water skiing on the lake

9. “There were huge turtles, sharks, and a beautiful tropical sea fish.” (Paragraph 2)
The antonym of the underlined word is …………
A. Tiny D. Massive
B. Enormous E. Wide
C. Heavy

10. What does “Oceanarium” mean?

A. The most visited place in Australia when the holiday comes
B. A big underwater aquarium where the people can see many of sea creatures such
as big mammals and fish without diving
C. An aquarium which is placed in the edge of the sea
D. A swimming pool area
E. The only one place in Australia where the people can swim with the sea fish directly

Read the passage below to answer question number 11-13!

Text 3.
Ways Kids Can Help Save Trees
If you’re a fan of nature and the environment, you’re probably already doing things to take
care of the planet – on Earth Day and every day. This month, I’ve shared ways kids (and
families) can help protect wildlife and oceans. Today I’m focusing on ways kids can help save
trees.
Forests cover almost a third of the Earth’s surface, including some 700+ million acres in the
U.S. alone. They’re home to a huge variety of plants and animals, provide people all over the
world with food, fuel, medicine and more. But perhaps most important, forests provide us with
oxygen and ensure that the Earth’s temperature is livable. What can we do to return the favor?
Here are some simple ways kids can help save trees.
First, we can save trees from being cut down by using less paper. How can kids help? Make
a space for reusable paper. Dedicate a spot in your home for paper that’s blank on one side.
Then reuse it before you recycle it. Put the kids in charge! Kids can use scrap paper (preferably
recycled, too) for coloring, drawing, sketching, etc.
Second, choose a reusable lunchbox instead of a paper bag, complete with reusable
containers, metal utensils, a cloth napkin and a reusable water bottle.
Then, plant a tree and visit the forest. Although planting trees is a popular Earth Day activity,
fall is the season to plant trees and shrubs. Do your homework to make sure you pick the right
tree for your space. Our favorite way to pay homage to trees and forests is to spend time with
them. Visit a local state or national park – many of which feature protected forest lands. During
National Park week, admission to all 401 national parks is free.
There are many ways can we do to protect the threes and forest in our world. Kids are
important generations who will continue our struggle to save this world. Save the trees by
some positive activities can teach them to respect to the nature as their environment.
11. What is the main idea of paragraph two?
A. People are planting trees and shrubs in the Earth Day activity
B. Forests provide us with oxygen and ensure that the Earth’s temperature is livable
C. Forests cover almost a third of the Earth’s surface, including some 700+ million
acres in the U.S. alone
D. Forests are home to a huge variety of plants and animals, provide people all over
the world with food, fuel, medicine and more
E. Save the trees by some positive activities can teach them to respect to the nature
as their environment

12. … ways kids can help save trees. (paragraph 2)

What is the antonym of the underlined word?
A. Maintain
B. Protect
C. Raise
D. Destroy
E. Keep

13. What is the passage mostly about?

A. Some suggestions for helping kids to be able to save the trees
B. Planning about some action to save the trees by human
C. Informing the readers about the benefit of trees for the world
D. Some activities that can help the kids to save the trees in the Earth Day activity
E. Some activities to protect the human race and trees in this world

14. … spend time with them. (paragraph 5)

What does the underlined word refer to?
F. Kids and family
G. Nature and environment
H. Forest lands
I. Trees and forests
J. Trees and shrubs
Read the dialogue below to answer questions number 14-15!
Text 4.
You can make nice bookmarks from simply a few pieces of paper. Follow the steps on how to
make one.
Materials needed:
1) A sheet of lightweight card
2) Paper in 2 different colors
3) A glass tumbler or cup (one end with bigger circle and the other end with smaller circle)
4) A pencil
5) A ruler
6) Scissors
7) Glue
8) Crayon or felt - tip pens
Instructions:
1) Cut a rectangle about 5 cm x 15 cm out of the card.
2) Draw a circle on the remaining card using one end of the glass tumbler or the cup.
Glue this to the end of the card rectangle.
3) Draw a smaller circle on a colored paper and cut it out.
4) Glue the smaller circle onto the center of the larger card circle.
5) Using the other sheet of colored paper, cut out a small semi-circle for the head and
glue it to the large circle.
6) Now you can decorate your bug.

15. What is used to decorate your book bug?

A. Colored paper
B. Small semicircle
C. Glass tumbler or cup
D. Crayon or felt – tip pent
E. A sheet of light weight card

Good Luck
 TEXT 4
Cats
1)
Cats also called the domestic cat or house cat (with its scientific name: Felis silvestris
catus or Felis catus) is a type of carnivorous mammal of the family Felidae. The word "cat"
generally refers to a "cat" that has been tamed, but can also refer to the "big cats" such as
lions and tigers.
5)
Cats are considered as "perfect carnivore" with teeth and particular digestive tract. The
first premolar and molar teeth form a pair of fangs on each side of the mouth that works
effectively as a pair of scissors to tear the meat. Although these features also exist in the
Canidae or dog, but these traits are better developed in cats. Unlike other carnivores, cats eat
almost non-vegetable substance. Bears and dogs sometimes eat berries, roots, or honey as
a supplement, while cats only eat meat, usually freshly killed prey. In captivity, cats cannot
adapt to a vegetarian diet because they cannot synthesize all the amino acids they need from
plant material; it is in contrast with domesticated dogs, which commonly are fed a mixture of
meat and vegetables and sometimes it can adapt to a completely vegetarian meal.
14)
Cats have mingled with human life since at least 6000 BC, from the skeleton of the cat
found on the island of Cyprus. The ancient Egyptians of 3500 BC have used cats to keep away
the rats or other rodents from the barn where the crops were saved. Currently, the cat is one
of the most popular pet in the world. Cats that his lines are recorded officially as a cat breeds
or pure breed are Persian, Siamese, Manx, and the sphinx. These kinds of cat are usually
bred in official captivity animal. The number of purebred cat is only 1% of all cats in the world;
the rest is a cat with mixed ancestry such as wild cats or domestic cats.

Questions:
1) Find the stated idea of paragraph 1!
2) What is the main idea of paragraph 3?
3) Why does cat could not adapt to a vegetarian diet? (paragraph 2)
4) How many kinds of cat breeds?
5) Why did the ancient Egyptians used cats in their life?
6) What is the paragraph 2 mostly about?
 TEXT 3
Panda
1)
The Panda is a species of bear that is found in the mountains of central and western
China. One of the most famous and easily identifiable animals in the world, the Panda is also
considered as one of the rarest animal and is under immense threat in its natural environment,
primarily from habitat loss. Here is a description about the Panda.
5)
The Panda is a medium to large sized bear that like other species has a large head,
short tail and a long muzzle with a large nose, which gives them an excellent sense of smell.
The thick fur of the Panda is creamy-white in color with large patches of black on the limbs,
shoulders, ears and nose, and distinctive black patches around their small eyes.
9)
The Panda eats almost only bamboo and so has a number of physical adaptations to
help with its consumption including an extension of their wrist bone which acts a bit like a
thumb, allowing the Panda to grip onto bamboo stems. They also have large jaws with strong
jaw muscles that along with their flat molars, allow the Panda to crush bamboo stems and
leaves in order to extract the nutrients.
14)
The Giant Panda is a solitary animal that occupies a territory marked with secretions
from scent glands and scratch marks on trees. Male Giant Pandas roam home ranges more
than double the size of a female's, with his territory overlapping those of several female Giant
Pandas with which he holds breeding rights. Giant Pandas breed between March and May.
After a gestation period that lasts for around five months, the female Giant Panda gives birth
to one or two cubs in the base of a hollow tree or cave. Panda Bear cubs are very
underdeveloped at birth measuring as little as 15cm and weighing only 100g.
21)
Due to the large size and unique habitat of the Panda, adults have no natural predators
within their cool, bamboo-filled world. Humans however are the biggest threat to Pandas in
the Chinese mountains as they have hunted these remarkable animals for their unique fur.
Although harsh punishments for poaching have now slowed hunting down, Pandas are under
extreme threat from habitat loss in the form of deforestation for agricultures and residences.
26)
Today, the Giant Panda is listed by the IUCN as being an animal species that is
endangered in its natural environment and faces extinction in wild in the near future if more is
not done to protect it. Although the Chinese government has created 33 Giant Panda reserves
and more than 50% of its natural habitat is now protected by law, less than 1,500 individuals
are thought to remain in the wild. Extensive research continues to go into preventing the Giant
Panda from becoming extinct but it simply cannot survive without its unique bamboo forests.

Questions:
1) What is the passage mostly about?
2) What is the main idea of paragraph 6?
3) From the passage above, we can assume that Panda is an original animal from?
Explain your answer briefly!
4) Why humans could be called as the biggest threat to Panda?
5) From the passage above, what is the solution to prevent Panda’s extinction?
6) Find the stated idea in the paragraph 5!
 DAFTAR NILAI EVALUASI POSTTEST SIKLUS 2 KELAS XI PB

SKOR YANG DIPEROLEH NILAI

NO. KODE SISWA TOTAL KATEGORI
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AKHIR
1 PB - 01 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 12 80 TUNTAS
2 PB - 02 1 0 1 1 0 1 0 0 1 1 1 1 1 0 0 9 60 TIDAK TUNTAS
3 PB - 03 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
4 PB - 04 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
5 PB - 05 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
6 PB - 06 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
7 PB - 07 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
8 PB - 08 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 12 80 TUNTAS
9 PB - 09 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 12 80 TUNTAS
10 PB - 10 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 11 73 TIDAK TUNTAS
11 PB - 11 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
12 PB - 12 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
13 PB - 13 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
14 PB - 14 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 13 87 TUNTAS
15 PB - 15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 100 TUNTAS
16 PB - 16 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
17 PB - 17 1 0 0 1 0 1 0 1 1 1 1 1 1 1 0 10 67 TIDAK TUNTAS
18 PB - 18 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
19 PB - 19 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 12 80 TUNTAS
20 PB - 20 1 0 0 1 0 1 0 1 1 1 1 1 1 1 0 10 67 TIDAK TUNTAS
21 PB - 21 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
22 PB - 22 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
23 PB - 23 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 14 93 TUNTAS
24 PB - 24 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
25 PB - 25 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 12 80 TUNTAS
26 PB - 26 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
27 PB - 27 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
28 PB - 28 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
29 PB - 29 0 1 0 0 0 1 1 1 1 1 1 0 1 1 1 10 67 TIDAK TUNTAS
30 PB - 30 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 14 93 TUNTAS
31 PB - 31 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 13 87 TUNTAS
32 PB - 32 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 13 87 TUNTAS
33 PB - 33 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
34 PB - 34 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 12 80 TUNTAS
35 PB - 35 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 14 93 TUNTAS
36 PB - 36 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 14 93 TUNTAS
37 PB - 37 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 13 87 TUNTAS
38 PB - 38 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 13 87 TUNTAS
BANYAK SISWA YANG MENGIKUTI TES 38
BANYAK SISWA YANG TUNTAS 33
NILAI TERTINGGI 100
NILAI TERENDAH 60
RATA-RATA 82.5
PERSENTASE KETUNTASAN BELAJAR 80%
 APPENDIX 4
Students’ Score Improvement
Table of Students’ Improvement of Reading Ability Before and After Taught by Using

Jigsaw Reading Technique

No. Students Pretest Score Cycle 1 Cycle 2

Code Posttest Score Posttest Score

1 PB-01 53 53 80
2 PB-02 40 60 60
3 PB-03 40 80 87
4 PB-04 53 87 87
5 PB-05 47 80 80
6 PB-06 40 80 80
7 PB-07 80 80 80
8 PB-08 60 80 80
9 PB-09 47 80 80
10 PB-10 47 73 73
11 PB-11 33 60 87
12 PB-12 33 60 80
13 PB-13 47 87 87
14 PB-14 80 87 87
15 PB-15 87 93 100
16 PB-16 87 87 87
17 PB-17 33 67 67
18 PB-18 53 87 87
19 PB-19 27 60 80
20 PB-20 53 67 67
21 PB-21 80 80 80
22 PB-22 40 80 80
23 PB-23 80 93 93
24 PB-24 53 67 80
25 PB-25 40 80 80
26 PB-26 80 87 87
27 PB-27 60 80 80
28 PB-28 80 80 87
No. Students Pretest Score Cycle 1 Cycle 2
Code Posttest Score Posttest Score

29 PB-29 33 53 67
30 PB-30 40 87 93
31 PB-31 93 80 87
32 PB-32 20 80 87
33 PB-33 40 80 80
34 PB-34 40 80 80
35 PB-35 40 80 93
36 PB-36 80 87 93
37 PB-37 40 80 87
38 PB-38 87 80 87
Average 54.36842105 77.42105263 82.55263158
Total Score 2066 2942 3137
Highest Score 93 93 100
Lowest Score 20 53 60
11 28 33
students/28.9% students/68% students/80%
passed passed passed
Information
27 10 5
students/71.1% students/32% students/20%
failed failed failed
APPENDIX 5
Letters
APPENDIX 6
Documentation
PICTURES OF LEARNING ACTIVITY DURING RESEARCH
 APPENDIX 7
Curriculum Vitae
 CURRICULUM VITAE
A. Data Pribadi
Nama : I Nyoman Pasek Darmawan
Tempat/Tanggal Lahir : Sijuk, 7 Februari 1996
Jenis Kelamin : Laki - laki
Agama : Hindu
Status : Lajang
Kewarnegaraan : Indonesia
Alamat : Jl. Pagesangan Indah VIII No. 6, Mataram
No. HP : 082 236 430 431 / 081 949 465 235
Email : inyomanpasekdarmawan@gmail.com

B. Latar Belakang Pendidikan

Tingkat Tempat
Gelar Kota Tahun Lulus
Pendidikan Pendidikan
Sekolah Dasar
SDN 6 Sijuk - Tanjung Pandan 2007
(SD)
Sekolah
Menengah SMPN 1 Sijuk - Tanjung Pandan 2010
Pertama (SMP)
Sekolah
Menengah Atas SMAN 1 Sijuk - Tanjung Pandan 2013
(SMA)
Perguruan Universitas S1 – Sarjana
Tinggi Mataram 2017
Mataram Pendidikan

C. Pengalaman Organisasi
Nama Organisasi Tempat Jabatan Tahun
Airawata (Sispala)
SMAN 1 Sijuk - 2010 - Sekarang

UKMF Musik FKIP - UNRAM Plt. Ketua Umum 2013 - 2016

Keluarga Mahasiswa
Hindu Dharma Mataram CO Bidang Kaderisasi 2015- Sekarang
Indonesia (KMHDI)
 HMPS Pendidikan
Bahasa Inggris FKIP - UNRAM - 2013- 2016
(STATEMENT)
D. Sertifikat/Piagam Penghargaan
Tipe Sertifikat Nomor Sertifikat Tanggal
Sertifikat
012/PAN-OMT/STATEMENT/FKIP/UM/e/X/2015 18 Oktober 2015

Sertifikat 001/Pan-3MTP/STATEMENT/FKIP/UM/e/V/2015 1 Juni 2015

Piagam
Penghargaan - 29 Oktober 2016

E. Kemampuan
Microsoft Office ( Word, Excel, Powerpoint )
Adobe ( Photoshop, Premiere )
Internet
Musik

PERNYATAAN

Demikian Curriculum Vitae ini saya buat dengan sebenar-benarnya dan jika di kemudian hari
ditemukan kesalahan, maka saya siap dituntut sesuai hukum yang berlaku.

Mataram, 26 Oktober 2017

Yang membuat pernyataan,

I Nyoman Pasek Darmawan