Susilowati (2010) Improving student's comprehension in reading English narrative texts through jigsaw II strategy at SMP Negeri 5 Malang / Susilowati. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Susilowati 2009. Improving Students Comprehension in Reading English Narrative Texts through Jigsaw II Strategy at SMP Negeri 5 Malang. Thesis Graduate Program in English Language Education State University of Malang. Advisors (I) Dr. Arwijati Wahyudi Murdibjono Dipl. TESL M.Pd (II) Prof. Drs. Bambang Yudi Cahyono M.Pd M.A. Ph.D Key Words Comprehension Narrative Text Jigsaw II Strategy The study was carried out in Grade 8G of SMP Negeri 5 Malang. With regard to the teaching of reading in this grade the teacher s teaching strategy was focused on students competitiveness where the students were assisted to work individually. Only certain students who engaged to the lessons during teaching learning activities. Most of the students felt scared and did not have enough confidence to participate in the classroom. With regard to the Grade 8G students reading test result of narrative texts more than half of the students got scores under the minimum passing score of SMP Negeri 5 Malang (KKM) which was 75. In relation to the problems above this study developed Jigsaw II Strategy to help the Grade 8G students in comprehending the narrative texts. In the implementation of Jigsaw II Strategy the students worked cooperatively in jigsaw groups as well as expert groups. The students had accessibility to the whole text but each jigsaw student was assigned a different element of the text. The division of the element of the text was based on the generic structures of the narrative text Orientation Complication and Resolution. The students taught one another in their jigsaw groups and discussed and shared ideas or information in the expert groups. The subjects of the study were 36 students of Grade 8G. The criteria of success of the study were (1) The students participated actively during the implementation of Jigsaw II Strategy. The minimum score of the students participation obtained from the observation sheet was above 60 which meant that half of the students participated in every step of Jigsaw II Strategy (2) The students mean score of reading test was equal to or above 75 (3) More than 60 percent of the students got score that equals to or above 75. The design of the study was Classroom Action Research. The study was carried out in two cycles. Cycle 1 was carried out in four meetings and Cycle 2 was in three meetings. In relation to the findings of Cycle 1 the score of the students participation obtained from the observation sheet was 60 the students mean score of reading test was 68 and there were 9 students or 25% of the students got score above 75. With regard to these findings the researcher concluded that the criteria of the study had not been achieved yet. Then the researcher proposed the new lesson plans and carried them out in Cycle 2. The findings of Cycle 2 showed the score of the students participation obtained from the observation sheet was 73 the students mean score was 82.5 and 32 students or 89% of the students got score above 75. With regard to these findings the researcher concluded that criteria of success defined in the study were achieved and the study was stopped. It can be stated that the best ways to implement the Jigsaw II Strategy are as follows (1) The teacher activates the students schemata about the generic structures of the narrative text (2) The teacher explains the procedure of the Jigsaw II Strategy (3) The teacher describes the students role in jigsaw group as well as expert group (4) The teacher distributes the text and asks the students to read the whole text individually and silently (5) The teacher asks some students to read aloud the text discuss the difficult words as well as the content of the text (6) The teacher distributes Discussion Schemes 1 (7) the students do Presentation 1 in their jigsaw groups (8) The student group themselves into their expert groups (9) The teacher distributes Discussion Schemes 2 which functions to write the expert group discussion result (10) The students do Presentation 2 in their expert groups (11) The teacher asks the students to regroup themselves into their jigsaw groups (12) The students do Presentation 3 in their jigsaw groups (13) The teacher asks the jigsaw groups to discuss the gathered information (14) The students do Presentation 4 to the class (15) The teacher test the students comprehension and (16) The teacher determines the students scores. The researcher suggests that the English teachers of SMP Negeri 5 Malang use Jigsaw II Strategy as an alternative teaching strategy to help the students comprehend narrative texts. The teacher should prepare well the teaching material and media. The teacher should deliver the instructions clearly and make sure that the students understand what they have to do in every step of Jigsaw II Strategy. She also suggests that the result of the study can be used as a relevant reference concerning the implementation of Jigsaw strategy.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 25 Feb 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58428 |
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