Assalamualaikum.

By:

ABDUL HAMID ALY

211.073.0.122

ENGLISH DEPARTMENT

TECAHER TRAINING AND EDUCATION FACULTY

ISLAMIC UNIVERSITY OF MALANG

JUNE 2015

THE USE OF MODIFIED JIGSAW STRATEGY TO IMPROVE THE STUDENTS' READING

COMPREHENSION IN NARRATIVE TEXT AT FIRST GRADE OF SMAN 2 MALANG

THE USE OF MODIFIED JIGSAW STRATEGY TO IMPROVE THE STUDENTS' READING

COMPREHENSION IN NARRATIVE TEXT AT FIRST GRADE OF SMAN 2 MALANG

Problem

Solution Subject

Setting

BACKGROUND OF THE STUDY

Importance of reading 1. sharing information2. Holy Qur’an (Al-alaq:1)

Brown (2000:16) who stated that recognizing a whole models of exercises, activities, or task based are becoming aware of the purpose of learning that is being a part of language classroom.

Crawford (2005) described that this technique will help the pupils to be able to understand the text that they read.

The problems found in first year students of SMAN 2 Malang:

From the observation: 1. low interest in reading.

2. The activities of teaching and learning.From the preliminary test:The students’ mean score is 63.25. Out of 31 students, only 5 students got scores above 7.5 which was the standard score of the school.

STATEMENT OF THE PROBLEM

“ How can modified jigsaw strategy improve the students’ reading comprehension in narrative text at first grade of SMAN 2 Malang?.”

PURPOSE OF THE STUDY

This study aims at describing how modified jigsaw strategy can improve the students’ reading comprehension in narrative text at first grade of SMAN 2 Malang.

SIGNIFICANCE OF THE STUDY

The teacher can use jigsaw strategy as an alternative way to make fun and enjoyable reading,

Student will study seriously and be easy to understand while they feel secured from boredom as well, so that they will be motivated to study.

SCOPE AND LIMITATION

The researcher applied jigsaw strategy which adopted and modified from both Crawford (2005) and Harmer (2007), and focused in narrative text only.

The researcher only validated the research instruments no other aspects.

DEFINITION OF KEY TERMS

The term “improving” in this study is to enhance the students’ reading comprehension in narrative text in order to get good score, above 7.5.

Narrative text is the text that makes the reader entertain and fun while the reader is reading. It becomes one of the purposes of narrative text itself. To make the first grade students feel entertain and fun to read.

Reading Comprehension is the reading competency of standard understanding the text including intrinsic elements of the text, sentence understanding, and lesson learnt of text, narrative text.

Modified Jigsaw Strategy is a strategy in teaching-learning which adopted from both Crawford (2005) and Harmer (2007).

The phases of modified jigsaw strategy are: (1) Students divided into 5 or 6 groups as their home groups and got different material in member of a group. (2) After they read the material, they move to other group as expert group with the same material in a group. (3) students go back to home group and present the material they got from expert group. (4) the teacher give evaluation and feedback.

REVIEW OF RELATED LITERATURETHE PRINCIPLES OF READING Harmer (2001:70)

1. Reading is not a passive skill.2. Students need to be engaged with what they are reading.3. Student should be encouraged to respond to the content of a reading text, not just to the language.4. Prediction is a major factor in reading.5. Match the task to the topic.6. Good teachers exploit reading text to the full

DEFINITION OF READING COMPREHENSION

Harris and Graham (2007:2) stated that reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency.

LEVEL OF READING COMPREHENSION

Burns et al, 1984:

1. Literal Comprehension (Recognizing stated context)

2. Interpretative Comprehension (Making inferences)

3. Critical Comprehension (Evaluating written materials, comparing the ideas, and drawing conclusions)

TEACHING READING COMPREHENSION Williamson (1988:8) who stated that in

language acquisition, reading is considered as an important activity because it promotes better spelling, better writing, higher reading comprehension, and a more advanced vocabulary.

Students are also asked to practice the academic skill of finding the main idea, making inferences, and drawing conclusion (Zukowski and Faust as cited in Mazhabi, 2014).

STEPS OF MODIFIED JIGSAW STRATEGYAdopted from Crawford (2005) and

Harmer (2007) are ordered as follows:

Step 1: The teacher prepares expert sheets.

Step 2: The teacher assigns the students to home groups.

Step 3: The teacher assigns a warm-up or team-building exercise for each home group.(didn’t use)

Step 4: Students read the materials or otherwise experience the lesson.

CONT…Step 5: The teacher shares questions

and assigns students to expert groups while they discuss they may take note such as filling in chart to check their reading comprehension (Modified by Harmer 2007:300).

Step 6: The expert groups prepare to teach their portion of the questions.

Step 7: Experts return to their home groups and take turns to lead discussions.

Step 8: Evaluating the process.

TEACHING READING THROUGH JIGSAW STRATEGY

Richard and Rogers (1980:36 as cited in Mazhabi: 2014) said that selecting techniques is very important in presenting the materials to attract the students’ attention: the teacher should be considering the student’s characteristics and the materials which are going to be taught.

PREVIOUS STUDY

The research related to the applying peer conferencing was conducted by:

Najah. AH. (2011) Islamic University of Malang “The effect of jigsaw method on the English reading achievement of the tenth-year students of SMK plus Al-Maarif Singosari”

Khoiron (2014) Islamic University of Malang “The effectiveness of Jigsaw Technique in Teaching Reading of the Second Grade Students of SMP Ma’arif 03 Batu”.

RESEARCH METHODOLOGY RESEARCH DESIGN

Latief (2013:143) classroom action research for English subject is to develop a strategy or English learning technique in the learning and teaching process in order to solve the problems that the teachers and students get in the classroom.

CONT…

Assessing classroom problems

observation

Action

reflection

Plan

Failed and Revise planSuccess and met the

criteria of success

SETTING AND SUBJECT OF THE STUDY

The research was conducted for two months through the beginning of February up to the end of March 2015. at SMAN 2 KOTA MALANG in academic year 2014/2015. the school was located on Jl. Laksamana Martadinata 84 Malang.

The subjects of the study was first grade students. The research was focused on one class, namely the second semester students of X MIA 4 class. The class had 31 students, 13 male and 18 female students.

RESEARCH PROCEDUREPRELIMINARY STUDY After observed and interviewed both teacher and

students some problems which were found by the researcher. They are:

1) the mean score of the reading comprehension in that class was 63.0 while the standard of that school was 75. In the class there were 31 students and most of the students got score under 75 which become standard score of the school and only five students that got score above 75.

2) Most of the students in that class had low interest in reading and they had low score than the standard score of the curriculum.

3) They were bored with reading class activity when their teacher asked them to read a text individually and the text is less interesting topic.

RESEARCH PROCEDURE

The researcher prepares the action by; (1) preparing lesson plan, (2) preparing the jigsaw strategy, (3) preparing instructional material, and also (4) setting criteria of success.

Reflection /Evaluation

Implementation ObservationObservation checklist,

field note, and test.

PREPARING LESSON PLAN The lesson plan were designed as follows:

The researcher gave a narrative text that would be discussed at that meeting

students asked to read it presented what narrative text is, its

definition, purpose they asked to list the unknown vocabularies

on the blackboard while giving their meaning and language function as well.

the teacher explained jigsaw strategy and how it would be implemented. the steps of jigsaw strategies were implemented.

CONT… Firstly, the researcher would divide students into 5-6 group

namely jigsaw group. They would be asked to arrange their class by putting 5-6

tables in circle position in the class as they would gather with their groups.

Secondly, the researcher, distributed hand out of narrative text which had been divided into some topics. While discussing the narrative text they would get chance to read and to understand the text for about 10 to 15 minutes. While they were reading, they may take some note and filled in the chart to understand text better.

Thirdly they would be asked to move to the other group, expert groups, and discussing with the expert group for answering the questions on their text and preparing the presentation to home group or jigsaw group.

Fourthly, the students came back to jigsaw group and presented what they have discussed from expert group about the material for about 10 to 15 minutes. Finally, it was the time for evaluating and correcting the material,

CRITERIA OF SUCCESS

The indicator of success in this strategy during the teaching and learning process is 75% of students’ score are increased to be above of score 75 on the school basis of the minimum mastery of learning standard.

OBSERVATION

Observation is an activity of collecting data related to the events in the teaching and learning process, problem solving, and developing learning strategy which focused on criteria of success that had been decided (Latief .2013: 149)

All the information is collected by using observation checklist, and test of reading comprehension.

TEST OF READING COMPREHENSION

The test is to measure students’ reading comprehension skills.

The test is in form of multiple choices which consists of 40 questions and validity of this test had been checked by the collaborator teacher of English lesson in that school.

The researcher used the following formula to compute the result of the reading comprehension test:

Students’ score = Number of obtained score X 100

Total item

RESEARCH FINDING AND DISCUSSION IMPLEMENTATION OF THE ACTION

The implementation of the actions was done in one cycle which consists of four meetings. The first to the third meetings were used to teach reading comprehension through the use of Modified Jigsaw Strategy and the last meeting was used to give the reading comprehension test to the students.

THE ACTION OF MEETINGS

The meetings were conducted on 13, 20th, 27th March and 10th May 2015. Those meetings divided into three part except the last meeting. They are opening, main activity and closing, which lasted In 2 x 45 minutes (90 minutes).

In the opening, greeted, prayed and asked them to do “Darling”. Next, the researcher checked the students’ attendance, give them brainstorming, show them the objectives of study and the activity that would be implemented in teaching learning process i.e. Modified Jigsaw Strategy. After that, students were asked to mention the number 1 to 6 and remember their number for making their home group.

CONT…In the main activity, the researcher directed the students to understand the steps

of Modified JigsawNext, the students were given the explanation to further understand the intrinsic of

narrative text and understanding of the text. Here, the students were invited to indentify and analyze the example of narrative text including intrinsic elements and sentence understanding under title “Ali Baba”.

After that, by gathering in the home group, The researcher distributed a paper of a new narrative text “Let Me Love You” to each student by including the different questions for each student in a group. While they were reading they may take a note and look up the dictionary for help.

Then, after they have read and understood the text given, the students were directed to move on the expert group. The researcher wanted them to discuss the question that they found in the paper of narrative text given. Each group in expert got different questions. In this step they, had to answer their responsible questions and spent the time for about 10 to 15 minutes.

When the discussion in the expert group has been done they were asked to go back to their home group and in this step each student presented what he had discussed with their friends in the expert group one by one and the others listened carefully and took note from what their friend explained and in this activity they had to spend time for about 10 to 15 minutes.

Finally, in the end of the main activity, followed by giving the students evaluation and feedback the researcher asked the students to collect their paper and answer. The group asked one delegation to present their answer in front class and the others paid attention.

CONT…

In the last part of lesson plan, the students were instructed to arrange the sit and go back to their seats.

The students were invited to give their impression of teaching and learning on that day and the conclusion as well to the other students in front of the class.

For the closing, the researcher gave proverb which would motivate and gave them “Salam”. (see Appendix 2).

OBSERVATIONOBSERVATION CHECK LIST The students were interested They were active, motivated, and serious with the

teaching and learning process Students were enthusiastic, disciplined, and

enjoyed the teaching and learning process. They were finishing the task on time, paying

attention on to researcher’s instruction and answering the questions given.

They looked happy and relaxed to do all activities. Those observation checklists more than 90% of

the students were involved in group to discuss the text given by the researcher, active to respond to teacher question and instruction.

FILED NOTE

At first meeting, some students had difficulty to understand the explanation given about the steps of Modified Jigsaw Strategy, but in the following meeting their reading comprehension skills and motivation was better or improved.

TEST

The number of students who reached the criteria of success of this research is increased from 25 % to 93% of all of students. In addition, the mean score of students when doing preliminary test was 63.25 then the student’s mean score improved, to 85.32 when answering the reading comprehension test.

REFLECTIONThe researcher assumed that the use of

Modified Jigsaw Strategy could improve the students’ activity, motivation and score. The students had positive attitude toward their activity, and their score improved after the implementation of the action, it could be concluded that all of the criteria of the study had been achieved. Therefore, the researcher did not need to continue to the next cycle.

DISCUSSION

Lau and Chan (2003) that students’ motivation was influenced by the strategy used by the teachers in conducting teaching and learning processes.

CONCLUSION AND SUGGESTION

Conclusion

The result of the test demonstrated that after the use of Modified Jigsaw Strategy in teaching and learning process, the students’ score has increased.

SuggestionSuggested to the teacher use

Modified Jigsaw Strategy that an appropriate strategy in to create an active, interactive, and communicative reading class.

The future researchers in order to make more innovation for the next research findings; moreover, this research can be experimented.

Thank you

Wassalamualaikum.