The Effectiveness of Using Jigsaw technique to Improve the Students’ Reading Acheivement in the Fifth Year Students of SDN Slemanan 02 Udanawu Kab. Blitar in Academic Year of 2011/2012

Umi, Fitriati Husna Mardiah, (2012) The Effectiveness of Using Jigsaw technique to Improve the Students’ Reading Acheivement in the Fifth Year Students of SDN Slemanan 02 Udanawu Kab. Blitar in Academic Year of 2011/2012. [ Skripsi ]

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Abstract

Keywords: effectiveness, jigsaw, reading achievement One of the techniques used in teaching reading is jigsaw. Jigsaw is one of collaborative learning methods. In jigsaw, students learn in a group. The students are divided into some groups consist of some students who have good ability and some students who have lower ability especially in reading English passage. The students from different group who have the same topic will discuss together, and then move back to their original group in order to tell the result of the discussion. The problems of the research were: (1) How is the students reading achievement before being taught by jigsaw technique? (2) How is the students’ reading achievement after being taught by jigsaw technique? (3) Are there any significant difference on students’ achievement taught before and after using jigsaw technique? The purpose of this research were to find out: (1) the students’ reading achievement before being taught by using jigsaw technique (2) the students’ reading achievement after being taught by using jigsaw technique (3) whether there is any difference on students’ reading achievement taught before and after using jigsaw technique. Research Method: (1) The research design in this study was pre-experimental design with quantitative approach, (2) The population of this study was all of the fifth grade students of SDN Slemanan 02 Udanawu Kab. Blitar, (3) The research instrument was test, (4) the data analysis was using T test. The result showed that the students’ reading mean score in reading English before they are taught using jigsaw technique was 59.52. While, the student’s mean score after they are taught using jigsaw technique was 80.47. The T count was 4.80, whereas T table with significant level 5% was 1.725. So, T¬ count was greater than T table. This means that Ha which states that there is significant different in using jigsaw technique to teach reading to the fifth grade at SDN Slemanan 02 Udanawu Kab. Blitar is accepted. Whereas, Ho which states that there is no significant different of using jigsaw technique to teach reading to the fifth grade at SDN Slemanan 02 Udanawu Kab. Blitar is rejected.

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