Improving The Eighth Grade Students’ Reading Comprehenson Achivement through Jigsaw IV
Abstract
This class action research was intended to improve the eighth grade
students’ participation and Reading Comprehension Achievement at one of junior
high schools in Bondowoso. A preliminary study by interviewing the English
teacher at the junior high school showed that among the eighth grade classes from
it, VIII B class had lower score among the other classes in achieving the minimum
standard requirement score. There are 24 students in the class B. The average of
the reading test score was 60, 25 while the standard requirement score in this
school is 65. The result of reading test showed that 8 students from 24 students or
33% achieved the standard score and 16 students from 24 students or 67%
obtained below 65. It indicates that the students of VIII B class had difficulties in
reading achievement. In other words, the teacher informed that there were several
problems that made students have difficulties dealing with reading achievement.
The first problem is vocabulary limitation. This is commonly happens for EFL
learners, especially for Indonesia students, because English is not their mother
tongue, and it makes them have difficulties to understand unfamiliar vocabulary.
The second problem is lack of motivation. They think that English is difficult to
learn since they are not accustomed to using English as their tool to communicate
each other in their daily life. Moreover, the teacher also informed that students
were passive in teaching learning process of English subject, especially in reading
process because they felt lazy to read a long English text that consists of
unfamiliar vocabularies for them. The result of the interview above showed that
the students need a new technique to help them improve their reading
achievement, enjoy and motivate in the teaching learning process period.
The data of the research were obtained from a reading test and observation
in the form of check list. The action was implemented in one cycle. the result of the observation in first meeting in cycle 1, there were 14 students who were active
to discuss with their group in answering expert question, 22 students were active
in doing quiz 1 on the materials given in the expert group, 8 students shared the
information they got from expert group to their home group, 12 students did quiz
2 with their the home group, and 14 students did review process based on the
observation checklist on Appendix E. The result from table 4.1 above showed that
there were 19 out 24 students fulfilled at least 3 indicators of the students’
participation, and 5 from 24 students did not fulfill at least 3 indicators of the
students’ participation in the first meeting.
Besides, the observation in the second meeting of cycle 1 showed that
there were 18 students who were active to discuss with their group in answering
expert question, 23 students were active in doing quiz 1 on the materials given in
the expert group, 14 students shared the information they got from expert group to
their home group, 23 students did quiz 2 with their the home group, and 16
students did review process based on the observation checklist on Appendix F.
and the result from table 4.2 below showed that there were 21 out of 24 students
fulfilled at least 3 indicators of the students’ participation, and 3 from 24 students
did not fulfill at least 3 indicators of the students’ participation in the second
meeting. As the result, the average results of students’ participation in cycle 1
achieved the minimum target percentage that is 75% based on Table 4.3.
The result of reading comprehension test in cycle 1 had achieved the
criteria of success that was 75% of the students got ≥ 65. The improvement could
be seen from the increasing number of the students who achieved the target score
from Meeting 1 to Meeting 2. The number of students who achieved the target
score increased from 58% (14 students) in Meeting 1 to 71% (17 students) in
Meeting 2 became 79% (19 students) in reading comprehension test.
In conclusion, that implementing Jigsaw IV in teaching learning reading
could improve students’ reading comprehension achievement and students’
participation. Moreover, Jigsaw IV technique made the students actively
participated in the teaching learning process and the Jigsaw IV activities were more interesting for the students. Jigsaw IV technique be able to accustomed the
students to create cooperative situation in the class activities