| dc.description.abstract | There are four language skills that should be mastered by the students who
study the language namely; listening, speaking, reading, and writing. As it has been
stated in the 2006 Institutional Based Curriculum or Kurikulum Tingkat Satuan
Pendidikan
This research was an experimental research. The purpose of this research was
to know whether or not the use Jigsaw type II in Cooperative Learning has a
significant effect on the eighth grade students’ reading comprehension achievement at
SMPN 2 Tanggul Jember. The area of this research was SMP Negeri 2 Tanggul
Jember. It was chosen purposively because the use of Jigsaw type II had never been
applied in teaching learning process in this school.
The respondents of this research were the eighth grade students of SMPN 2
Tanggul Jember in the 2010/ 2011 academic year. The research respondents were
determined by cluster random sampling through a lottery. The total number of the
respondents was 77 students that consisted of 40 students of VIII C as the
experimental group taught by using Jigsaw type II, while the control group consisted
of 37 students of VIII E taught by using Question-Answer method.
The data of this research were collected from the students’ scores of reading
comprehension test, interview and documentation. The reading comprehension test
was collected from the post test to make comparison between the two groups after the
treatment, and the result was analyzed by using t-test formula. Based on the
computation of the t-test formula of the scores of the post test on reading
comprehension achievement test, it showed that the statistical value of t -test was 3.19
while the value of t-table at significant level 5% with df
0
Based on the result of this research, the English teacher is suggested to apply this
teaching and learning model to teach English, especially to teach reading comprehension skill.
Further, the students of SMPN Negeri 2 Tanggul are suggested to use Jigsaw type in their
study, especially in reading comprehension. They can use Jigsaw type II to improve their
reading comprehension achievement,. Furthermore, by knowing this discussion model, they
can also apply this discussion model independently to improve their academic achievement and
social skills. Moreover, it is suggested that the result of this research can be used by the
future researchers as a reference or information in conducting the same study in the
future researches by using different research design such as a classroom action
research to improve the students’ reading comprehension through Jigsaw type II in
Cooperative Learning or using the same design, that is, an experimental study to
know the effect of Jigsaw type II in Cooperative Learning but on different model of
Cooperative Learning. | en_US |
