The Use of Jigsaw IV to Improve Students’ Reading Achievement and Their Social Attitude
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This Classroom Action Research was intended to improve the Tenth Grade Students’ Social Attitude and Reading Comprehension Achievement at MAN 1 Jember. Based on the preliminary study conducted by the researcher in the form of interview with the English teacher, it was known that English still became a difficult subject to be learnt by the students. It could be seen from the large number of the students who could not achieve the minimum score of English. Most of the students still faced some problems dealing with reading comprehension. The students had very limited vocabulary and it made them feel difficult to comprehend the text. Moreover, they became frustrated when they faced a long text. The students also have low motivation in learning English. They thought that English is difficult since it was not their own language. From the four social classes (X-IPS 1, X-IPS 2, X-IPS 3, X-IPS 4) it was known that X-IPS 2 had the lowest score of English. The average reading test score of X-IPS 2 class was 71.81, while the minimum requirement score of the school is 75. The result from the reading test showed that 45% (15 students) from 33 students achieved the standard score and 55% (18 students) from 33 students obtained below 75. Besides, the teacher also informed that the students of X-IPS 2 had another problems dealing with social attitudes. The result of the observation showed that 45% students of X-IPS 2 still had low responsibility, 39% students were not good in cooperating with others, and 57% students still had low confidence. Due to the problems above, the researcher decided to use Jigsaw IV technique in teaching reading and improving students’ social attitude. The data of this research were obtained from a reading test and observation in the form of checklist. The action was implemented in one cycle. The result of the students’ social attitude showed that there was improvement from Meeting 1 to Meeting 2 in Cycle 1. The improvement was from 72% (Responsibility), 71% (Cooperation) and 70% (Confidence) in Meeting 1 to 80.5% (Responsibility), 80.5% (Cooperation) and 80% (Confidence) in Meeting 2. The average result of the students’ social attitude in Meeting 1 and Meeting 2 was that 76% of students showed good responsibility, 76% of students had good cooperation and 75% of students were confident. The result score of social attitude in Cycle 1 had achieved the target score of the research that was 75%. The result of reading comprehension test in Cycle 1 had achieved the criteria of success in this research that was 75% of the students got > 75. The percentage criteria success of the research was taken from the minimum requirement score of the school. There was an increasing number of students who achieved the target score of reading comprehension. The number of students who achieved the target score increased from 52% (17 students) in Meeting 1 to 73% (24 students) in Meeting 2 and became 79% (26 students) in reading comprehension test. Based on the result of the research, it can be concluded that the implementation of Jigsaw IV could improve the students’ reading comprehension achievement. Moreover, the activities included in Jigsaw IV could help the students to improve their responsibility, cooperation among members and also built their confidence. The findings of this research strengthened the theory that Jigsaw is an efficient way of learning reading. It also promotes positive attitudes and interests, develops communication skills among students.