A DESCRIPTIVE STUDY ON THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT TAUGHT BY USING LECTURING METHOD AND JIGSAW I IN THE MULTILINGUAL CLASS AT MAN 1 JEMBER

Abstract

Reading is one of the skills that is really needed by everyone. Students who are studying English as Foreign Language also need reading skill to get information and new knowledge. Yet, they sometimes have less motivation in reading. Therefore, the English teachers are constantly looking for the best way to teach reading in order to help their students to comprehend the text well. The purpose of this study was to describe the eleventh grade students’ English reading comprehension achievement taught by using lecturing method and jigsaw I in the Multilingual class at MAN Jember 1. More specifically, the study sought to describe students’ reading comprehension achievement covering comprehending words, comprehending sentences, comprehending paragraph, and comprehending the whole text. The design of this study was descriptive study. The research subjects were the students of eleventh grade Multilingual Class that were determined purposively. In collecting data, the researcher used observations, interview, test, and also documentation. Observation and interview was used to investigate the teaching English reading taught by using lecturing method and jigsaw 1 conducted by the English teacher. Further, reading achievement test was used to measure the students’ reading comprehension achievement taught by using lecturing method and jigsaw 1. Then, documentation was also utilized to get other data which were related and needed to the topic research. The quantitative data were analyzed statistically using percentage score, but the qualitative data were analyzed non-statistically by describing the real condition of what was being observed.

xii Based on the result of observation, it was known that the English teacher applied lecturing method and jigsaw I in teaching reading hortatory exposition text. Moreover, the English teacher did not provide any media except power point. The English teacher delivered materials to the students from textbook which was owned by the teacher only and gave additional exercises from LKS which was owned by each student. Further, the teacher used comprehension questions to measure students’ reading comprehension. The data of the test which were in the form of percentage score (reading comprehension achievement) was analyzed by using descriptive statistic. It was found that the highest percentage of four indicators was word comprehension with the percentage 71.25% which belonged to the “fair” category. Then, it was followed by the percentage of sentence comprehension that was 67.19% which was classified as “poor” level. The percentage of paragraph comprehension was 63.84%which belonged to “poor” category. The lowest percentage of four indicators was the whole text comprehension achievement with the percentage 60.00% that was classified as “poor” category. Thus, it is clear that the students are still in poor level in comprehending the text especially hortatory exposition text. Then, based on the result of this research, it can be suggested that the teaching English reading hortatory exposition text conducted by the English teacher needs to be developed by applying different appropriate teaching technique, using interesting media, and providing various material. It is aimed at helping students in reading comprehension. The researcher hopes that other researchers can use the findings of this research as the basis to conduct other research designs.