| dc.description.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.
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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. | en_US |
