USING JIGSAW TECHNIQUE TO IMPROVE READING COMPREHENSION SKILL AT THE EIGHT GRADE STUDENTS OF SMPN 3 MLATI YOGYAKARTA IN THE ACADEMIC YEAR OF 2012/2103

摘要

The aim of this research is to improve reading comprehension of Grade VIIIB of SMP N3 MLATI through jigsaw technique. In conducting the study, the researcher involved the English teacher, the collaborator (the student of English Department of UNY), and the students of VIIIB. This research applied the principle of actions research.udThe steps of this research were reconnaissance, planning, conducting action and observation, and having reflection. The participants of the research were the researcher, the collaborator, the English teacher, and the students of Grade VIIIB of SMPN 3 Mlati. There were two forms of the data in this study. They were qualitative and quantitative data. The qualitative data were obtained by doing observation, interviewing the students, the principal, the researcher’s assistant and the English teacher, making field notes, and holding the discussion with the English teacher and a collaborator. Meanwhile, the quantitative data were obtained from the students’ reading score of pre-test and post- test. There were four elements of descriptive statistics in describing the result of test. Those were test, frequencies distribution, mean and standard deviation. This research applied theoretical and time triangulation to get trustworthiness in analyzing the qualitative data. In addition, the validity of the qualitative data was obtained by applying democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.udThe results of the research show that using jigsaw technique can improve the students’ reading comprehension and the students’ reading involvement in the reading class because the findings reveal three results. First, the use of jigsaw can improve students’ reading comprehension. Second, there were improvements of students’ involvement in the reading class toward the application of jigsaw technique. They were more active in every activity, they were willing to participate in the group discussion, and they were more serious to finish the tasks in groups. They were also motivated to work in groups and they were motivated in reading the English texts.