Implementing Jigsaw Technique to Improve the 11th Graders' Reading Comprehension of Report Text

ABSTRAK Reading comprehension is a process of understanding the meaning or content that is written in the text. Based on the result of preliminary study conducted in SMA Negeri 10 Malang, it was found that students in XI MIPA G4 class was at a ‘poor’ level in reading comprehension especially in report text. The problem might be caused by their lack of vocabulary in reading. In addition, students were not actively participating during reading activity. Jigsaw technique was decided to be used to improve students’ reading comprehension in report text. Jigsaw technique was considered appropriate to address the problems as it allows the students to discuss in small group which helps them comprehend the texts.The research design used in this research was Classroom Action Research. This research was done in one cycle that involved four stages namely planning, implementing, observing, and reflecting. The research was conducted in four meetings. The instruments used to collect data on the implementation of the technique, the students’ responses and active participation, and the students’ scores include questionnaire, observation checklist, field note and also reading comprehension test.The result of this research showed that the use of jigsaw technique was successful in improving students’ reading comprehension. The criteria of success had been achieved. All students passed the minimum passing grade. Based on the observation checklist, more than 80% of the students were actively participating during the implementation of the study. Moreover, students gave positive responses toward the use of jigsaw technique in report text. They also agreed that jigsaw technique helps them comprehend the report text. It can be concluded that Jigsaw can improve the students’ reading comprehension in report text. The successful procedure in using jigsaw technique as found in the study involves: (1) grouping, (2) choosing materials, and (3) the role of the teacher as a facilitator. Based on the result of the findings, it is suggested that English teachers used jigsaw technique in the learning process which has been proven in improving students’ reading comprehension. For the future researchers, it is suggested that they use other type of texts and implement it using jigsaw technique. Students will be more active in the learning process if they work in small groups. This research also can be a reference to conduct similar study using different text types