1.

INTRODUCTION

This chapter desribed the reasons for conducting the research and it deals with several points :
introduction that concerns with background of the problems, identification of the problems,
limitation of the problems, formulation of the problems, objectives of the research, significance
of the research, and definition of terms as will be elaborated in the following sections.

1.1. Background of the Problems

In learning English, students are expected to be able to master all language skills of English;
listening, speaking, reading, and writing. It is based on the goal of teaching English. To be
able to use English well, reading is one of the important skills. English reading becomes a more
and more important in intenational communication. However, teachers of English often ignore
the importance of reading in the classroom. Whereas, students need reading skill to get
information from books, magazines, novels, essays, and internet. Therefore, the need for
reading and taking out the information from various text above seems to be extremely
important.

English is taught as a foreign language in Indonesia. Hence, there are some problems
in teaching reading. One of the problems that can be found is the method used by the teachers.
Many kinds of teaching method may result bad or negative effects on students’ reading skill.
So many students are hard to get the idea or meaning of the text. Another problem is lack of
the students’ participation in the classroom. For example when the teacher dominates the
activity in the classroom, the students may feel like they do not have enough chance to
participate actively. The lack of participation may result in lack of motivation. And lack of
motivation may influence students’ reading comprehension.

Based on the researcher’s pre-observasion at SMAN 2 Bojong Kenyot, it was found that the
students were still confused in determining the main idea of the text, making reference and
inference, finding synonyms and vocabulary. From the teacher’s information in that school, it
was reported that most of students still had problems in comprehending the text. Many students
got under the KKM and they had difficulties to comprehending the English text.

One of the problems may be that the students feel bored because the techniques used by the
teacher are monotonous. There are many students who felt sleepy when the teacher explained
the materials. It may be because the teachers do not use good technique or method in the class.
It is necessary for English teacher to make reading materials more interesting and motivating
so that the students can progress in reading.

Based on the statement above, the writer applied cooperative learning in teaching reading
comprehension. Cooperative learning is one of learning strategies which is considered
applicable and useful in increasing students’ reading comprehension and make the students
active during the learning process (Majid, 2007). Students must work in groups to complete
tasks collectively. Furthermore, the teacher’s role changes from giving information to
facilitating students’ learning. Everyone succeeds when the group succeeds. Cooperative
learning has some technique, they are; STAD, discussion, mind mapping, think pair and share,
jigsaw, role playing etc.

In this research, he researcher wants to make a situation where the students feel enjoy in
learning process so that they will be motivated to read the text. The researcher tries to apply
the technique that may be effective to improve the students’ reading ability to solve the
problems in comprehending the text. the writer applied jigsaw technique in teaching reading.
Jigsaw technique is a special form of information gap in which each member of a group is
given some specific information and the goal is to pool all information to achieve some
objectives (Brown, 2001:179). Jigsaw cooperative learning is one of the cooperative learning
methods. Jigsaw cooperative learning is developed by Aronson. Jigsaw is used firstly in 1971
in Austin, Texas. The purpose of jigsaw reading is to develop student’ mindset to think
creatively. It makes the students to be independent. It also keeps existence of high level
responsibility.

Furthermore, this research will be focused on the implementation of jigsaw in teaching reading
toward reading skills. The researcher used this technique to investigate what is aspects of
reading most improved when jigsaw is implemented in teaching reading. This strategy is
choosen since the Senior High School students have monologue/essay, i.e. descriptive, report,
recount, narrative, procedure texts and functional texts, i.e. advertisement, brochure, schedule,
message, notice, invitation. Based on the information from the teacher, Jigsaw Cooperative
Learning has not applied yet by teacher of SMAN 2 Bojong Kenyot.

They were as problem and since the technique had never been used there, the writer was really
interested in “Improving Students’ Reading Comprehension Using Jigsaw Cooperative
Learning and Which Aspect of Reading significantly improve After Being Taught by Jigsaw
Cooperative Learning at the Second Grade of SMAN 2 Bojong Kenyot.

1.2. Identification of the problems

In relation to background of the problem above, the following problems can be identified:

1. The students get difficulties in comprehending the reading text, finding the main idea,
getting information from the text, finding the details, finding synonyms or antonyms in
particular words, getting the answer to the questions based on the text and making
inference from the text. Based on Pre-Observation, in learning process, the teachers
only apply the same technique for all types of reading texts.
2. The teacher do not realize the appropriate technique or method of teaching reading
especially which deals with active learning which needs to be applied in various types
of text the students’ interaction.
3. In learning process, the teachers only apply the same technique for all types of reading
texts. The result is that the students do not have any ideas in their mind of their reading.
4. The students get bored while learning process because the technique used by the teacher
are monotonous.
5. The students are lazy to memorize the words and practice English in their daily life. So
that they are lack of vocabulary.

1.3. Limitation of the Problem

In line with the identification of the problems, the focus of the research was on the teaching
reading comprehension using Jigsaw technique. The decision was taken by considering the
importance of Jigsaw technique as one of Cooperative Learning’s strategies that was useful to
increase students’ reading comprehension achievement. The writter assumed that there should
be some suitable techniques in teaching reading which could motivate the students to read all
the text so they could understand the information.
1.4. Formulation of the Problems

Based on the limitation of the problem above, the researcher formulates the research problems
as follows:

1. Is there any significant improvement of students’ reading comprehension achievement

after implementing Jigsaw Cooperative Learning in teaching reading narrative text at
the second year students of SMA Negeri 2 Bojong kenyot?
2. Which aspects of reading significantly improve after using Jigsaw in teaching reading
at the second year of SMAN 2 Bojong Kenyot?

1.5. Objectives of the Research

Based on the formulation of the problems above, objectives of the research is as follows :

1. To find out whether there is an improvement of the students’ reading comprehension

achievement after being taught through Jigsaw Cooperative Learning.
2. To investigate which aspects of reading significantly improve when Jigsaw used in
teaching reading .

1.6. Significances of the Research

The results of this study are expected to be beneficial both theoretically and practically
elaborated in the following section.

1. Theoretically

The results of the research are expected to support theories dealing with Jigsaw Cooperative
Learning, as disscussed in chapter 2

2. Practically

 The results of this research are expected to give information to the English teachers,
especially in guiding students to read text effective way.
 It is also expected to encourage students’ awareness of identfying the sepcific
information in various types of reading texts through Jigsaw Cooperative Learning.
CHAPTER I

INTRODUCTION

1.1. Background

You can see also that actually English materials in classrooms do not meet their needs in
learning English since students still seek for other places to learn English more. Most of
students learning English in the classroom are always passively involved in its learning
process. They mostly give their silence in the class like never asking the teacher though they
do not understand. Worse than that, many teachers also do not care toward their students’
improvement in speaking English. What they need is just coming to the class, giving the
lesson, discussing it (no matter if the students got that or not), and sometimes giving them
homework; THAT’S ALL. The researcher finally finds a community where the students are
forced to speak English more.

Why do adults have difficulty in learning English? Because from the children ages, interest
and motivation of speaking English were never be cultivated on them. Another reason is that
the lack of English educational materials taught to them. The phenomenon of hundred
thousand students who fail the final examination because of their “English subject” proves
the English inadequacy of students’ proficiency. Due to those conditions, the researcher
believes that methods and techniques employed in the classrooms to teach English have big
impact toward students’ English comprehension.

English Club, one of the extracurricular in a public vocational high school, has a big concern
toward students’ English ability. As so many students enroll to become English Club
members, almost all of them have “be able to speak English” as their goal in English Club.
Actually, they just do not have a place to express their willing to speak English.
Confidentiality is the main obstacle for them to speak. English club provide strategies that
stimulate its members to actively involved in the exercises and attain their confidentiality to
speak English more.

1.2. The Formulation of Problem

Based on the condition above, the researcher will identify the problems which are in the
research will be formulated, such as:

1.2.1. How are the members of English Club stimulated to speak English?

1.2.2. Which strategy is mostly increasing EC Members’ motivation to speak English?

1.3. The Aims of Research

The specific aims of the research are:

1.3.1. to find out the strategies used in English Club Of SMK Negeri I Subang whether they
can be implemented in the regular classrooms or not.
1.3.2. to find out which speaking strategy that mostly motivates the EC members to speak
out.

1.4. The Method of Research

The research methods used in this research is qualitative method which is valuable “to assist
the researcher in deciding whether the teaching program needed to be modified or altered in
any way so that the objectives may be achieved more effectively” (Nunan, 1992). In this
case, speaking strategies of English club are the core in its program.

1.5. The Techniques of Data Collection

In collecting data, the researcher uses:

1.5.1. Observation

The researcher observed the members of English Club directly to find out the English
atmosphere and also how the influences of the strategies used in English Club.

1.5.2. Interview

Interview is to gain more reliable data taken from the members of English Club. It is also
regarded more factual since the members of English Club are forced indirectly to give the
explanation what they have experienced in English Club.

1.5.3. Questionnaire

The researcher uses close-questions in collecting the data by questionnaire. They are to gain
the objective data taken from the members of English Club. The questionnaire is spread to all
members in attempt to get the members’ perspectives over the English Club practices.

1.6. Organization of The Paper

These followings are how the research organized:

1. 1. Chapter I – Introduction

This chapter presents the research foundation including background, formulation of

problems, the aims of research, research methodology in general, techniques of data
collection, and its organization paper. The keys of comprehending this research are provided
in this chapter.

1. 2. Chapter II – Literature Review

To keep both research’s validity and reliability, the researcher provides knowledge related to
the topic. Those are taken from reliable linguists around the world.

1. 3. Chapter III – Research Methodology

How to feed the body of this research by the data are explained here. In this session, there
would be research design, samples, data collection, data instrument, and data analysis. Many
data that needed by the researcher are collected and analyzed in this part. Contribution of the
samples gives a lot of objective views in gaining the data required.

1. 4. Chapter IV – Findings and Discussions

It is the spirit of the papers. The findings display all results of data analysis. The research
questions meet the answers in this chapter. To make it clearer for the readers, the researcher
conveys the discussions of the findings.

1. 5. Chapter V – Conclusion and Recommendation

What can be taken from this research is shortly described in this chapter. This is the end of
the pape