TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW

Abstract

The purposes of this study are to find out whether there is any significant difference of students’ reading comprehension achievement before and after being taught through Jigsaw technique and to find out whether there is a significant increase of students’ reading comprehension before and after pre test and post test. The design of this research was measured by one group pre-test and post-test. The subject of research was class VII of even semester 2012/2013 of academic year. The instrument used to measure students’ reading achievement is reading comprehension test which consisted of 28 multiple choices. The data were analyzed by using repeated measure test formula. The result of the computation shows that the average score in pretest was (49.76) and the posttest was (57.97). The result of the computation showed that the value of the two tailed significance was 0.000. Since the sign < α (0.000<0.05), the value indicates that the numbers represents the significance. It means that there is a significant difference of students’ achievement in listening ability before and after being taught through Jigsaw technique. Therefore, dictation technique is recommended to be used by teachers to improve the students’ reading ability.
Keywords: difference, jigsaw, reading ability.