Reading Comprehension Achievements of Extrovert and Introvert Students Taught Through Jigsaw and SQ4R at SMA Muhammadiyah 1 Pringsewu
Abstract
Penelitian ini bertujuan i) untuk mengetahui perbedaan pencapaian pemahaman membaca antara sebelum dan sesudah diajar menggungakan teknik Jigsaw dan SQ4R, ii) untuk mengetahui perbedaan pencapaian dalam pemahaman membaca antara siswa yang ekstrovert dan siswa yang introvert yang telah diajar menggunakan Jigsaw dan yang diajar menggunakan SQ4R, dan iii) untuk mengetahui interaksi antara kedua teknik dan kepribadia siswa. Subjek penelitian ini adalah siswa kelas satu SMA Muhammadiyah 1 Pringsewu. hasil penelitian menunjukkan bahwa i) tidak ada perbedaan yang signifikan secara statistic dalam pemahaman membaca siswa yang diajar dengan menggunakan teknik Jigsaw dan yang diajar menggunakan SQ4R, ii) ada perbedaan yang signifikan secara statistic dalam pemahaman membaca siswa ekstrovert dan introvert yang telah diajar menggunakan Jigsaw dan SQ4R, dan iii) ada interaksi yang signifikan secara statistic antara kedua teknik dan kepribadian siswa. Ini menunjukkan bahwa Jigsaw dan SQ4R efektif untuk meningkatkan pencapaian dalam pemahaman membaca siswa dan siswa extrovert dan introvert sukses dalam meningkatkan pemahaman membaca setelah diajar melalui Jigsaw dan SQ4R.
This study is aimed i) to find out whether there is a statistically significant difference of students’ reading comprehension achievement after being taught through Jigsaw and those taught through SQ4R, ii) to find out whether there is a statistically significant difference of students’ reading comprehension achievements between extrovert and introvert students after being taught through Jigsaw and SQ4R, and iii) to find out a statistically interaction between those techniques and personality traits. The subjects of this research are the first grade students of SMA Muhammadiyah 1 Pringsewu. The result shows that i) there is no a statistically significant difference in reading comprehension achievements of students after being taught through Jigsaw and SQ4R, ii) there is statistically significant difference in students’ reading comprehension achievement between extrovert and introvert students after being taught through Jigsaw and SQ4R, and iii) there is statistically significant interaction between two techniques and personality traits. It can be said that Jigsaw and SQ4R are effective to increase the students’ reading comprehension achievements and both extrovert and introvert are successful in increasing their reading comprehension achievements after learning with Jigsaw and SQ4R.
Keywords: Jigsaw, SQ4R (Survey, Question, Read, Recite, Reflect, Review), personality traits, reading comprehension.
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