The Effect of Jigsaw Method to Srudents’ Reading Skill in The First Year Students of MAN 3 PADANG. Thesis. English Department, Bung Hatta University

Fitriani, Fitriani and Welya, Roza and Adzanil, Prima Septy (2018) The Effect of Jigsaw Method to Srudents’ Reading Skill in The First Year Students of MAN 3 PADANG. Thesis. English Department, Bung Hatta University. Diploma thesis, Universitas Bung Hatta.

	Text ACKNOWLEDGEMENT, ABSTRAK, TABLE OF CONTENT.pdf Download (244kB)
	Text APPENDIX.pdf Restricted to Repository staff only Download (3MB)
	Text CHAPTER I - V.pdf Restricted to Repository staff only Download (956kB)
	Text COVER and SUBCOVER.pdf Download (81kB)

Abstract

The reserach was aimed to know the effect of Jigsaw Method to the students’ reading skill in the first year students of MAN 3 Padang. It meaans that this study focused on the effect of students’ reading skill taught using Jigsaw Method. This study was conducted to first grade students at MAN 3 Padang. Method of this research was Experimental Design which used quantitative study by 60 students as the sample out of 220 students of populations. The sample was divided into two classes; 30 students for Experiment class and 30 students for control class. Before giving treatment, the researcher gave pre-test. Then the researcher taught the experimet class by Jigsaw Method and control class by conventional method. Then the researcher gave post test. In this study, researcher used test, quetionnaire and observation as collecting data. The researcher used reading test which was multiple choice form that consist 20 items which have been try out, and the reliability of test was 0.68 (see Appendix 4.5). And the researcher gave questionnaire about students’ perception on Jigsaw, and the reliability of questionnaire instrument was 0.85 (see Appendix 6.2). Then, the implementation of Jigsaw Method, and reliability of observation instrument was 0.56 (see Appendix 8.2). After doing data analysis, and findings the Hypotesis by N-Gain have g1 = 0,30 and g2 = 0,13. So, g1 > g2 follows 0,30 > 0,13 (see Appendix 5.2 and 5.4). In conclusion, H0 was rejected and H1 was accepted. It means that students’ reading skill that was taught by Jigsaw Method was higher than those taught by using conventional method. In Addition, 50 % the students agree by Jigsaw Method in learning reading (see Appendix 7.3), and 43% good enough implementation of Jigsaw method in learning process (see Appendix 9.3). The result of the research showed that there was a significant effect of Jigsaw method to students’ Reading Skill. Dealing with conclusion, the researcher suggested that the english teacher may consider to use Jigsaw Method in teaching reading skill.

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