THE EFFECTIVENESS OF JIGSAW LEARNING MODEL IN TEACHING READING COMPREHENSION ON NARRATIVE TEXT

Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of teaching reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as Jigsaw learning method. For the purpose of teaching narrative text, the researcher try to observe and analyze the effectivenes of Jigsaw learning method by using an experimental research. The study was conducted on the tenth grade students in SMA Darussalam in the academic year 2018/2019. The writer used testing instrument, pre-test and posttest. The result of the data analysis are as follows: (1) the student’s reading comprehension before being taught by using jigsaw learning model is fair, (2) the student’s reading comprehension after being taught by using jigsaw learning model is good, (3) there is significant difference of the reading comprehension for the students before and after being taught by using jigsaw learning model. So, the writer conclude that, teaching reading comprehension using jigsaw learning model is effective in increasing students’ reading comprehension on narrative text.


A. Introduction
Learning English and another foreign language aims as a means of communication in order to access the information and share it globally to build an interpersonal relationship and to increase the insight into foreign cultures. One of important skill in the education of English is Reading. Reading is the process of looking at a series of written symbols and getting meaning from them (Henry, 2008:7). People consider reading as an important activity, so that people usually say that reading is the way to open the world. By reading people can get some information widely without going anywhere. Reading competence should be mastered well by the students because reading is an essential factor that influences one's activity in communication. Reading also has the value of to help the student learn to express their own thoughts and to make them familiar with the language pattern and ways of using language efficiently (Riyanto, 2015:30). Jeremy Harmer assumed in his book entitled How To Teach English, "good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and provide the springboard for well-rounded, fascinating lessons". It is clear that if teacher does not give a good reading text, an interesting learning process is not going to happen in teaching reading, so the reading activities will be boring.
From the problems mentioned above, it is clear that there must be a great efforts from the teachers to help the students to improve their reading skills. As a result, the assignment of the English teachers becomes more difficult because they have to motivate and encourage the students to read English text as a part of English lesson. The Teachers should also encourage students to acquire and master reading skills as one of the most important skills in English. One of the effective strategies in teaching reading included in cooperative learning is the jigsaw technique.

B. Literature Review
Reading is one of the basic skills in learning a language. The term reading has many interpretations. Extensive reading, it refers to reading which students do often (but not exclusively) away from the classrooms. Where possible, extensive reading should involve reading for pleasure or a joyful reading. This is enhanced if students have a chance to choose what they are willing to read. b.) Intensive reading. It refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Teachers may ask the students to look at extracts from magazines, poems, Internet websites, novels, newspaper, plays, and wide range of other text genres. Intensive reading is usually accompanied by study activities. While Francoise Grellet divided the kinds of reading into two types, those are: a.) Skimming, it is a process of reading in which happen quickly running one's eyes over a text to get the gist of it. b.) Scanning, it is a process of reading in which quickly going through a text to find a particular piece of information (Grellet, 2010:4).
Cooperative learning is not a new phenomenon in teaching learning process and it also provides some opportunities for the students to take more active role in their own learning. Cooperative learning requires the students to work in the small groups and it leads to a peer interaction. It also offers ways to organize group work to enhance learning and increase academic achievement.
Carolyn Kessler (1992:8) also stated, "Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others". The dependency of each student that needs help from each other is seen from cooperative learning so that each student gets motivated to increase the learning of himself / herself and others.

21/E/KPT/2018
Jigsaw is one of the techniques used in cooperative learning. Jigsaw technique was first developed by Elliot Aronson in response to students' socialization problems in desegregated schools in the 1970-an (Jeanine, 2007:266). Jigsaw has been used more than 30 years in U.S classrooms at all levels of schooling, including colleges and universities. The original intent of jigsaw technique is to provide children from diverse backgrounds the opportunity to work effectively and interpedently with one another. Jigsaw may be one of the most effective ways to observe, record, and assess students' improvement in some skills. Jigsaw also teaches students to be independent as they are given an assignment or puzzle to solve (Donald, 2006:240). The assignment is broken down into some small parts then students are assigned to discuss and to report the result of the discussion at the end of the jigsaw technique process.
Carolyn Kessler (1992:137) mentioned some advantages of applying jigsaw technique in the classroom. Those are: a.) Provide opportunities for students to work in racially and culturally mixed groupings. b.) Provide an excellent learning environment for the acquisition of language through relevant content. c.) Support the communicative approach in language teaching. d.) Develop students' skills of analysis, comparison, evaluation, and synthesis of information.

C. Method
The researcher using Pre Experimental research design. According to Arikunto (2006:84), Pre-Experimental research design is often conceived as an inexact experiment. Therefore, it is often referred to as "quasi-experimental".
Observations made before the experiment (O1) are called pre-tests and the observations after the experiment (O2) are called post-tests. The difference between O1 and O2 that is O2 -O1 is assumed to be the effect of treatment or experiment. The pattern used in the pre-test and post-test group design is where O1 is the result of the before treatment, X is the treatment and O2 are the result of the observation after the treatment or called the test. The pre-test was administered before an experiment or a treatment given. There were 30 students in experiment group. In pre-test, writer used 15 items multiple choice item test. The pre-test was given before the treatment. The pre-test in this study had a purpose to know the students' basic ability on reading achievement. Before taking the pre-test, students were not taught the material as the basic knowledge. Then, teaching -learning processes of this study became the processes of giving treatment. The process of giving treatment was in order to make sure that the jigsaw learning model definitely gave effect to the students' achievement in reading comprehension on narrative text and to reach the main purpose of this research.
In the first meeting, the researcher asks the students to read the text and discuss together to identify the text. Then, the reading explain definition, generic structure, language features of narrative text. Next, students work in group of five students and asks to analyze the generic structure and language feature of narrative text given by the teacher. In the second meeting, the students introduces jigsaw learning model. After that, the read gives a text to the students and asks them to read the text briefly. Then, the students are asked to discuss the text read the teacher to identify the text by jigsaw learning model. Next, the students work in group of five students. Finally, the students are asked to analyze the generic structure and language features of narrative text given by jigsaw learning model.
The post test was administered after conducting the treatment. The goal of this test is to know whether using jigsaw learning model in narrative text effective to the students' reading comprehension ability or not.

Pre-test Finding
There were 30 students of X2 as the experimental group. The purpose of this test was to know the initial condition of the students' achievement in reading narrative text. In this test, the students were asked to answer 15 question based on the reading passages. The average score on the pre-test of the experimental group was 51, 80. To show the achievement of the score by the students, distribution of the scores is described in frequency and percentage as follows:

Post-test Finding
There were 30 students of experimental group. The post-test in this study had a purpose to measure the students' reading achievement after getting treatments. The students did the post-test through reading test. The process of the post-test was similar with the pre-test. The students were given 15 questions of multiple choices. From the result, the students 'average scores were analyzed. The average score of the experimental group was 84, 30.

E. Discussion
The result of pre-test and posttest were analyzed statically by using SPSS (Statistical Package for the Social Sciences) especially paired t-test formula to know the mean before and after giving treatment.  In the table paired sample correlation, it contains the data whether there was or not a correlation between before and after giving jigsaw learning model, it was gotten a correlation = 0,017 which showed there was a relationship between giving jigsaw learning model toward reading comprehension of narrative text to the students.

G. Conclusion
From this study it can be eventually concluded that before being given and students in class more enjoyable and interesting. The students so active and attractive when they follow the teacher instruction and when they work in the group. This strategy succeeded in making the students enrich and explore their idea and their knowledge when they read the passage in group. In addition, the jigsaw learning model is intensive since the each strategy jigsaw has their own advantage to lead the students better in learning. Finally, the jigsaw learning model makes the students more motivated in learning and easier to grasp the lesson.The use jigsaw learning model gives significant differences in students' reading comprehension of narrative text. This is proven by the mean of posttest of the experimental group and before treatment of the experimental group.