The effect of jigsaw ii & GTM on the reading comprehension achievement of the first year of senior high school students a thesis in partial fulfillment of the requirement for the sarjana pendidikan degree in English language teaching

Soebrata, lisa (2014) The effect of jigsaw ii & GTM on the reading comprehension achievement of the first year of senior high school students a thesis in partial fulfillment of the requirement for the sarjana pendidikan degree in English language teaching. Undergraduate thesis, Widya Mandala Catholic Surabaya.

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Abstract

There are four language basic skills needed in learning English. They are listening, speaking, reading and writing. However, English is not used for daily communication in Indonesia. This is one of the reasons why schools tend to focus more in improving students’ reading skills. In this way, students who graduate from high school are expected, to at least, have the ability not only to read, but also to comprehend and understand a written text in English. However, students, especially in Indonesia, still have many difficulties in learning English reading. Therefore, the writer decided to conduct a quasi-experimental study on the Effect of Jigsaw II and Grammar Translation Method (GTM) on the Reading Comprehension Achievement of the First Year of Senior High School Students. The purpose of this study was to find out the effect of Jigsaw II and Grammar Translation Method in teaching reading to Senior High School. The subjects of this study were the first year students of a private Senior High School in Surabaya, of the school year 2013-2014. The instrument used is a Reading Test which consists of multiple choice items. Initially, there was no significant difference in the pre-test of both classes. However, after conducting the treatments (for three times), the results showed that there was a significant difference between the mean of the posttest scores of the Experimental Group and that of the Control Group after the experiments were administered. This also means that the post-test scores obtained by the students in the Control Group were greater than those obtained by the students in the Experimental Group. In other words, in this study, Grammar Translation Method was more effective than Jigsaw II technique. One of the reasons was because Translation could make the students have a better understanding towards a certain reading text. xi Moreover, since GTM is teacher-centered, it was easier to manage the classroom and it could lead to a more effective learning process. From the conclusion, the writer could give some suggestions, for the teachers and also for further research. Through this study, the writer suggested the teachers to use the most appropriate teaching technique depending on their focus, their needs, their students and at the same time considering the situation of the class. For example, to teach reading, like in this study, the teacher could use the Grammar Translation Method. However, this study was still far from perfect. The writer felt that the length of time given to the treatments in this study was not sufficient. Thus, she suggested for further researchers to apply the treatments in two periods each time.

Item Type:	Thesis (Undergraduate)
Department:	["eprint_fieldopt_department_Faculty of Business" not defined]
Uncontrolled Keywords:	Jigsaw II, grammar translation method (GTM), reading comprehension achievement
Subjects:	Business Business > Management
Divisions:	Faculty of Business > Management Undergraduate Study Program
Depositing User:	Thomas Aryanatan Lena
Date Deposited:	27 Jan 2016 05:44
Last Modified:	27 Jan 2016 05:44
URI:	http://repository.ukwms.ac.id/id/eprint/5166

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