DEVELOPING STUDENTS’ READING SKILLS THROUGH KWL (Know, Want to know, Learned) AND JIGSAW TECHNIQUES AT ISLAMIC SECONDARY SCHOOL

NURMA YUNITA , 1413042023 (2016) DEVELOPING STUDENTS’ READING SKILLS THROUGH KWL (Know, Want to know, Learned) AND JIGSAW TECHNIQUES AT ISLAMIC SECONDARY SCHOOL. Masters thesis, Universitas Lampung.

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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)

ABSTRACT Reading is one of the most important skills that should be mastered by students who learn English. In learning language, the teacher should think how to choose an interesting technique to increase students’ reading interest. In this research, KWL (Know, Want to know, Learned) and Jigsaw techniques were believed to increase students’ reading skills .This study was aimed to find out whether there is any significant difference of students’ reading skills between the students who were taught through KWL (Know, Want to know, Learned) and through Jigsaw techniques. Furthermore, the present study was also aimed to find out the aspects of reading skills mostly influenced and to see the students’ perception of both techniques. This research was conducted at the ninth grade of MTs.N 2 Pesawaran. The data were collected by using multiple choice tests and questionnaires. The population of this research was the ninth grade of MTs.N 2 Pesawaran. The samples were the students of IXA and IXB chosen by using purposive sampling. The data of this research were analyzed by using SPSS. The result of the research showed that there was significant difference of the students’ reading skills between those who were taught through KWL (Know, Want to know, Learned) and Jigsaw techniques. The t-value on Sig. (2-tailed) was .006 in both classes which means that sig. < α. The result also showed that Jigsaw technique was more effective than KWL (Know, Want to know, Learned) technique in teaching reading. It was proved by means score of Jigsaw technique was higher than KWL (Know, Want to know, Learned) technique. Using context for vocabulary was the aspect of micro skills that mostly influenced in both classes. Moreover, the students of experimental class II had more positive perception toward KWL and Jigsaw techniques than that of the students expperimental class I. Finally, it is suggested that the English teacher should pay attention in choosing a good technique to increase students’ reading skills. Key words: reading skill, KWL, Jigsaw, students’ perception

Jenis Karya Akhir:	Tesis (Masters)
Subyek:	> L Education (General) = Pendidikan > PE English
Program Studi:	FKIP > Prodi Bahasa Inggris
Pengguna Deposit:	67140475 . Digilib
Date Deposited:	23 Jun 2016 04:02
Terakhir diubah:	23 Jun 2016 04:02
URI:	http://digilib.unila.ac.id/id/eprint/22781

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