TY  - GEN
CY  - Universitas Lampung
ID  - eprints31269
UR  - http://digilib.unila.ac.id/31269/
A1  - CAESAR ASTRI PERWITASARI , 1213042015
Y1  - 2018/02/06/
N2  - Abstrak. Membaca adalah salah satu skill yang sangat kompleks
untuk diukur karena mengandung banyak elemen seperti; (i) main
idea; (ii) specific information; (iii) reference; (iv) inference; dan (v)
vocabulary. Oleh karena itu, hal tersebut tidak bisa dicapai oleh
murid-murid ditingkat SMP. Tujuan penelitian ini adalah untuk (1)
menemukan apakah ada perubahan yang signifikan di dalam
pencapaian siswa didalam kemampuan membaca teks recount
setelah penerapan teknik Jigsaw dan STAD; (2) menemukan aspek
membaca yang mempunyai perubahan paling signifikan setelah
penerapan teknik Jigsaw dan STAD; (3) menemukan hambatan
yang dihadapi oleh siswa selama penerapan teknik Jigsaw dan
STAD. Penelitian ini dilakukan melalui desain kualitatif dan
kuantitatif. Populasi dari penelitian ini adalah siswa kelas dua di
SMPN 1 Abung Surakarta. Hasil penelitian menunjukkan bahwa
teknik Jigsaw lebih efektif meningkatkan kemampuan siswa di
dalam kemampuan membaca siswa. Hasil penelitian ini
menunjukkan bahwa terdapat perbedaan yang signifikan terhadap
kemampuan membaca siswa dengan taraf signifikansi sebesar
0,001<0,05. Hal ini dapat disimpulkan bahwa teknik Jigsaw
membantu siswa untuk meningkatkan kemampuan mereka didalam
aspek membaca daripada teknik STAD.
Abtract. Reading is one of complex language skills to be measured
because there are many elements involved as follows: (i) main idea;
(ii) specific information; (iii) reference; (iv) inference; and (v)
vocabulary. Therefore, it is not uncommon through SMP students
are skills not able to achieve. The objectives of the research were
aimed at finding out (i) whether there was a statistically significant
difference of the student?s recount text reading achievement after
the implementation of Jigsaw Technique and Student Team
Achievement Division (STAD); (ii) statistically significant
iii
improvement of aspects of reading through both techniques; (iii)
the obstacles that the students had during the implementation of
Jigsaw technique and Student Team Achievement Division
(STAD). This research was done through a qualitative and
quantitative design. The population of this research was the second
grade students at SMPN 1 Abung Surakarta. The results indicated
that there was a statistically significant difference of the student?s
reading achievement between the two techniques with the
significant level of 0.001<0.05, that is, Jigsaw Technique was more
effective that Student Team Achievement Division (STAD).
Specific Information was the aspect of reading that significantly
improved through both techniques. In addition, there were some
obstacles found during the implementation of the Jigsaw Technique
and Student Team Achievement Division (STAD) as follows: (1)
limited vocabulary knowledge; (2) difficulty level of the text
(readability); (3) noisy class situation; (4) no students? background
knowledge; (5) hesitancy to express their opinions; (6) class
dominated by the smart students. This suggests that Jigsaw
technique facilitates students to improve their ability in reading
compared to that of Student Team Achievement Division (STAD).
Keywords: Jigsaw Technique, reading comprehension, STAD
Technique, Recount Text
PB  - Fakultas Keguruan dan Ilmu Pendidikan
TI  - THE IMPLEMENTATION OF JIGSAW TECHNIQUE AND STUDENT
TEAMS ACHIEVEMENT DIVISION (STAD) IN TEACHING READING
RECOUNT TEXT AT SECOND GRADE OF SMPN 1 ABUNG
SURAKARTA, NORTH LAMPUNG
AV  - restricted
ER  -