@misc{eprints9374,
           month = {Pebruari},
           title = {THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN TEACHING READING
COMPREHENSION AT SECOND YEAR STUDENTS OF SMAN1 KRUI},
          author = {  EGRA BETARIA 0713042005},
            year = {2012},
         journal = {Digital Library},
             url = {http://digilib.unila.ac.id/9374/},
        abstract = {Guideline of School-Based Curriculum (SBC) which is applied for all school
levels in Indonesia leads the students to have real life skills. This implies that
teaching English stated in SBC, in particular, is to enable the students to master
the four language skills; listening, reading, speaking and writing. Reading is one
of the important skills that the students have to master. Students must improve
their ability in reading comprehension so that they can get information from any
text they read. As a matter of fact, the students? ability in reading comprehension
is far from the goal being expected. Many students have difficulties in
comprehending reading text because teachers in school do not use effective
technique for teaching reading comprehension.

Therefore, this Classroom Action Research is aliened, first, to improve the
students? reading achievement through jigsaw, second, to improve the students?
participation during the teaching learning process, and third to improve the
teacher?s performance, in this research is conducted in two cycles. The subject of
the research is the second grade of SMAN1 Krui. The research lasted from
February 22
th
 until March 02
th
 2012. 
 
The result of the research proves that jigsaw technique can be used to improve the
students? reading comprehension. There are two cycles in this research. In the first
cycle, the indicators in this learning product and learning process could not be
fulfilled yet in cycle 1. For learning product, in students? reading score, 53.33\%
students exceeded the passing grade. In teaching learning process, 70\% students
were actively involved and the teacher was scored 72 for her teaching
performance. The indicator of the research are concerned on the learning product
and learning process. The indicator of the learning product that 80\% of the
students pass the passing grade which is 65 while the learning process is 80\% of
the students active during the lesson and the teacher can get score 80 for teaching 
performance. In the second cycle, both of the indicators of the research which 
were for learning product and learning process were achieved. In students reading
score, 83.33\% students passed the passing grade. In teaching learning process, 

 
 
 
93.33\% students were actively involved and the teacher was scored 85 for her
teaching performance. 

Based on the data, the researcher concludes that the implementation of Jigsaw
technique improves students? reading achievement and teaching learning process.
Therefore, jigsaw technique is recommended to be used by teachers to improve
their students reading comprehension.}
}