Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-28T13:22:41ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2016-06-23T04:02:16Z2016-06-23T04:02:16Zhttp://digilib.unila.ac.id/id/eprint/22781This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/227812016-06-23T04:02:16ZDEVELOPING STUDENTS’ READING SKILLS THROUGH
KWL (Know, Want to know, Learned) AND JIGSAW
TECHNIQUES AT ISLAMIC SECONDARY SCHOOLABSTRACT
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
1413042023 NURMA YUNITA n_vishta76@yahoo.co.id