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THE EFFECTIVENESS OF JIGSAW METHOD TO IMPROVE
STUDENTS’ READING COMPREHENSION ON NARRATIVE

TEXT
(A True Experimental Study at 10 Grade Students of MA Darul

Ulum Purwogondo In Academic Year of 2023/2024)
THESIS PROPOSAL
By AHLA AINI SARMADA
NIM 191320000481
DEPARTMENT OF ENGLISH LANGUANGE EDUCATION
FACULTY OF TARBIYAH AND TEACHER SCIENCES
ISLAMIC UNIVERSITY OF NAHDLATUL ULAMA JEPARA
2023
ADVISOR’S APPROVAL
This thesis proposal has been approved by the advisor and ready to be conducted.
Title :
THE EFFECTIVENESS OF JIGSAW METHOD TO IMPROVE STUDENTS’

READING COMPREHENSION ON NARRATIVE TEXT (A True Experimental
Study at 10 Grade Students of MA Darul Ulum Purwogondo In Academic Year of
2023/2024)
Approved on
Day : Wednesday
Date : June 14, 2023
Advisor
Aliva Rosdiana, S.S., M.Pd.
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CONTENTS
ADVISOR’S APPROVAL.....................................................................................i
1. INTRODUCTION..............................................................................................1
1.1 Background of the Research......................................................................1
1.2 Research Question.....................................................................................5
1.3 Objective of the Research..........................................................................5
1.4 Significance of the Research.....................................................................5
2. REVIEW OF RELATED LITERATURE AND HYPOTHESIS..................7
2.1 Previous Researches..................................................................................7
2.2 Theoritical Background...........................................................................10
2.2.1 Reading............................................................................................10
2.2.2 Reading Comprehension..................................................................11
2.2.3 Narrative Text..................................................................................12
2.2.4 Cooperative Learning.......................................................................14
2.2.5 Jigsaw Method.................................................................................19
2.3 Conceptual Framework...........................................................................23
2.4 Hypothesis...............................................................................................25
3. RESEARCH METHOD..................................................................................26
BIBLIOGRAPHY................................................................................................35
APPENDIX...........................................................................................................38
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1. INTRODUCTION
1.1 Background of the Research
Teaching methods are methods and procedures for the

establishment of a deliberate and organized scientific process. The
teaching method is a system of aware and directed action to regulate the
cognitive and practical activity of the student, and comfortable his
personal acquisition of educational content. In different words, teaching
methods require continuous mutual affect among teachers and college
students (Al-Taai, 2021). The importance of teaching methods is to
encourage students to participate in magnificence. Teachers must have
good methods, teaching strategies or teaching media to inspire students to
study (Mafuudloh, 2020).
There are several kinds of teaching methods that are widely

recognized, namely Grammar-translation Method, Direct Method, Audio-
lingual Method, and Communicative Teaching Method. The first method
is grammar-translation method, just as the name suggests, emphasizes the
teaching of the second language grammar, its principle techniques is
translation from and into the target language. The second is direct
method is a radical change from grammar-translation method by the use
of the target language as a means of instruction and communication in
the language classroom, and by the avoidance of the use of the first
language and of translation as a technique. The third is audio-lingual
method was the first to claim openly to be derived from linguistics and
psychology. And the last is communicative teaching method, aims to
make communicative competence the goal of language teaching, and
develops procedures for teaching the four skills that acknowledge the
interdependence of language and communication. It encourages activities
that involve real communication and carry out meaningful tasks (Liu &
Shi, 2007).
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According to Namaziandost et al (2020), jigsaw is included in the

communicative teaching method because jigsaw makes students
communicate with each other to fill in missing information and integrate
it with other information. Jigsaw method allows students to actively
participate in the learning process. By constantly experiencing this
method, students will feel more comfortable in their roles. In the jigsaw
method, students carry out learning activities in collaboration with their
classmates to achieve their goals.
Based on observations at MA Darul Ulum Purwogondo, researcher

found that most students at MA Darul Ulum Purwogondo had difficulties
in reading comprehension. One of these conditions is influenced by the
learning method that uses Teacher Centered Learning (TCL), where the
teacher enters the class, explains the material, asks students to read the
text in the book, gives assignments, then ends the lesson. This makes
students passive and lazy to read the text. In addition, students find it
difficult to improve reading skills and students also have little knowledge
about the topics discussed. The learning method applied, namely Teacher
Centered Learning (TCL), is less effective, because students only sit and
listen to the teacher's explanation. In addition to making observations,
researchers also conducted interviews with several students to find out
the needs and weaknesses of students. Some students feel lazy to read
and understand the text. So can't answer the question correctly. This is
evidenced by the average score of students from each class, which is 65.
So, the average score of these students is still below the standard value,
which is 70. This happens because they do not yet have a good enough
understanding of reading texts.
In this research, the researcher use jigsaw method in teaching

reading that can make students enjoy learning English. Jigsaw is suitable
used in teaching reading class because jigsaw is a communicative,
interactive, collaboration, and cooperation learning method. Jigsaw is one
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of cooperative learning strategy it means that in jigsaw the student must

study in a group. Jigsaw was one of the earliest of cooperative learning
method. In jigsaw, each student in a five –to six- member group is given.
Each jigsaw groups will be given a list of different tasks to research, with
individual members of the group breaking off to work with the "experts"
of other groups. The participant of expert groups make discussion related
to their own topic to understanding the information of materials which
they will be report to their own jigsaw groups (Fransiska & Arriyani,
2020).
Reading skills are the mind's concept of a text, which gives rise to
experiences in the mind. In addition, reading is a process of constructing
meaning in the coordinates of numbers and words in a text. It process of
comprehension reading text skill. Not only values in reading a text but
how the text have a sense from the writer wrote (Silalahi, 2019). Reading
is one of the important skills in English which has an important
contribution to the success of learning the language. Reading is an
activity that is essentially related to the transfer of meaning from thought
to mind, messages from writers to readers. Reading requires
understanding to understand the content and get new information from
the text. Reading is not an easy process because it involves the most eye
and brain work to get information or messages from text. In order for
students to be able to read effectively, efficiently and correctly, teachers
must prepare good materials in teaching English, especially in reading.
That is, the teacher must use good methods in teaching so that students
easily understand the subject matter (Luju et al, 2022).
The narrative text is a text that aims to entertain the readers.

Regarding the genre of reading text, narrative text are imaginary stories
with the aim to entertain, although sometimes there are stories which
built based on real experiences stories or events (Harahap et al, 2019).
Narrative uses conflicts among the participants, either natural conflict,
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social conflict or psychological conflict. In some ways, a narrative text

combines all these conflicts. Narrative text has many types, they are
typically imaginary included fairy stories, mysteries, science, fiction,
horror stories, adventure stories, romances, parables, fables, moral tales,
myths, legend, and historical stories but can be factual included
autobiography and biography or the combination of both. Narrative text
is a story with complication or problematic events and it tries to find the
resolutions to solve the problems. An important part of narrative text is
the narrative mode, the set of methods used to communicate the narrative
through a process narration (Arisman & Haryanti, 2019).
Some researchers have done studies on reading comprehension and

it is contributed in English teaching, their findings as follows:
Anandita (2020) in her article journal “Improving Reading

Comprehension Ability of the Eleventh Grade Students of MAN 5
Jombang through Jigsaw Technique” concludes that findings of the
research were there is significant difference of the reading
comprehension for the students before and after being taught by using
jigsaw technique. So, teaching reading comprehension using jigsaw
technique is effective in increasing students’ reading comprehension on
narrative text. The study was classroom action research and the subject
was students from eleventh grade of IPS 3 MAN 5 Jombang.
Tarigan et al (2021) in article journal “The Effect of Jigsaw

Strategy on Students’ Reading Comprehension at SMK Swasta Yapim
Medan” concludes that findings of the research were Jigsaw Strategy
gave more effective application on teaching the reading comprehension
at Tenth Grade students at SMK Swasta Yapim Medan than applied
conventional strategy. It employed the experimental with quantitative
design and this research was undertaken in the grade ten students of
SMK Swasta Yapim Medan.
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Ayu et al (2021) in article journal “Using Jigsaw Technique for

Improving Reading Skills” concludes that findings of the research were
the use of jigsaw technique was able to improve the students’ reading
skills. This research was an action research study and the subject of the
research was class X-2 of SMAN I Kuok.
Based on those explanation, the researcher is interested in

conducting research with the title “The effectiveness of Jigsaw Method to
Improve Students’ Reading Comprehension on Narrative Text at Tenth
Grade Students of MA Darul Ulum Purwogondo In Academic Year of
2023/2024”.
1.2 Research Question
Based on the background of research above, the formulated

research problem is “How effective is the use jigsaw method to improve
students’ reading comprehension on narrative text at tenth grade of MA
Darul Ulum Purwogondo in academic year of 2023/2024?”
1.3 Objective of the Research
The objective of the research is “To find out the effectiveness of

jigsaw method to improve student’s reading comprehension on narrative
text at tenth grade of MA Darul Ulum Purwogondo in academic year of
2023/2024.”
1.4 Significance of the Research
1.4.1 Theoretically
This research as supporting information that jigsaw technique

could be used as a technique in teaching learning process particularly in
reading.
1.4.2 Practically
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a. For the students, this research can provide many benefits to

improve students' reading skills in narrative texts by applying
the jigsaw method. Then, it can be an interesting method in
learning English especially in reading narrative texts. Through
this research students will also know how to understand reading
well.
b. For teachers, this research can solve teaching problems. This

study also serves as feedback in improving their teaching or to
develop more appropriate teaching method. The application of
the jigsaw method can add new experiences in learning English,
especially reading. They can experience English class directly,
interesting and fun, which in the end is expected to increase
student achievement in learning English.
c. For other researchers, this research can be useful as a reference

for future researchers to solve the same problem at a later time.
This research is expected to be the basis for future researchers to
find other innovative method in teaching reading.
2. REVIEW OF RELATED LITERATURE AND HYPOTHESIS
2.1 Previous Researches
There are some previous researches in this research. The first is

conducted by Anandita (2020) with the title “Improving Reading
Comprehension Ability of the Eleventh Grade Students of MAN 5
Jombang through Jigsaw Technique”. The purpose of the research was to
described how the implementation of jigsaw technique can improve the
reading comprehension skill at the eleventh grade of MAN 5 Jombang.
The population of this research were eleventh grade of IPS 3 of MAN 5
Jombang. This research was classroom action research design. In this
research, the researcher used test to collect the data. The research data
showed that improving reading comprehension through jigsaw was
effective technique. It was proven by the pre test and post test that was
given by the researcher. The average score on preliminary test was 61.2
and the result of posttest in cycle 2 was the average score of the students
test were increased from 72.2 in cycle I became 80.4 in posttest cycle II.
It showed that the low achievement had improved.
The second research is conducted by Tarigan et al (2021) entitled

“The Effect of Jigsaw Strategy on Students’ Reading Comprehension at
SMK Swasta Yapim Medan”. The aims of this research were to find out
the effect of applying the Jigsaw strategy on the students’ reading
comprehension at X grade at SMK Swasta Yapim Medan concludes that
findings of the research were Jigsaw Strategy gave more effective
application on teaching the reading comprehension at Tenth Grade
students at SMK Swasta Yapim Medan than applied conventional
strategy. This research was experimental with quantitative design. The
research subjects were the grade ten students of SMK Swasta Yapim
Medan. The sample of this research were 30 students. The researchers
conducted a pre-test in the first meeting and a post-test in the last meeting
to achieve the goal of enhancing students' narrative reading
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comprehension. From the data, after applying jigsaw strategy to the

experimental group students, the mean score students was 74.83. After
applying conventional teaching strategy to the controlled group students,
the mean score of students was 60.00. It means that teaching reading
comprehension by applying Jigsaw strategy gave more significant impact
to the students in the experimental group than the students who were
taught by using conventional strategy.
The third study is conducted by Ayu et al (2021) entitled “Using

Jigsaw Technique for Improving Reading Skills”. The purpose of this
research to find and implement actual actions to improve the quality of
reading learning process for the first year students of SMAN I Kuok.
This research used classroom action research consisted of two cycles.
The steps of the research were planning, action, observation, and
reflection. The researcher took 31 students of class X-2 of SMAN I
Kuok. In terms of quantitative data, there was an improvement on the
students’ reading skills. It could be seen from the result of pre-test and
post-tests. The mean of the students’ scores improved from 58,45 on pre-
test to 66,90 on cycle I post-test and 75,69 on cycle II post-test. It means
the students’ mean score increased 29,49 % from the post-test. It showed
that the jigsaw technique was successful in improving the students’
reading skills.
The other study is conducted by Mitsalina et al (2022) entitled

“The Effectiveness of Using Jigsaw II Technique in Teaching Reading
Comprehension to the Tenth Grades Students of SMK Negeri 1 Gombong
in the Academic Year of 2019/2020”. The aim of this research was to find
out the significant difference in teaching reading comprehension between
students who learned using Jigsaw II technique and those who did not.
This research was experimental research and used the pre-test-posttest
control and experimental class. The subject of this research was X TKJ C
grade students of SMK Negeri 1 Gombong which consist of 36 students.
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Data collecting technique in this study has been done through tests. The
results of the study can be concluded as follows: first, there is a significant
difference in reading comprehension skills between experimental class that
got learning using Jigsaw II techniques and control class that got learning
without using Jigsaw II techniques in X grade students of SMK Negeri 1
Gombong. It can be proven from the results of the Mann Whitney test
post-test control class and the experimental class were obtained by Asymp
Sig = 0,000. Secondly, the Jigsaw II technique has been proven effective
to improve reading comprehension of the X grade students of SMK Negeri
1 Gombong. It can be proven from the calculation results of the
experimental class Gain Score of 23.78 and the control class 6.11.
The last study is conducted by Fransiska & Arriyani (2020) entitled

“Developing Reading Comprehension By Using Jigsaw For High School
Level”. The objective of this research was to improve reading
comprehension on narrative text. This study is a quantitative approach
with quasi experimental design with improves two group which are
experimental group and control group. The subject of the research was the
students of XI IPA of SMA Tamansiswa Palembang. The mean of the
students’ scores improved from 62.97 on pre-test to 77.79 on post-test.
Based to the criteria of the test, the result showed that there is a significant
difference between students’ achievement in reading comprehension of
narrative text by using jigsaw technique and without jigsaw technique. It
means that jigsaw technique is effective and applicable at the eleventh
graders at SMA Tamansiswa Palembang towards students’ reading
comprehension on narrative text.
From the previous researches above, there are many researchers

that have been conducted with this research. All of the results show that
jigsaw method helps students to improve their reading skill. Based on
those results, the researcher tries to apply jigsaw method in this research
but there are some differences that will be applied by the researcher in this
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research. First, the researcher tries to apply jigsaw method to improve

students’ reading skill on narrative text. Second, the researcher tries to
apply jigsaw as teaching method to the tenth grade of senior high school.
Third, the researcher uses true experimental research. The last, the
researcher applies simple random sampling to take the sample.
2.2 Theoritical Background
2.2.1 Reading
Reading is the activity of the reader to get information and

understand from the printed text by using the eyes and brain to
understand what the writer is thinking in his writing. By reading,
readers will know what they read and understand the text. To
understand the message from the author, the reader must have the
ability to read well to understand the reading text (Fransiska &
Arriyani, 2020).
According to Luju et al (2022), reading is one of the important
skills in English which has an important contribution to the success of
learning the language. Reading is an activity that is essentially related
to the transfer of meaning from thought to mind, messages from
writers to readers. Reading requires understanding to understand the
content and get new information from the text. Reading is not an easy
process because it involves the most eye and brain work to get
information or messages from text.
According to Mitsalina et al (2022), the aims of reading are; 1)
reading to search for simple information, 2) reading to skim quickly, 3)
reading to learn from texts 4) reading to integrate information, 5)
reading to write (or search for information needed for writing) and
critique texts, and 6) reading for general comprehension.
According to Namaziandost et al (2020), there are several purposes
of reading namely, reading to seek information, reading to understand
quickly, reading to learn, reading to integrate information, reading to
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evaluate, criticize and use information, and reading for general

understanding. In most cases, reading for interest or reading for
entertainment). So, reading has several purposes. One of the purposes
of reading itself is to seek information, gain knowledge, or
understanding. There are main ways of reading as follows:
a. Skimming is reading the text quickly to get the gist of the idea.
b. Scanning is reading quickly through text to find a specific section.
c. Extensive Reading is reading longer texts, usually for personal
enjoyment, especially involving global understanding.
d. Intensive Reading is reading shorter texts to explore certain
information. It is more of an accuracy activity that involves reading
for details.
Meanwhile, important points that must be known in teaching
reading; understand about the text, build vocabulary, and identify the
meaning of the text. Teaching reading must teach the following;
identifying pronominal references, main ideas, supporting details, what
types of text are involved, topics, and making conclusions.
Based on the definition above, it can be concluded that reading is
certainly an important activity to expand knowledge of a language.
Reading also has a relationship between the author's message and the
information the reader will find. Reading has several purposes. One of
the purposes of reading is to seek information, gain knowledge, or
understanding.
2.2.2 Reading Comprehension
According to Luju et al (2022), reading comprehension is an active

thinking process that depends not only on comprehension, but also on
students' experience and prior knowledge which involves
understanding vocabulary, organizing ideas, and increasing students'
interest in reading books and literary words.
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Reading comprehension is the ability to derive meaning from what

is read. Reading comprehension requires different reading skills such
as word recognition, fluency, lexical knowledge and pre-existing
knowledge to be carried out quickly so that the reader gets knowledge
from the text. In addition, reading comprehension is the level of
understanding the text. This understanding arises from the interaction
between the written words and how they acquire knowledge beyond
the message. Comprehension is a creative process that depends on four
skills called phonology, syntax, semantics and pragmatics
(Namaziandost et al, 2020).
According to Lestari, et al (2017) in Roe, et al (2005), there are
five aspects of reading comprehension which the students should
comprehend a text well, such as determining main idea, locating
reference, making inference, detail information, and the understanding
vocabulary. These aspects are regards as difficulties that the students
encounter in comprehending the text.
a. Determining Main Idea
The main idea is a statement that tells the author’s point about
the topic. The main idea is a key to understand a paragraph or
short selection. The main idea is usually located in a sentence,
it is usually the first sentence but it can be in the middle or in
the last sentence. Therefore, this can make the main idea more
difficult to find. The students may get confused to see what the
main idea of a passage is, and where the main idea is located.
b. Locating Reference
Reference is antecedent of a pronoun. The antecedent is a word
or phrase to which a pronoun refers. In identifying reference,
the students are expected to understand for what the pronouns
in the sentences are used such as the pronouns that are used to
show people, place, or situation.
c. Understanding Vocabulary
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The student expands their knowledge of vocabulary while he is

reading a passage, such as by finding out new words meaning
in dictionary and guessing the meaning from the context.
Context helps students making a general prediction about the
meaning. It means that making prediction from the context will
help students understand the meaning of a passage without
stopping looks up every new word in a dictionary. In fact, one
of the problems readers have difficulties in understanding
material is that they have lack of vocabularies.
d. Making Inference
In making of inference, the students are expected to
comprehend the text to find the conclusion of the statements in
the text. The readers need to practice combining clues from the
text with their background knowledge in order to make
inferences. It means that the clues in the text will help students
to build assumption and draw conclusion. So they can answer
the questions.
e. Detail Information
The last type of question that is usually found in reading test is
detail question or information. This question used to check
students ability to understand material that is directly stated in
the text. In understanding and answering detail question, the
students can use scanning strategy. In addition, to find out the
answer of detail question, the reader can note or underline the
key word in the question, and then scan the passage for that
words synonym (Dasrul, 2018).
The theory above shows that reading comprehension is the ability
to obtain information or meaning from text. So, students must be
proficient in reading skills to be able to gain knowledge and learn new
information.
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2.2.3 Narrative Text
a. Definition of Narrative Text

Narrative text is an imaginative story to entertain
people. A narrative tells about something that happened in
the past. Signal words and time expressions make the
narrative sequence clear. That is, every story that is
composed in the past is a narrative (Fransiska & Arriyani,
2020).
According to Putera & Udin (2022), a narrative is a
type of text that contains a story, such as civil history (folk
story), animal history (fairy tale), legendary history, etc.
Narrative text contains a story that depicts a sequence of
events and characters (including heroes) or heroes),
including the story couples. It can be stated that the
narrative text is an oral or written text that conveys
information about massage and serves to explain its
meaning in the story.
From the statement above, it can be concluded that
narrative text is a text consisting of various types of stories
such as fiction, fables, fairy tales, etc. which aim to
entertain and provide information to readers. Narrative text
is good for students because it can motivate and stimulate
students when doing reading activities.
b. The Generic Structure of Narrative Text
One way to understand narrative text is to identify
the generic structure of the text, such as:
1. Orientation: This is about the opening paragraph
where the characters of the story are introduced.
2. Complication: This is where the problem in the
story develops.
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3. Resolution: This is where the problem in the story is

solved.
4. Re-orientation: This is optional from the generic
narrative structure.
Meanwhile the language features of narrative text,
they are:
1. Using nouns and pronouns to identify people,
animal or things involved. For example: king,
princess, he, she, etc.
2. Specific participant is special characteristics object.
For example: Cinderella, Aladdin, etc.
3. Using adjectives are useful to shape noun phrase.
For example: beautiful white skinned lady, etc.
4. Using time connective and conjunctions to sequence
the events. For example: then, when, suddenly, etc.
5. Using adverbs and adverbial phrases to indicate
place and time. For example: here, there, at home,
etc.
6. Using action verb in past form. For example: lived,
drank, etc.
7. Using saying verbs which sign to pronounce
something. For example: said, told, promised, etc
(Fransiska & Arriyani, 2020).
c. Types of Narrative Text
There are many type of narrative text, including:
1. Humor, the aims to make the audience laugh as part
of retelling story.
2. Romance, typically tells of two lovers who
overcome diffilculties to end up together.
3. Science function, use a setting involving science
and technology.
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4. Diary – novels, the text presented like diary entries.

5. Adventure, typically tells of exciting dangerous
journey ofexperince (Fransiska & Arriyani, 2020).
2.2.4 Cooperative Learning
a. Definition of Cooperative Learning

Cooperative learning is an effective teaching
method in which small teams use a variety of learning
activities to increase their understanding of the target
subject, each with students at different skill levels. In
addition to learning what is taught, each team member is
responsible for helping teammates learn, thus fostering an
environment of achievement. Students work through
assignments before the mission is successfully understood
and completed by all community members. It was pointed
out that 'cooperative learning is a modern teaching method
that mobilizes psychologically weak students, leading to
self-confidence and excellent target group performance
(Abuhamda et al, 2021).
According to Anandita (2020), cooperative learning
is a teaching method in which students work together in
groups, usually with the aim of completing a specific task.
This method can help students develop leadership skills and
the ability to work with others as a team. Cooperative
learning principles are designed to engage students by
transferring some of these activities to students.
Cooperative learning strategies are designed to motivate
students' interest and assist the retention of their key ideas
by encouraging them to participate in discussions.
In short, Cooperative Learning is a strategy that
maximizes student involvement, participation, and activity
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in groups. Cooperative learning can also build positive

relationships between students.
b. The Elements of Cooperative Learning
According to Yu (2019), there are many elements of
cooperative learning:
1. Positive Interdependence
As the first and foremost element, “one for all, all
for one” is a direct image of positive interdependence,
meaning members in the same boat need to share
resources and there is no prejudice, and everyone can
get the same thing. Members depend on each other and
they must realize that they have a common goal, and
they must help others and work together to achieve a
common goal.
2. Individual Accountability
Individual accountability refers to that members
have to take their efforts to complete individual tasks
assigned by the group. They must have the
responsibility to participate in activities for the success
of the group. When each member deals with their own
tasks, they must be held accountable for those goals.
3. Face-to-Face Group Interaction
Face-to-face group interaction can directly
contribute to group success. Members have the
opportunity to listen and express and find out what their
weaknesses are by having face-to-face discussions. And
they can share resources and knowledge, interpret
solutions to questions and discuss original concepts
they have learned, and ultimately make progress
together.
4. Development of Small Group Social Skills
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Social skills are also an important element in

Cooperative Learning. There are many social skills that
members must learn such as leadership, decision
making, trust building communication and conflict
management skills. When cooperative groups want to
be successful or have a quality production, individuals
need to learn not only linguistic knowledge but also
social skills.
5. Group Processing
Group processing results from reflection and
discussion of group experiences. We can think of it as a
plan that every member must adhere to. Group
processing makes clear steps to achieve their goals.
They can change the steps when they feel they don't fit.
In this way, group processing helps ensure the
effectiveness of teamwork.
In the end, the researcher concluded that
cooperative learning is an approach or strategy in the
teaching and learning process that gives students more
opportunities to work together with their friends, discuss
some material together, share their own opinions and
finally get the best understanding for themselves.
c. The Major Approaches of Cooperative Learning
There are various kinds of cooperative activities that
have been provided. Cooperative learning requires the
existence of groups, so that four typical class groups have
been developed and have been used in practice are as
follows:
1. Student Team Achievement Division (STAD)
STAD has been widely practiced in various fields,
such as mathematics, language arts, social sciences, and
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others. STAD is suitable for teaching that has the right

answers and clear teaching goals. In STAD, according
to performance level, gender, and ethnicity, students are
assigned to learning teams of four to acquire knowledge
and skills. The teacher first presents the lesson, then
students work on that knowledge in their teams to
ensure that all team members have mastered the lesson.
Lastly, all students take individual quizzes, and they
may not help each other. STAD contains the main idea
of stimulating students to encourage and help each
other to master the lesson. When they work together,
they can communicate and discuss with each other.
2. Team Game Tournament (TGT)
This activity uses the same teaching methods and
group activities as STAD, except that they compete
once a week between groups instead of taking
individual quizzes. Each member tries to compete to
win the competition for their team. Finally the winning
team gets a prize. Compared to STAD, teamwork like
this is funnier because of the interesting competition.
Team members solve problems together and help each
other prepare for the competition. In this process, they
can ensure the implementation of individual
responsibilities.
3. Jigsaw
The jigsaw method is one of the most effective
cooperative methods that can increase student self-
esteem and emphasize student interdependence. Each
student must rely on the information of other group
mates to complete the required task. Members are
required to submit essays or provide oral reports. In the
20
jigsaw method, students work in heterogeneous teams.

They are divided into sections to read the material, and
students are given expert sheets which contain different
topics and each team member has to focus on the topic
while reading. When everyone has finished reading,
students from different teams with the same topic
discuss their topics for approximately 30 minutes. The
process of teaching the jigsaw method consists of five
steps: reading material, expert group discussion, jigsaw
group discussion, testing, and group introduction.
4. Group Investigation (CI)
GI is a student group method. In this method, the
general topic is first raised by the teacher. Students are
divided into several groups. Different groups are
assigned different tasks or different aspects of the same
topic. Each group is responsible for their own learning,
and they gather information, analyze data, synthesize
their findings and present their final report to the class.
In this process, students must complete assignments on
their own while depending on one another to solve
problems as they arise. In summary, GI involves the
following six steps: (a) identifying a topic and
organizing students into research groups; (b) planning
learning assignments; (c) carry out investigations; (d)
prepare a final report; (e) present a final report; (f)
evaluation (Yu, 2019).
But in this reasearch only focuse to using jigsaw
method because it can improve students’ responsibility, and
can give opportunity in cooperating with the other students
and give a chance to contribute. So each students develops
21
their skill and create the class atmosphere and increase the
students reading comprehension.
2.2.5 Jigsaw Method
a. Definition of Jigsaw method

Jigsaw is a type of cooperative and flexible learning
strategy. In learning Jigsaw, students are divided into
several groups whose members have heterogeneous
characteristics. Each student is responsible for learning the
assigned topic and teaching the group so they can interact
and help each other. Jigsaw is designed to increase students'
sense of responsibility for their own learning and the
learning of others. Students not only learn the material that
has been given, but they must also be prepared to give and
teach the material to other group members. Thus students
depend on one another and must work together
cooperatively to learn the assigned material (Harahap et al,
2019).
According to Ahmada (2019), the original intent of
the jigsaw method was to give children from a variety of
backgrounds the opportunity to work effectively and
independently with one another. Jigsaws are perhaps one of
the most effective ways to observe, record, and assess
student progress in several skills. Jigsaw also teaches
students to be independent when given a task or puzzle to
solve. The task is broken down into several small parts and
then students are assigned to discuss and report the results
of the discussion at the end of the jigsaw method process.
Jigsaw is said to be capable of enhancing student
learning because it a) is less risky for many students, b)
increases the amount of student engagement in the
22
classroom, c) reduces the need for competition and d)

reduces the teacher's prominence in the classroom. As a
result, the jigsaw method will significantly minimize
students' reluctance to engage in classroom activities and
help create an active, student-based environment
(Abuhamda et al, 2021).
It can be concluded that the jigsaw method is one of
cooperative learning that groups students into small groups
where each student increases the student's sense of
responsibility towards his own learning material and the
learning of others.
b. The Steps of Jigsaw Method
According to Rombepajung (2019), the jigsaw procedure is
as follows:
1. Form a heterogeneous group consisting of 4-6
people
2. Each person in the group is given a different sub-
topic.
3. Each group reads and discusses each sub-topic and
determines expert members who will join the expert
group.
4. Expert members from each group collect and
integrate all the sub-topics that have been
distributed according to the number of groups.
5. The expert group discussed to discuss the topic
given and helped each other to master the topic.
6. After understanding the material, the expert groups
dispersed and returned to their respective groups,
then explained the material to their group mates.
7. Each group presented the results of their discussion.
23
8. The teacher gives individual tests at the end of

learning about the material that has been discussed.
9. Students take individual or group tests covering all
topics.
From the explanation above, it can be concluded that
jigsaw is a method in which the students learn in group
form, and each member has different member, then she/
he shares the information to complete all information to
others.
c. Advantages and Disadvantages of using Jigsaw Method
Ahmada (2019) mentioned some advantages of
applying jigsaw method in the classroom. Those are:
1. Provide opportunities for students to work in mixed
racial and cultural groups.
2. Provides an excellent learning environment for
language acquisition through relevant content.
3. Support a communicative approach in language
teaching.
4. Develop students' skills of analysis, comparison,
evaluation, and synthesis of information
Meanwhile according to Rombepajung (2019), the
jigsaw learning model has several advantages, namely:
1. Facilitate the teacher's work in teaching, because there
is already a group of experts in charge of explaining the
material to their colleagues.
2. Equitable mastery of the material can be achieved in
less time.
3. This learning method can train students to be more
active in speaking and arguing.
Several things that could become a weakness in
implementing this model in the field include:
24
1. The main principle of this learning is 'peer teaching',

learning by friends themselves, this will be an obstacle
due to differences in perceptions in understanding the
concepts that will be discussed with other students.
2. If students do not have confidence in discussing
material with friends.
3. Records of student grades, personality, student attention
are must-haves for the teacher and it usually takes a
very long time to recognize the type of student in the
class.
4. It takes sufficient time and careful preparation before
this learning model can run well.
5. Applying this method to larger classes (more than 40
students) is very difficult (Rombepajung, 2019).
2.3 Conceptual Framework
Reading is one of the basic skills in learning a language. The term

reading has many interpretations. As people have different purposes in
reading, different point of view about reading, different background
knowledge about reading, so there are many definitions about it. For
those reasons, reading can be defined in various ways. According
Ahmada (2019) “Reading is a constant process of guessing, and what one
brings to the text is often more important than what one finds in it.”
Based on the statement from Ahmada, reading activity requires the
readers to guess and predict about the text is going to be about and the
background knowledge had by the reader about mutual thing contained in
a text is also important. However, students' ability to understand reading
is still weak and becomes an obstacle at school. In MA Darul Ulum
Purwogondo, students face problems in reading comprehension. One of
these conditions is influenced by the learning method that uses Teacher
Centered Learning (TCL), because students only sit and listen to the
25
teacher's explanation. This makes students passive and lazy to read the
text. In addition, students find it difficult to improve reading skills and
students also have little knowledge about the topics discussed. This
happens because they do not yet have a good enough understanding of
reading texts. Thus, the researcher use the appropriate teaching method to
solve those problems so that the students’ reading skill can be improved.
As the result, the researcher expected that the students’ reading skill
increase by applying jigswa method.
26
The research framework of this research as follows:
Reading is one of language

skills that should be
mastered by students to
understand the text.
Experimental class: Control class:

Students are given a Students are given a
treatment by applying treatment by applying
jigsaw method. conventional method
There is an improvement Students still have low

for students’ reading skill skill in reading by
by applying jigsaw applying conventional
method. method.
There is difference effect

between experimental and
control class in reading skill.
27
2.4 Hypothesis
The hypothesis is a temporary answer to the research problem formulation,

where the research problem formulation has been stated in the form of a
question sentence (Sugiyono, 2019).
Based on the research framework, the hypothesis can be
formulated as follows:
1. Ho : Jigsaw method is not effective to improve reading
comprehension at tenth grade students of MA Darul Ulum
Purwogondo in academic year 2023/2024.
2. Ha : Jigsaw method is effective to improve reading comprehension
at tenth grade students of MA Darul Ulum Purwogondo in
academic year 2023/2024.
28
3. RESEARCH METHOD
3.1. Research Design
In this research the writer use experimental research. The

experimental method is one of the quantitative methods, used especially
when the researcher wants to conduct an experiment to find the effect of
the dependent variable under controlled conditions (Sugiyono, 2019:126).
In this experimental research, the way for collecting the data is by
applying true-experimental. True experimental design is a type of
experimental research in which researchers can control all external
variables that affect the course of the experiment, thereby increasing
internal validity. The main feature of a true experimental is that the sample
used for the experiment as well as the control group is taken randomly
from a certain population. So the characteristic is that there is a control
group and the sample is chosen randomly (Sugiyono, 2012:75).
In this research, pre-test and post-test are use to compare in order
to determine the influence of using jigsaw method toward students’
reading skill on narrative text. According to Sugiyono (2012:76), the
pretest-post-test control group design could be represented as:
Table 3.1 Research Design
R O1 X O2
R O3 O4
In which:
R: Group which are selected randomly
X: Treatment in experiment class
O1: Pretest in experiment class
O2: Posttest in experiment class
O3: Pretest in control class
O4: Posttest in control class
29
There are two classes that will be observed. They are experimental
class and control class. The first step, both of them will get pre-test to
know the previous skill of students’ reading skill in narrative text. Then,
the experiment class will get a treatment by applying jigsaw methhod,
while students’ in control will be taught without jigsaw method. The last
step, both experimental and control class will get a post-test to know the
students’ result after the learning process.
3.2. Research Variable
In this study, the researcher tries to find out the effect of jigsaw
method to improve students’ reading skill on narrative text. Therefore, the
variables of this research are:
3.2.1. Independent Variable
According to Sugiyono (2019:75), independent variable is the
variable that influences or causes the change or the emergence of the
dependent variable. Based on that explanation, the independent
variable of this research is jigsaw method in teaching narrative text.
3.2.2. Dependent Variable
According to Sugiyono (2019:75), dependent variable is the
variable that is affected or which is the result because of the
independent variables. Based on the statement above, the dependent
variable of this research is the students’ reading skill on narrative text.
3.3. Population and Sample
3.3.1. Population
According to Sugiyono (2012:80), population is a generalized area
consisting of objects/subjects that have certain qualities and
characteristics decided by the researcher to be studied and then
conclusions drawn. In this research the researcher take the population
from tenth grade students of MA Darul Ulum Purwogondo in the
academic year 2023/2024 with a total of 137 students. They are
30
divided into five classes, X IPA, X IPS 1, X IPS 2, X Bahasa, and X

Agama.
Table 3.2 Population of The Research
No Class Male Female Sum
1. X IPA 11 16 27
2. X IPS 1 17 13 30
3. X IPS 2 8 13 21
4. X Bahasa 11 16 27
5. X Agama 16 16 32
Total 63 74 137
3.3.2. Sample
Based on Sugiyono (2019:146), sample is part of the number and
characteristics possessed by the population. If the population is large
and it is impossible for the researcher to study everything in the
population, for example due to limited funds, manpower and time, the
researcher can use samples taken from that population. In this study,
samples is taken using simple random sampling because all members
in the population have the same probability or opportunity to be
selected as the sample (Darmadi, 2011:47).
According to Sugiyono (2012:91), random sampling can be
executed with random numbers, computers, or by lottery. If the
drawing is done through lottery, then every member of the population
is given a number of in advance according to the number of
participants of the population.
31
In this research, the researcher use random numbers to take the

sample. The procedures for taking the sample of random numbers can
be seen as follow:
a. Determine the number of population that can be found.
b. Make a list of all members in the population, enter in the box that
has been given a withdrawl hole.
c. Shake the box and remove it through the expenditure hole that has
been made.
d. The number of members that come out are those who are
designated as research sample.
e. Keep going until the number the desired can be achieved.
By taking the sample by lottery, the researcher get X IPA as the
experimental class and X Bahasa as the control class. The number of
students in class X IPA is 27, while the number of students in class X
Bahasa is 27.
Table 3.3 Sample of The Research
No Class Male Female Sum
1. X IPA 11 16 27
2. X Bahasa 11 16 27
Total 54
3.4. Method of Data Collection
The research instrument is a tool used to measure observed natural

and social phenomena (Sugiyono, 2012:102). In this research, the
researcher use test as the instrument. The test is a tool or procedure used to
find out or measure something in an atmosphere in a way and rules that
have been determined (Arikunto, 2013:67). There are several types of
32
tests, namely: multiple choice, true-false, matching, and short answer. In

this research, the researcher will use multiple choice tests to measure
students' ability to read narrative texts. Multiple choice tests can be scored
easily, quickly, and have high objectivity for measuring students' cognitive
levels. This form of test is very suitable for use on large-scale exams.
The test is given twice to the students. The first is pre-test that is
used to measure the students skill in reading narrative text before getting
the treatment. Second, post-test is given to measure the students’ skill in
reading narrative text after having the treatment. Finally, the researcher
could compare the students’ skill before and after getting the treatment.
3.5. Research Procedures
The researcher use test to collect the data. More explanation about this
method can be seen in the following:
3.5.1. Pre-test
The researcher will give pre-test to the experimental and control
class before giving the treatment in the experimental class. The pre-
test aims to find out students’ ability in reading narrative text. The
pre-test will be in the form of multiple choice questions that require
students to determine the main idea, locate reference, understand
vocabulary, make inference, and detail information.
3.5.2. Treatment
After the students doing the pre-test, the researcher give the
treatment that is by applying jigsaw method in experiment class.
While in control class the students are taught by using conventional
method. The treatment will be conducted in 5 meetings.
Experimental Meeting 1 The first meeting will be used to introduce
Group narrative text material. Students will be
divided into several groups and discuss each
part of the story "Pinocchio". Then the group
members split up and look for information
33
from each other into other groups. After that.

group members return to the original group
and discuss.
Meeting 2 The second meeting will review previous
material. Students will be divided into several
groups and discuss each part of the story
"Malin Kundang". Then the group members
split up and look for information from each
other into other groups. After that. group
members return to the original group and
discuss.
Meeting 3 The third meeting will review previous
"Sangkuriang". Then the group members split
up and look for information from each other
into other groups. After that. group members
return to the original group and discuss.
Meeting 4 The fourth meeting will review previous
"The Legend of Golden Snail". Then the
group members split up and look for
information from each other into other
groups. After that. group members return to
the original group and discuss.
Meeting 5 The fifth meeting will review previous
"Cinderella". Then the group members split
up and look for information from each other
34
into other groups. After that. group members

return to the original group and discuss.
Control Meeting 1 The first meeting will be used to introduce
Group narrative text material. Students read the
story "Pinocchio" and analyze the generic
structure and language features.
Meeting 2 The second meeting will be used to review
the previous material. Students search for
narrative text stories “Malin Kundang” on the
internet and analyze generic structures and
language features.
Meeting 3 The third meeting will be used to review the
previous material. Students are given a
picture to attract attention. Then analyze the
text according to the picture (the story
"Sangkuriang") and analyze the generic
Meeting 4 The fourth meeting will be used to review the
previous material. Students search for
narrative text stories “The Legend of Golden
Snail” on the internet and analyze generic
structures and language features.
Meeting 5 The fifth meeting will be used to review the
previous material. Students are given a
picture to attract attention. Then analyze the
text according to the picture (the story
"Cinderella") and analyze the generic
35
3.5.3. Post-test
After the end of learning process, the researcher give post test to
the experimental and control clas. This test is to measure the
students’s effect after using jigsaw method in learning reading.
3.6. Trying Out Instrument
The instruments that will be used in this research is a test (pre-test and
post-test). The trying out instrument will be applied to know the quality of
the test that given to students before giving a test. The result of the test is
to find out the validity and reliability.
3.6.1. Validity
According to Sugiyono (2012:121), A valid instrument means that
the measuring instrument used to obtain the data is valid. Valid means
that the instrument can be used to measure what should be measured.
Validity refers to whether the measuring instrument measures the
behaviour or quality it is intended to measure and is a measure of how
well the measuring instrument performs its function. Validity is
determined by the meaningful and appropriate interpretation of the
data obtained from the measuring instrument as a result of the
analyses. Validity is obtaining data that is appropriate for the intended
use of the measuring instruments. In this case, validity tests, which
determine whether the expressions in the scale make suitable
measurements according to the purpose of the research, come to the
fore (Sürücü & Maslakçi, 2020).
The validity of the tests in this study was measured using SPSS and
the contents of the tests were validated by experts. To find out
whether the question items are valid or not by comparing rcount and
rtable, based on a significant level of 5% as follows:
a. If rcount > rtable, it means valid.
b. If rcount < rtable, it means invalid.
3.6.2. Reliability
36
According to (Sürücü & Maslakçi, 2020), reliability refers to the

stability of the measuring instrument used and its consistency over
time. In other words, Reliability is the ability to measure instruments
to give similar results when applied at different times.
Reliability test in this research was measured using SPSS. As a
guideline for interpretation are:
Cronbach's Alpha Interpretation of Cronbach's Alpha

Coefficient Coefficient
≥ 0,9 The internal consistency of the scale is high
0,7 ≤ α < 0,9 The scale has internal consistency
0,6 ≤ α < 0,7 The internal consistency of the scale is

acceptable
0,5 ≤ α < 0,6 The internal consistency of the scale is weak
α ≤ 0,5 The scale has no internal consistency
The Classification of Cronbach’s Alpha Coefficient
3.7. Method of Data Analysis
Data analysis is the process of processing, presenting, and interpreting

the data obtained so that the data has meaning and can be understood by
others. Data analysis is the most important part in the research process
because data analysis will answer research problems, prove research
hypotheses. Quantitative research data analysis can be carried out using
statistical test tools and other calculation techniques (Darwin et al,
2021:24).
3.7.1. Normality Test
Normality test will use to calculate the data in the experimental
class and control class. In this analysis, the researcher will use
SPSS (Statistical Package for Social Science) for test normality.
The researcher will use Kolmogorov Smirnov to calculate the data.
The hypothesis for the normality test is formulated as follows:
37
Ho : The data is normally distributed

Ha : The data is not normally distributed
The acceptance criteria for the normality test is that Ho is accepted
if the significance value is > a-0.05.
3.7.2. Homogeneity Test
In this research, the researcher will use homogeneity test to
determine wheter or not the data is homogeneous. The researcher
will use SPSS (Statistical Package for Social Science) to calculate
data.
The homogeneity test hypothesis is formulated as follows:
Ho : the variance of the data is homogeneous
Ha : the variance of the data is not homogeneous
While the acceptance criteria for the homogeneity test are as
follows:
Ho is accepted if Sig (P value) > a-0.05
Ha is accepted if Sig (P value) < a-0.05
3.7.3. T-Test
T-Test use to find the significant differences reading skill between
experimental group and control group. As a result, it can be find the
different between the two groups from pre-test and post-test. The
data is analyze with SPSS (Statistical Package for Social Science).
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41
APPENDIX
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : MA
Kelas / Semester : X /1
Mata Pelajaran : Bahasa Inggris
Tema : Narrative Text
Alokasi waktu : 5 x 45 menit
TUJUAN PEMBELAJARAN
Setelah mengikuti pembelajaran, 75 % peserta didik diharapkan mampu
menganalisis teks naratif berdasarkan fungsi sosial, struktur teks dan unsur
kebahasaan yang tepat serta sesuai dengan konteks yang benar.
KEGIATAN PEMBELAJARAN
Alokasi
Kegiatan Deskripsi Kegiatan Waktu
Kegiatan 1. Kelas dimulai dengan salam dilanjutkan dengan 10
Pendahuluan do’a. menit
1. Memeriksa kehadiran siswa
2. Melakukan ekplorasi megenai materi yang akan
dipelajari dengan tanya jawab.
3. Menyampaikan motivasi, tujuan dan kompetensi
dasar dalam mempelajari materi Narrative Text.
Kegiatan 1. Siswa mengamati guru menjelaskan tentang 25
Inti materi narrative text (Pinochio) menit
(Pertemuan 2. Guru memberikan kesempatan siswa untuk
pertama) bertanya tentang materi yang disampaikan
3. Siswa membentuk kelompok heterogen yang
terdiri dari 4-6 orang
4. Setiap orang dalam kelompok diberikan sub topik
yang berbeda.
5. Setiap kelompok membaca dan mendiskusikan
setiap sub topik dan menentukan anggota ahli
yang akan bergabung dalam kelompok ahli.
6. Anggota ahli dari masing-masing kelompok
mengumpulkan dan mengintegrasikan semua
subtopik yang telah dibagikan sesuai dengan
jumlah kelompok.
7. Kelompok ahli berdiskusi untuk membahas topik
yang diberikan dan saling membantu untuk
menguasai topik tersebut.
8. Setelah memahami materi, kelompok ahli bubar
dan kembali ke kelompoknya masing-masing,
kemudian menjelaskan materi kepada teman satu
kelompoknya.
9. Setiap kelompok mempresentasikan hasil
42
diskusinya.
10. Guru memberikan tes individu pada akhir
pembelajaran tentang materi yang telah dibahas.
11. Siswa mengikuti tes individu atau kelompok yang
mencakup semua topik.
(Pertemuan 1. Siswa mengamati guru menjelaskan tentang 25
Kedua) materi narrative text (Malin Kundang) menit
2. Guru memberikan kesempatan siswa untuk
bertanya tentang materi yang disampaikan
yang berbeda.
jumlah kelompok.
kelompoknya.
diskusinya.
43

Ketiga) materi narrative text (Sangkuriang) menit
yang berbeda.
jumlah kelompok.
kelompoknya.
diskusinya.

Keempat) materi narrative text (The legend of golden snail) menit
yang berbeda.
jumlah kelompok.
kelompoknya.
diskusinya.
44

Kelima) materi narrative text (Cinderella) menit
yang berbeda.
jumlah kelompok.
kelompoknya.
diskusinya.
Kegiatan 1. Guru menjelaskan kesimpulan pentingnya belajar 10

Penutup berbasis kerja kelompok. menit
2. Guru meminta siswa membuat kesimpulan dengan
baik.
3. Salam dan do’a penutup.
PENILAIAN PEMBELAJARAN
No Aspek yang Bentuk Instrumen Waktu penilaian
dinilai penilaian penilaian
1. Sikap Observasi Pengamatan sikap Selama KBM
2. Pengetahuan Tes tertulis Soal tes Setelah KBM
3. Keterampilan Performance Pengamatan Saat presentasi
performance
Laporan Penilaian laporan Saat pengumpulan
tertulis tertulis tugas
45
RENCANA PELAKSANAAN PEMBELAJARAN

CONTROL CLASS
Satuan Pendidikan : MA
Kelas / Semester : X /1
Mata Pelajaran : Bahasa Inggris
Tema : Narrative Text
Alokasi waktu : 5 x 45 menit
TUJUAN PEMBELAJARAN
Setelah mengikuti pembelajaran, 75 % peserta didik diharapkan mampu
menganalisis teks naratif berdasarkan fungsi sosial, struktur teks dan unsur
kebahasaan yang tepat serta sesuai dengan konteks yang benar.
KEGIATAN PEMBELAJARAN
Alokasi
Kegiatan Deskripsi Waktu
Kegiatan
Kegiatan 1. Kelas dimulai dengan salam dilanjutkan dengan 10
Pendahuluan do’a. menit
2. Memeriksa kehadiran siswa
3. Melakukan ekplorasi megenai materi yang akan
dipelajari dengan tanya jawab.
4. Menyampaikan motivasi, tujuan dan kompetensi
dasar dalam mempelajari materi Narrative Text.
Kegiatan 1. Siswa mengamati guru menjelaskan tentang 25
Inti materi narrative text menit
(Pertemuan 2. Guru memberikan kesempatan siswa untuk
pertama) bertanya tentang materi yang disampaikan
3. Siswa membaca cerita Pinochio secara mandiri
4. Siswa menganalisis generic structure and language
features pada bacaan
5. Siswa menyampaikan materi yang telah dibaca
secara lisan kepada teman temanya
6. Siswa mengerjakan soal yang berkaitan dengan
materi yang telah dipelajari
Kedua) materi narrative text. menit
3. Siswa mencari bacaan cerita Makin Kundang di
internet
4. Siswa menganalisis generic structure dan
language features pada bacaan
46

Ketiga) materi narrative text menit
3. Siswa diberi sebuah gambar dari cerita
Sangkuriang
4. Siswa membaca bacaan cerita Sangkuriang
Keempat) materi narrative text menit
3. Siswa mencari bacaan cerita Makin Kundang di
internet
Kelima) materi narrative text menit
3. Siswa diberi sebuah gambar dari cerita Cinderella
4. Siswa membaca bacaan cerita Cinderella
Kegiatan 1. Guru meminta siswa membuat kesimpulan dengan 10
Penutup baik. menit
2. Salam dan do’a penutup.
PENILAIAN PEMBELAJARAN
No Aspek yang Bentuk Instrumen Waktu penilaian
dinilai penilaian penilaian
1. Sikap Observasi Pengamatan sikap Selama KBM
2. Pengetahuan Tes tertulis Soal tes Setelah KBM
3. Keterampilan Performance Pengamatan Saat presentasi
performance
Laporan Penilaian laporan Saat pengumpulan
tertulis tertulis tugas
47
BLUE PRINT
Satuan Pendidikan : MA Alokasi Waktu : 45 Menit

Mata Pelajaran : Bahasa Inggris Kurikulum : 2013
Kelas/Semester : X/1 (Ganjil) Bentuk Soal : 40 PG
Indikator Level Kognitif Bentuk

No Kompetensi Dasar Materi Pencapaian Indikator Soal Soal
Kompetensi L1 L2 L3 PG
1. Menganalisis fungsi sosial, struktur teks, Narrative Menganalisis Disajikan sebuah teks naratif, siswa dapat :
dan unsur kebahasaan pada teks naratif Text informasi secara
 Menentukan ide pokok pada sebuah 1, 10,
sederhana berbentuk cerita pendek, sesuai kontekstual terkait
paragraf √ 11, 24,
dengan konteks penggunaannya. teks naratif.
25, 38
 Menentukan rujukan sebuah kalimat √ 2, 14,
22, 27,
34
 Menentukan persamaan kata/Makna √ 3, 37
kata
 Membuat kesimpulan pada sebuah √ 4, 29
paragraf
48
 Mengidentifikasi informasi tertentu √

pada bacaan 5, 6, 7,
8, 9, 13,
16, 18,
19, 20,
23, 26,
28, 31,
32, 33,
35, 36,
39, 40
 Menentukan amanat dari sebuah √ 12, 21

bacaan
 Menentukan lawan kata √ 15, 30
 Menentukan topik pada sebuah cerita √ 17
49
TEST INSTRUMENT
Name :
Class :
Answer the following questions by choosing a, b, c, or d!
Read the following reading and answer the questions!
Pinocchio
Once upon a time in Italy, lived an old carpenter named Geppeto. He was lonely,
so he planned to craft a boy-shaped puppet and named it Pinocchio. “I wish you
were a real boy,” he said longingly.
One night, a blue fairy who heard Geppeto’s words granted his wishes. She
sprinkled some magic powder on the puppet and brought Pinocchio to life. The
fairy then told him, “Now, you’ve become a living puppet. But, if you want to be
a real boy, you have to be good and make your father, Geppeto, proud of you.”
Geppeto was so happy found his puppet was now alive. He loved Pinocchio with
all of his heart. He bought some books and sent Pinocchio to school so that he
would grow to be a clever boy.
But Pinocchio was disobedient. He used to skip school and play with his friends
all day. When Geppeto found out his naughtiness, he was so angry. “Did you miss
the school all the time?” he asked.
Pinocchio didn’t tell the truth. “No father, I always study in school every day,” he
lied. Instantly, his wooden nose began to grow long. “Are you telling me a lie?”
Geppeto asked with a puzzled frown. “No father, I’m telling the truth,” he replied
and his nose was getting longer.
Every time Pinocchio told a lie, his nose was getting longer and longer. Geppeto
had to ask his friend, the woodpecker, to peck Pinocchio’s nose to its initial size.
Every time he did a bad thing or naughtiness, Pinocchio used to give his word that
he would be a good boy next time.
In a little while, Pinocchio forgot all his promises. “School isn’t fun at all and it’s
so boring. I don’t want to study anymore. I want to have some great adventures,”
he thought. So, Pinocchio decided to leave home and joined a circus.
However, Pinocchio soon realized that lived at circus wasn’t fun at all. The poor
Pinocchio must work all day and since he had stopped going to school, his ears
now had become two large donkey ears. Pinocchio regretted leaving home and
missed his father terribly.
50
Then one day, he heard terrible news that Geppeto had been looking for him and
now he had been swallowed up by a giant whale. Instantaneously, Pinocchio run
away from the circus and set off to rescue his father.
Eventually, Pinocchio could find the giant whale. However, as soon as the whale
saw him, it swallowed him up as well. Inside of its belly, Pinocchio saw his
father. “Father, it’s me Pinocchio,” he shouted. They were so happy to see each
other.
“I’ve got an idea to get out of here,” said Pinocchio. Then he began tickling the
giant whale’s stomach. As soon as it opened its mouth and was going to give a big
sneeze, Pinocchio and Geppeto made their way to get out of the whale.
At the end, Pinocchio and Geppeto got home safely. The blue fairy was so happy
with Pinocchio’s courage. As a gift, she magically turned Pinocchio into a real
flesh and blood boy. Since that day, Pinocchio always kept his promises and never
missed school again. And they both lived happily ever after.
1. What is the second paragraph about?
a. The blue fairy brings Pinocchio to life

b. Pinocchio's nose grew longer
c. Pinocchio leaves home and joins the circus
d. Geppeto loved Pinochio very much
2. The fairy then told him, “Now, you’ve become a living puppet. (Paragraph
2)
The word “him” in the sentence refers to?
a. Geppetto
b. Blue fairy
c. Pinocchio
d. Writer
3. He was lonely, so he planned to craft a boy-shaped puppet and named it

Pinocchio. (Paragraph 1)
The synonym of the word “craft” is?
a. Study
b. Create
c. Pack
51
d. Sell
4. Based on the fifth paragraph, we can conclude that...?
a. Pinocchio always tells the truth

b. Geppetto's nose grew longer
c. Pinocchio always goes to school
d. Every time Pinocchio lies, his nose grows longer
5. How did Geppetto treat Pinocchio?
a. Geppeto threw away pinochio

b. Geppeto sells pinochio
c. Pinochio was told to do all the house activities
d. Geppeto loved Pinochio very much and sent him to school
6. Why did Pinocchio go to the circus?
a. Pinocchio is bored at school

b. Geppeto sent Pinocchio to the circus
c. To meet the blue fairy
d. Searching for the missing Geppeto
7. What was Pinocchio doing in the whale's stomach?
a. Pinocchio became a puppet again

b. Pinocchio tickled the whale's belly
c. Pinocchio is unconscious
d. The blue fairy helps Pinokkio
8. All of the following are the true except?
a. Pinocchio's nose is getting longer

b. Pinocchio and Geppeto managed to get out of the whale's stomach
c. Geppeto really loves Pinocchio
d. Pinocchio didn't help Geppeto who was in the whale's stomach
52
Malin Kundang
Once upon a time, that a poor family consisting of a mother and her son named
Malin Kundang. Because his father had left him, the mother must work hard to be
able to raise a family.
Malin was the son of the wise but a little bit naughty. When he is about to go up,
Malin feel sorry for his mother who always used to work hard live it. Then Malin
ask permission for going about looking for a job in the big city.
“Mom, I want to go to town. I want to work to be able to help mom here. “pinta
Malin.
“Don’t leave the mother alone, son. Mom just got you here. “said the mother
refused.
“Let me go, mom. I pity seeing mom continued to work until now.” said Malin.
“Well son, but remember don’t forget mom and this village when you have
success there,” Said the teary mother of Malin‘s eyes.
The next day, Malin went to the big city with the use of a ship. After several years
of hard work, he succeeded in the city of rantauannya. Malin is now a wealthy
man who even had a number of merchant ships. And Malin had married a
beautiful woman there. News about Malin who became a wealthy man to the one
to his mother. The mother was very happy to hear it. She always waits on the
beach every day, hoping that her child will come back. But Malin never came.
One day Malin’s wife asked about Malin’s mother and want to meet with him.
Malin was not able to resist the desires of the wife of a very loved it. That the
journey towards preparing Malin village using a private ship pretty great.
Eventually the matter came to his village Malin, along with his wife and his men.
Hear the arrival of Malin, the mother felt very excited. She even ran to the beach
to immediately see her son.
“What is it my son Malin, ya? This your mother, you remember “asked his
mother.
“Malin Kundang, my son, why are you going so long without sending the news?”
She said while hugging Malin Kundang.
His wife, who was surprised at the fact that the old lady, smelly, filthy who
embraced her husband, said:
“So, the smell of old lady, this is the mother you filthy, Malin“
53
Because of the shame, Malin Kundang soon let go of his mother‘s arms and
pushed him to fall.
“I didn’t know you poor old woman,” said Malin.
“The Foundation of the old lady had no idea myself, any just claim to be my
mother.“ Advanced Malin snapped.
Hear the words of his children like that, the mother feels sad and angry. She did
not suspect, and the very disappointed turns into a childof sin.
“Oh my God, if he is a true son of mine, I beg give doom him and Fox was the
one she so rocks.” the prayer of his mother‘s wrath.
Shortly thereafter the wind and Thunder rumbles hit and destroy ships Malin
Kundang. After that, the body of Malin Kundang is stiff and then into the rock
with coral.
9. Who is Malin?
a. A son who love his mother
b. A son who care with his mother
c. A son who betray his mother
d. A son who always with his mother
10. What is the fourth paragraph about?
a. Malin returned to the village
b. Malin's mother went on a ship
c. Malin's wife went to the village
d. Malin had married a beautiful woman
11. What Malin’s mother does to malin?
a. Leave malin alone
b. Accompany malin until the end of the time
c. Curse malin into a rock
d. Apologize malin
12. What do you learn from the story of Malin Kundang?
a. Never be a cruel son/daughter
b. Leave our old mom
c. Give our mom money
d. Meet our mom
13. What Malin said to his mom before he went to the city?
54
a. Malin never be back
b. He promises to be back
c. He will forget his mom
d. He will give his mom much money
14. She did not suspect, and the very disappointed turns into a childof sin.
(Paragraph 10)
The word “she” in the sentence refers to?
a. Malin's mother
b. Malin
c. Malin's wife
d. Writer
15. Once upon a time, that a poor family consisting of a mother and her
son named Malin Kundang. (Paragraph 1)
The antonym of the word “poor” is?
a. Indigent
b. Rich
c. Needy
d. Destitute
16. Why malin meets his mom?
a. He misses his mom
b. He will give much money to his mom
c. He accept a request from his wife
d. He wants hug his mom
Sangkuriang
Once upon a time in west java, lived a writer king who had a beautiful
daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she
was weaving a cloth when one of her tools fell to the ground. She was very tired,
at the same time she was too lazy to take it. Then she just shouted out loudly.
Anybody there! Bring me my tool. I will give you special present. If you are
female. I will consider you as my sister if you are male, I will marry you
sunddenly a male dog, its name was Tumang came. He brought her the falling
55
tool. Dayang Sumbi was very surprised. She regretted her words but she could not
deny it. So she had marry Tumang and leave her father. Then they lived in a
small village. Several months later they had a son. His name was Sangkuriang. He
was a handsome and healthy boy.
Sangkuriang liked hunting very much, especially deer. He often hunted to the
wood usying his arrow. When he went hunting, Tumang was always with him.
One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to
hunt for a deer. Then Sangkuriang when to the wood with his arrow and his
faithful dog. Tumang, but afher several days in the wood Sangkuriang could not
find any deer. Then where all disappeared. Sangkuriang was exhausted and
desperate. He did not want to disappoint her mother so he killed Tumang. He did
not know that Tumang was his father. Tumang’s heart to her mother. But Dayang
Sumbi knew that it was Tumang’s heart. She was so angry that she could not
control her emotion. She hit Sangkuriang at his head Sangkuriang was wounded.
There was a scar in his head. She also repelled her son. Sangkuriang left her
mother in sadness.
Many years passed and Sangkuriang became a strong young man. He wandered
everywhere. One day he arrived, at his own village but he did not realize it. There
he met Dayang Sumbi. At the time Dayang Sumbi was given an eternal beauty by
God so she stayed young forever. Both of them did know each other. So they fall
in love and then they decided to marry. But then Dayang Sumbi recognized a scar
on Sangkuriang’s head. She knew that Sangkuriang was his son. It was impossible
for them to marry. She told him but he did not beliave her. He wished that they
marry soon. So Dayang Sumbi gave very difficult condition. She asked
Sangkuriang to build a lake and a boat in one night! She said she needed that for
honeymoon.
Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to build
them. By midnight he had completed the lake by building a dam in Citarum
river. Then he started making the boat. It was almost dawn when he almost
finished it. Meanwhile Dayang Sumbi kept watching on him. She was very
worried when she knew this. So she made lights in the east. Then the spiritis
thought that was already dawn. It was time for them to leave. They left
Sangkuriang alone. Without their help he could not finish the boat.
Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It,
leter, became Mounth Tangkuban Perahu. Which means an upside-down
boat. From a distant the mount really looks like an upside down boat.
17. What is the story about?
a. West java’s tales
b. Tumang a Dog husband

56
c. The legend of Tangkuban Perahu
d. Dayang Sumbi’s rejection to marry Sangkuriang
18. According to he story, Tumang was...?
a. Actually a handsome prince
b. Married to Dayang Sumbi
c. Sangkuriang pet dog
d. Good at hunting deer
19. What did Dayang Sumbi look like?

a. She liked weaving clothers
b. She looked for the heart of a deer
c. She was beautiful
d. She was looking at her fallen tool
20. What made Dayang Sumbi stay young?
a. She set up conditions in doing things
b. A young man fall in love with her
c. She married a dog
d. God gave her an eternal beauty
21. What moral value can we learn from the story?
a. People must keep their words all the time
b. Do not make a promise to easily
c. Never be reluctant to do good things
d. We should not hate our decendants
22. “He brought her the falling tool”. The underline word “He” refers to...?
a. Sangkuriang
b. Tumang
c. Dayang Sumbi
d. The king
23. “if you are male, I will marry you’ (paragraph 2). The sentence mean that
the one who helped Dayang Sumbi became her...?
a. Husband
b. Boss
c. Son
d. King
24. What is the fourth paragraph about?
a. Sangkuriang returned to his native place
b. Sangkuriang's mother wanted to buy fruit
c. Sangkuriang managed to melt Dayang Sumbi's heart
d. Dayang Sumbi expelled Sangkuriang for killing Tumang

57
The Legend of Golden Snail

Once upon a time, king Kertamarta from Daha Kingdom had two daughters
namely Dewi Galuh Ajeng and Dewi Candra Kirana. Daha is bordered
by Kahuripan Kingdom. To strengthen the brotherhood ties between the two
kingdom, Dewi candra Kirana was engaged to the Crown Prince of Kahuripan
namely Raden Inu Kertapati, a brave, handsome and wise prince.
Galuh Ajeng envided Candra Kirana because she had feelings for Raden Inu
Kertapati, too. To prevent Candra Kirana from marrying him, Candra Kirana was
slandered so that she was expelled from this place. More than that, to harm her,
Galuh Ajeng asked a favor from a witch. The witch put a curse on Candra Kirana
to become Keong Emas (Golden Snail) and then threw her away to the sea. The
curse would disappear if Keong Emas could meet Raden Inu Kertapati.
One day in Dadapan village, Keong Emas was found by an old woman when she
was fishing. The snail attacted her so she took it home. The next day, the old
woman went fishing in the sea like usual. That day she couldn’t caught any fish.
She went home sadly. To her surprise, a variety of delicious food was always
available at her home.
Until one day, she was too curious and tried to find out who on earth had cooked
the meal. She went out early pretended to go fishing. She actually hid behind her
house to see what was going on. She saw a very beautiful girl cooking in her
house. She asked the girl,
“Beautiful girl, who are you truly?”
The girl eventually told the woman that she was actually Candra Kirana, the
princess of Daha Kingdom, who was put on a course by a witch sent by Galuh
Ajeng that envied her. When the sun was getting high Candra Kirana turn into
Keong Emas again.
Meanwhile, Raden Inu Kertapati kept searching for Candra Kirana who had left
the palace. In the search, he disguised as a commoner. On his way, he met a
talking crow. He asked the crow for the direction to where Chandra kirana was,
and he followed the direction pointed by the crow. Yet, the direction was
misleading because the crow was actually the witch in disguise who prevent him
from meeting her queen to be. Later he met a starving old man actually had a
supernatural power, and in return for his kindness, he was assisted in fighting the
witch and was given the direction to where Candra Kirana was.
Following the old man’s direction, Raden Inu Kertapati headed to Dadapan
Village. She saw an old woman repairing her house. He approached her and
offered her some help. After the work was done, she offered him to rest in her
house. To his surprise, Candra Kirana was there. They were happy to see each
58
other and the curse put by the witch disappeared. Candra Kirana introduced him to
the old woman, and brought her back to Daha Kingdom.
In Daha Kingdom, King Kertamarta was furius after learning the evil Galuh had
done to Candra kirana. Being frightened, Galuh Ajeng ran to the woods and fell
from a steep slope. King Kertamarta asked Candra Kirana to forgive him. The
wedding of Raden Inu Kertapati and Candra Kirana proceeded joyfully and
welcomed happily by the people of both kingdoms. The pair lived happily ever
after.
25. What is the first paragraph about?
a. Dewi Candra Kirana was betrothed to the Crown Prince of

Kahuripan, Raden Inu Kertapati
b. King Kertamarta had three daughters
c. Dewi Candra Kirana has a beautiful face
d. Dewi Candra Kirana refused to get married
26. What did the witch do to Candra Kirana?
a. The witch helps Candra Kirana's wedding

b. The witch cursed Candra Kirana to become a golden snail and then
threw her into the sea
c. The witch cursed Candra Kirana to become a goldfish
d. The witch helps to find the missing Candra Kirana
27. The snail attacted her so she took it home. (Paragraph 3)
The word “it” in the sentence refers to?
a. Fish
b. Bird
c. Golden snail
d. Chicken
28. How can Candra Kirana return to being human?
a. Galuh Ajeng and Raden Inu Kertapati got married

b. The golden snail had to meet Raden Inu Kertapati
c. The golden snail must be washed away in a river
59
d. Candra Kirana can't be human again
29. In Daha Kingdom, King Kertamarta was furius after learning the evil
Galuh had done to Candra kirana. Being frightened, Galuh Ajeng ran to
the woods and fell from a steep slope.
What the meaning of the statement above?
a. Humans must help each other

b. Opportunity does not come twice
c. Evil deeds will harm themselves
d. Don't lie to people
30. To strengthen the brotherhood ties between the two kingdom, Dewi candra
Kirana was engaged to the Crown Prince of Kahuripan namely Raden Inu
Kertapati, a brave, handsome and wise prince. (Paragraph 1)
The antonym of the word “wise” is?
a. Prudent
b. Stupid
c. Sage
d. Sagacious
31. How did Galuh Ajeng make Candra Kirana leave the kingdom?
a. Candra Kirana was slandered and expelled from the kingdom

b. Galuh Ajeng asked Candra Kirana to go and leave her alone
c. Galuh Ajeng asked for help from other people to kidnap Candra
Kirana
d. Candra Kirana ran away from the kingdom
32. How did the old man help Raden Inu Kertapati?
a. The old man gave magic stick

b. The old man gave a ride on a magic horse
c. The old man gave a hint of Candra Kirana's whereabouts
d. The old man did not know where Candra Kirana was

60
Cinderella
Once upon a time there lived a girl called Cinderella. she was happy live with her
father and mother. until her mother died dead and her father had married a widow
with two daughters. Her stepmother didn’t like her one little bit. But, for the poor
unhappy girl, there was nothing at all. Her stepmother has two daughters and they
were very bossy. No rest and no comfort. She had to work hard all day. Only
when evening came was she allowed to sit for a while by the fire, near the cinders.
That’s why everybody called her Cinderella.
Cinderella used to spend long hours all alone talking to the cat. The cat always
said, “Miaow“, which really meant, “Cheer up! You have something neither of
your stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed
in old rags, was a lovely girl. While her stepsisters, no matter how splendid and
elegant their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the
palace and the stepsisters were getting ready to go. Cinderella didn’t even dare ask
if she could go too. She knew very well what the answer would be: “You? You’re
staying at home to wash the dishes, scrub the floors and turn down the beds for
your stepsisters.” They will come home tired and very sleepy. Cinderella sighed,
“Oh dear, I’m so unhappy!” and the cat murmured “Miaow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there
was a burst of light and a fairy appeared. “Don’t be alarmed, Cinderella,” said the
fairy. “I know you would love to go to the ball. And so you shall!” “How can I,
dressed in rags?” Cinderella replied.
The fairy smiled. With a flick of her magic wand Cinderella found herself wearing
the most beautiful dress she had ever seen. “Now for your coach,” said the fairy;
“A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh of
course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You,
bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice she had
caught in the cellar. With a flick of the magic wand the pumpkin turned into a
sparkling coach and the mice became six white horses, while the seventh mouse
turned into a coachman in a smart uniform and carrying a whip. Cinderella could
hardly believe her eyes.
“You shall go to the ball Cinderella. But remember! You must leave at midnight.
That is when my spell ends. Your coach will turn back into a pumpkin and the
horses will become mice again. You will be dressed in rags and wearing clogs
instead of these glass slippers! Do you understand?” Cinderella smiled and said,
“Yes, I understand!”
61
Cinderella had a wonderful time at the ball until she heard the first stroke of
midnight! She remembered what the fairy had said, and without a word of
goodbye she slipped from the Prince’s arms and ran down the steps. As she ran
she lost one of her slippers, but not for a moment did she dream of stopping to
pick it up! If the last stroke of midnight were to sound… oh… what a disaster that
would be! Out she fled and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said
to his ministers, “Go and search everywhere for the girl whose foot this slipper
fits. I will never be content until I find her!” So the ministers tried the slipper on
the foot of every girl in the land until only Cinderella was left.
Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella
appeared in a splendid dress, shining with youth and beauty. Her stepmother and
stepsisters gaped at her in amazement, and the ministers said, “Come with us
Cinderella! The Prince is waiting for you.“ So Cinderella married the Prince and
lived happily ever.
33. How did the stepmother and the two stepsisters treat Cinderella?
a. Cinderella's stepmother and two stepsisters loved Cinderella very

much
b. Both stepsisters like to help Cinderella
c. They do not like Cinderella and like to rule
d. Stepmother likes to buy Cinderella nice clothes
34. “Miaow“, which really meant, “Cheer up! You have something neither of
your stepsisters has and that is beauty.” (Paragraph 2)
The word “You” in the sentence refers to?
a. Cat
b. Cinderella's stepmother
c. Cinderella's stepsister
d. Cinderella
35. How did Cinderella come to the ball?
a. Stepmother allowed Cinderella to go to the ball
b. The two stepsisters invited Cinderella to go to a ball together
c. The fairy helps Cinderella go to the ball

62
d. Cinderella was picked up by the prince to come to the ball
36. How did the fairy help Cinderella to the ball?
a. The fairy gave a dress and a sparkling coach with six white horses
and a coachman
b. The fairy brought Cinderella to the ball in plain clothes
c. The fairy turned Cinderella into a man to cover up her identity
d. The fairy don't help Cinderella
37. But, for the poor unhappy girl, there was nothing at all. (Paragraph 1)
The synonym of the word “poor” is?
a. Hapless
b. Lucky
c. Blessed
d. Fortunate
38. What is the main idea of the seventh paragraph?
a. The stepmother told Cinderella to go to the ball
b. The prince met Cinderella
c. Cinderella had to go back at midnight
d. Cinderella is allowed to be at the party until morning
39. How does the end of the story above?
a. Cinderella and prince married and happily ever after
b. The stepmother locked Cinderella so she wouldn't meet the prince
c. One of Cinderella's stepsisters married the prince
d. Cinderella was kicked out of the house
40. All of the following statements are true, except..?
a. Cinderella's mother had died
b. Cinderella came to the ball in a beautiful dress

63
c. Prince did not love Cinderella
d. Cinderella had to work hard all day long

64
ANSWER KEY
1. A 11. C 21. A 31. A
2. C 12. A 22. B 32. C
3. B 13. B 23. A 33. C
4. D 14. A 24. D 34. D
5. D 15. B 25. A 35. C
6. A 16. C 26. B 36. A
7. B 17. C 27. C 37. A
8. D 18. B 28. B 38. C
9. C 19. C 29. C 39. A
10. D 20. D 30. B 40. C
Score = score obtained/maximum score x 100

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THE EFFECTIVENESS OF JIGSAW METHOD TO IMPROVE

STUDENTS’ READING COMPREHENSION ON NARRATIVE

(A True Experimental Study at 10 Grade Students of MA Darul

By AHLA AINI SARMADA

DEPARTMENT OF ENGLISH LANGUANGE EDUCATION

FACULTY OF TARBIYAH AND TEACHER SCIENCES

ISLAMIC UNIVERSITY OF NAHDLATUL ULAMA JEPARA

THE EFFECTIVENESS OF JIGSAW METHOD TO IMPROVE STUDENTS’

Date : June 14, 2023

Aliva Rosdiana, S.S., M.Pd.

1.1 Background of the Research

Teaching methods are methods and procedures for the

There are several kinds of teaching methods that are widely

According to Namaziandost et al (2020), jigsaw is included in the

Based on observations at MA Darul Ulum Purwogondo, researcher

In this research, the researcher use jigsaw method in teaching

of cooperative learning strategy it means that in jigsaw the student must

The narrative text is a text that aims to entertain the readers.

social conflict or psychological conflict. In some ways, a narrative text

Some researchers have done studies on reading comprehension and

Anandita (2020) in her article journal “Improving Reading

Tarigan et al (2021) in article journal “The Effect of Jigsaw

Ayu et al (2021) in article journal “Using Jigsaw Technique for

Based on those explanation, the researcher is interested in

1.2 Research Question

Based on the background of research above, the formulated

1.3 Objective of the Research

The objective of the research is “To find out the effectiveness of

1.4 Significance of the Research

This research as supporting information that jigsaw technique

a. For the students, this research can provide many benefits to

b. For teachers, this research can solve teaching problems. This

c. For other researchers, this research can be useful as a reference

2.1 Previous Researches

There are some previous researches in this research. The first is

The second research is conducted by Tarigan et al (2021) entitled

comprehension. From the data, after applying jigsaw strategy to the

The third study is conducted by Ayu et al (2021) entitled “Using

The other study is conducted by Mitsalina et al (2022) entitled

The last study is conducted by Fransiska & Arriyani (2020) entitled

From the previous researches above, there are many researchers

research. First, the researcher tries to apply jigsaw method to improve

2.2 Theoritical Background

Reading is the activity of the reader to get information and

evaluate, criticize and use information, and reading for general

2.2.2 Reading Comprehension

According to Luju et al (2022), reading comprehension is an active

Reading comprehension is the ability to derive meaning from what

The student expands their knowledge of vocabulary while he is

2.2.3 Narrative Text

a. Definition of Narrative Text

3. Resolution: This is where the problem in the story is

4. Diary – novels, the text presented like diary entries.

2.2.4 Cooperative Learning

a. Definition of Cooperative Learning

in groups. Cooperative learning can also build positive

Social skills are also an important element in

others. STAD is suitable for teaching that has the right

jigsaw method, students work in heterogeneous teams.

2.2.5 Jigsaw Method