WAHYU ROMADHONI, ENDAH (2015) THE USE OF JIGSAW LEARNING MODEL TO INCREASE STUDENTS’ WRITING A RECOUNT TEXT AT THE TENTH GRADE OF SMAN 1 BADEGAN PONOROGO IN THE ACADEMIC YEAR OF 2015/2016. Skripsi thesis, Universitas Muhammadiyah Ponorogo.
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Abstract
Key Words: Jigsaw Method , Writing Skills Writing is one of language skills which is important for students in learning English. It becomes very important because it is one of communication tools. In teaching writing, there are some problems occur. To solve the problem in teaching and learning process, we can use the learning model to increase writing a recount text. The model is Jigsaw . Jigsaw learning model is a cooperative learning technique that provides students with an opportunity to actively help each other in their learning. It makes the students can use the target language communicatively, so they can increase their knowledge to master the material. Statements of problem of this research is “How can the implementation of jigsaw learning model to increase students’ writing a recount text at the tenth grade of SMAN 1 Badegan Ponorogo in the academic year of 2015/2016. The purpose of this research is “To know the implementation of jigsaw learning model to increase students’ writing a recount text at the tenth grade of SMAN 1 Badegan Ponorogo in the academic year of 2015/2016”. In this study, the researcher was conducted classroom action research. The subject of this Classroom Action Research was the students at the tenth grade of SMAN 1 Badegan Ponorogo in the academic year of 2015/2016, which consisted of 31 students. The research was started on August 4th, 2015 until August 18th, 2015. This research was conducted in two cycles. The writers used three research instruments. There are observation check list, questionnaire, and test. Based on the result of this research, the implementation of Jigsaw learning model to improve students’ writing skills at the tenth grade of SMAN 1 Badegan Ponorogo. It was seen from the percentage of students reach minimum mastery criteria was 51.61 % in cycle 1 up to 93.54 % in cycle II, the percentage of students’ test score from 63.70 % in cycle I up to 80 % in cycle II. The questionnaire result showed that students enjoyed and active during teaching learning process. It was seen from the percentage of students’ opinion from 53.54 % in cycle I up to 81.20 % in cycle II. The observation result showed that students’ responses could improve and paid attention during teaching learning process. It was seen from the percentage observation was 64.28 % in cycle I up to 82.14 % in cycle 2. Finally, the researcher gives suggestion that English teachers can use Jigsaw learning model as alternative learning model in teaching writing. The next researcher can develop this model by using various kinds of media to get better result in teaching learning process.
| Item Type: | Thesis (Skripsi) |
|---|---|
| Subjects: | P Language and Literature > PE English |
| Divisions: | Departement of Teacher Training and Education > Department of English |
| Depositing User: | Editor FKIP |
| Date Deposited: | 23 Nov 2015 02:32 |
| Last Modified: | 23 Nov 2015 02:32 |
| URI: | http://eprints.umpo.ac.id/id/eprint/1441 |
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