ABSTRAK

Eka Melati. 2011. Pengaruh Metode Jigsaw II terhadap Motivasi Belajar dan Membaca Pemahaman (Penelitian Dilakukan pada Mahasiswa Jurusan Bahasa Inggris Tingkat Dua di STKIP Dharma Bakti Lubuk Alung). Tesis: Program Pascasarjana Universitas Negeri Padang Motivasi belajar dan kemampuan membaca pemahaman sangat diperlukan dalam pengajaran Reading di perguruan tinggi. Kenyataannya, pengajaran Reading di kalangan mahasiswa masih menemui kendala, diantaranya nilai yang diperoleh dalam tes membaca pemahaman rendah, rendahnya motivasi belajar, rendahnya penguasaan kosakata serta kurangya variasi metode yang digunakan dosen dalam mengajar. Penelitian ini bertujuan untuk menguji apakah metode Jigsaw II memiliki pengaruh terhadap motivasi belajar dan kemampuan membaca pemahaman. Penelitian ini merupakan penelitian eksperimen. Populasi penelitian ini adalah mahasiswa STKIP Dharma Bakti Lubuk Alung jurusan Bahasa Inggris tingkat dua tahun pelajaran 2010/2011 yang berjumlah 133 orang. Sampel diambil dengan menggunakan teknik klaster acak. Instrumen yang digunakan dalam penelitian ini adalah angket untuk mengukur motivasi belajar dan tes untuk mengukur kemampuan membaca pemahaman. Data dalam penelitian ini dianalisis secara manual dengan rumus uji t. Hasil dari penelitian ini menunjukkan bahwa motivasi belajar mahasiswa yang diajar menggunakan Jigsaw II lebih baik daripada motivasi belajar mahasiswa yang diajar menggunakan metode diskusi kelompok kecil dan membaca pemahaman mahasiswa yang diajar menggunakan Jigsaw II lebih baik daripada membaca pemahaman mahasiswa yang diajar menggunakan metode diskusi kelompok kecil. Jadi dapat disimpulkan bahwa metode Jigsaw II dapat memberikan efek yang lebih baik terhadap motivasi belajar dan membaca pemahaman. Penelitian ini mengimplikasikan bahwa Jigsaw II dapat digunakan sebagai salah satu metode dalam pengajaran Reading di STKIP Dharma Bakti Lubuk Alung.

ABSTRACT
Eka Melati. 2011. The Effect of Jigsaw II on Learning Motivation and Reading Comprehension (A Study at Second Grade Students of STKIP Dharma Bakti Lubuk Alung). Thesis: Graduate Program of State University of Padang). In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn Reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they get low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading comprehension is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of Jigsaw II on learning motivation and reading comprehension. This study was an experimental research. Population of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test to of reading comprehension. The data were analyzed manually by t-test formula. The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion and reading comprehension of students who were taught by Jigsaw II was better than those who were taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching Reading at STKIP Dharma Bakti Lubuk Alung.

SURAT PERNYATAAN

Dengan ini saya menyatakan bahwa: 1. Karya tulis saya, tesis dengan judul The Effect of Jigsaw II on Learning Motivation and Reading Comprehension (A Study at 2nd Grade Students of STKIP Dharma bakti Lubuk Alung) adalah asli dan belum pernah diajukan untuk mendapat gelar akademik baik di Universitas Negeri Padang maupun di perguruan tinggi lainnya. 2. Karya tulis ini murni gagasan, penilaian dan rumusan saya sendiri, tanpa bantuan tidak sah dari pihak lain, kecuali arahan dari Tim Pembimbing. 3. Dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis atau dipublikasikan orang lain, kecuali dikutip secara tertulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya dengan menyebutkan nama pengarangnya dan mencantumkannya pada daftar rujukan. 4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila di kemudian hari terdapat penyimpangan dan ketidakbenaran pernyataan ini, maka saya bersedia menerima sanksi akademik berupa pencabutan gelar yang telah saya peroleh karena karya tulis ini, serta sanksi lainnya sesuai dengan norma dan ketentuan yang berlaku. Padang, September 2011 Saya yang menyatakan

Eka Melati NIM 51463

ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin, praise to Allah SWT, the Almighty, who had given me the knowledge and strength with blessing and mercy. Then, shalawat and blessing are sent upon the Prophet Muhammad SAW, the Uswatun Hasanah for all Moslems. I would like to thank to people who helped and supported her in completing this thesis. First of all, I wish to express my sincere gratitude to my advisors Prof. Dr. H. Mukhaiyar, M.Pd and Dr. Desmawati Radjab, M.Pd for their guidance, support, excellent professionalism and remarkable advices from the beginning until the end. Furthermore, I would like to express my special gratitude to examiners: Prof. Dr. Hj. Hermawati Syarif, M.Hum, Dr. Hamzah, M.A, M.M, and Prof. Dr. H. Jalius Jama, M.Ed, Ph.D who gave valuable contributions and suggestions. The special thank is also addressed to my validators: Drs. Jufri, M.Pd, Prof. Dr. Neviyarni, S. M.S, and Dra. Riska Ahmad, M.Pd. Next, I thank the Head, the Staffs, the Chairman of English Education Department of STKIP Dharma Bakti Lubuk Alung who permitted and facilitated me in conducting the research. Above all, my special gratitude is expressed to my beloved parents: Heriyono and Legi Wati, my beloved brothers and sister and all of her siblings who have always given their meaningful supports and prayer in finishing this research. Finally I also thank to all colleagues of English Education Section 2009 who support and encourage me in completing this thesis.

Padang, July 2011 The Researcher,

TABLE OF CONTENTS

ABSTRAK

i ii iii iv v vi vii x xi xii

ABSTRACT PERSETUJUAN AKHIR

PERSETUJUAN KOMISI PEMBIMBING SURAT PERNYATAAN ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES

....................

...

LIST OF APPENDICES

CHAPTER I: INTRODUCTION A. Background of the Problem 1 6 6 7

B. Identification of the Problem C. Limitation of the Problem

D. Formulation of the Problems E. Purpose of the Research 7 F. Significance of the Research G. Definition of the Key Terms CHAPTER II : REVIEW OF RELATED LITERATURE 7

7 8

A. Theoretical Framework 9 1. Jigsaw II

2. Small Group Discussion 3. Learning Motivation 4. Reading Comprehension B. Review of the Related Findings 26 C. Conceptual Framework 28 D. Hypotheses 30 22 17 16

CHAPTER III: RESEARCH METHODOLOGY A. Research Design 31 B. Population and Sample 32 C. Instrumentation 34 a. Questionnaire of Learning Motivation

35 b. Test of Reading Comprehension 37 D. Techniques of Data Gathering E. Techniques of Data Analysis F. Research Procedures 42 43 47 .....

CHAPTER IV: RESEARCH FINDING A. Data Description 52 1. Learning Motivation 2. Reading Comprehension 52 55 58 58 62 64 67

B. Data Analysis 1. Prerequisite Analysis 2. Hypothesis Testing C. Discussion

D. Limitation of the Research

CHAPTER V: CONCLUSIONS, IMPLICATION, SUGGESTIONS A. Conclusions B. Implication C. Suggestions . 68 68 68

REFERENCES APPENDICES

70 74

LIST OF THE TABLES

Table 1. Percentage of Students Grade for Mid Term Test of Reading II Table 2. Improvement Point Criteria of Jigsaw II Table 3. Team Accomplishment 3 13 13

Table 4. The Disadvantages of Jigsaw II

15

Table 5. The Number of Second Grade English Department 33 Table 6. The Schedule of the Research 34 35 37 48 53 54 55

Table 7. List of Learning Motivation Questionnaire Indicators Table 8. List of Reading Comprehension Test Indicators Table 9. Teaching Procedures of Experimental Class and Table 10. Summary of Students Learning Motivation Table 11. Percentage of Students Learning Motivation Table 12. Summary of Reading comprehension

Table 13. Frequency Distribution of Reading Comprehension of Experimental Class.................................................................... Table 14. Frequency Distribution of Reading Comprehension of Control Class 57 58 61 62 63 56

Table 15. Summary of Normality Testing

Table 16. Summary of Homogeneity testing Table 17. Summary of T-Test Result of Learning Motivation Table 18. Summary of T-Test Result of Reading comprehension

11

LIST OF FIGURES
Figure 1. Illustration of Jigsaw Activities Figure 2. Conceptual Framework 12 29 59 59 60 61

Figure 3. Normal Curve of Learning Motivation of Students Teaching by Jigsaw II Figure 4. Normal Curve of Learning Motivation of Students Teaching by Small Group Discussion Figure 5. Normal Curve of Reading Comprehension of Students Teaching by Jigsaw II . Figure 6. Normal Curve of Reading Comprehension of Students Teaching by Small Group Discussion .

LIST OF APPENDICES
Appendix 1. Jigsaw II Sheets . Appendix 2. Homogeneity and Normality Testing of Population Appendix 3. Validation Sheet of Questionnaire Appendix 4. Try Out Sheet of Questionnaire . 74 76 83

............. 87 91 95

Appendix 5. Post-Test Sheet of Questionnaire (Experimental Class) . Appendix 6. Post-Test Sheet of Questionnaire (Control Class) Appendix 7. Validation Sheet of Reading Comprehension Test

. 99

Appendix 8. Try Out Sheet of Reading Comprehension Test 101 Appendix 9. Post-Test Sheet of Reading Comprehension Test Appendix 10. Try Out Result of Questionnaire 110

... 117

Appendix 11. Try Out Result of Test ... 122 Appendix 12. Validation Sheet of Lesson Plan Appendix 13. Lesson Plan of Experimental Class 127 128

13

Appendix 14. Lesson Plan of Control Class 207 Appendix 15. Score of Experimental Class Questionnaire 224

Appendix 16. Score of Control Class Questionnaire 225 Appendix 17. Score of Experimental Class Test Appendix 18. Score of Control Class Test Appendix 19. Summary Quiz Score Sheet 226 227 228 230 234

Appendix 20. Normality Testing of Learning Motivation Appendix 21. Normality Testing of Reading Comprehension

Appendix 22. Homogeneity Testing 237 Appendix 23. Hypothesis Testing 239 243 245

Appendix 24. Letter of Research Permit Appendix 25. Students Sheets

15