Mahrita, Mahrita (2019) The Effectiveness of Jigsaw Strategy to Improve Students' Reading Comprehension at MA. Darul Imad Kabupaten Banjar. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Mahrita. 2019. The Effetiveness of Jigsaw Strategy to Improve Students’ Reading Comprehension at MA. Darul Imad Kabupaten Banjar. Thesis, English Education Department, Faculty of Tarbiyah and Teachers Training. Advisors: (I) Hj. Nur Laila Kadariyah, S.Ag, M.Pd. and (II) Afifah Linda Sari, M.Pd. Keywords: Effectiveness, Jigsaw, Improve, Reading Comprehension. This thesis described the effectiveness of jigsaw strategy to improve students’ reading comprehension at MA Darul Imad Kabupaten Banjar academic year 2017/2018. The subject of this research was two classes contain 64 students of eleventh grade at MA Darul Imad academic year 2017/2018. The Object of the research was effectiveness of jigsaw strategy to improve students’ reading comprehension at MA Darul Imad Kabupaten Banjar academic year 2017/2018. To collect the data, the researcher used observation and test. The test contained pre-test and post-test. The method of this study was quasi experimental design which consisted two groups or classes, a class for experiment and a class for control design and to find out the result of students’ improvement, this research used multiple-choice type contains 20 questions. Then, the data were analyzed quantitatively and explain qualitatively. The result of this study stated that jigsaw strategy was not effective to improve students’ reading comprehension, the calculating mean of experimental class for post-test was 66,03 in fair category. The calculating mean of control class for post-test was 55,67 in low category. The data analysis, the researcher used Independent Sample T-test by SPSS 23 and found t-count was less than t-table. Thus, there was no significant difference between students’ reading comprehensions who were taught by Jigsaw strategy and who were taught without it. It can be concluded that the jigsaw strategy was not appropriate to be taught in reading comprehension.

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