The Comparison between Using SQ4R and Jigsaw Techniques Toward the Students’ Reading Comprehension

Abstract

In this research, the researcher will examine how effective the SQ4R and Jigsaw techniques are in helping students understand what they read. This research aims to find out whether there is a significant difference in students’ reading comprehension between those who are taught with SQ4R and the Jigsaw technique. This research was design by using experimental quantitative research. The sampling technique of this research used simple random sampling. The subject of this research was the eleventh Accounting 3 grade consist of 31 students and the eleventh Accounting 4 grade consist of 29 students. They were taught by using SQ4R technique for experimental class 1 which is the XI Accounting 3 and Jigsaw technique for experimental class 2 which is the XI Accounting 4. The data had been collected by using pre-test and post-test on both experimental classes. During the process, the researcher applied three meetings for each class for the treatment. In analysing the data, the mean score of the students’ pre-test experimental class 1 (SQ4R technique) is 68,71 and the mean score of post-test is 87,58. The mean score of the students’ pre-test experimental class 2 (Jigsaw technique) is 68,44 and the mean score of post-test is 80,34. The results of Mann Whitney U test indicated that P_value < 0,005 (0,002 < 0,005) which means that H0 is rejected and Ha is accepted. Thus, it can be concluded that there was a significant difference between students' reading comprehension in the first experimental class which was taught by using SQ4R technique and the second experimental class which was taught by using Jigsaw technique.