They were as problem and since the technique had never been used there, the writer was really interested in вЂњImproving StudentsвЂ™ Reading Comprehension Using Jigsaw Cooperative Learning and Which Aspect of Reading significantly improve After Being Taught by Jigsaw Cooperative Learning at the Second Grade of SMAN 2 Bojong Kenyot. Based on the information from the teacher, Jigsaw Cooperative Learning has not applied yet by teacher of SMAN 2 Bojong Kenyot. advertisement, brochure, schedule, message, notice, invitation. descriptive, report, recount, narrative, procedure texts and functional texts, i.e.

This strategy is choosen since the Senior High School students have monologue/essay, i.e. The researcher used this technique to investigate what is aspects of reading most improved when jigsaw is implemented in teaching reading. It also keeps existence of high level responsibility.ДЇurthermore, this research will be focused on the implementation of jigsaw in teaching reading toward reading skills. The purpose of jigsaw reading is to develop studentвЂ™ mindset to think creatively. Jigsaw is used firstly in 1971 in Austin, Texas. Jigsaw cooperative learning is developed by Aronson. Jigsaw cooperative learning is one of the cooperative learning methods. Jigsaw technique is a special form of information gap in which each member of a group is given some specific information and the goal is to pool all information to achieve some objectives (Brown, 2001:179). the writer applied jigsaw technique in teaching reading. The researcher tries to apply the technique that may be effective to improve the studentsвЂ™ reading ability to solve the problems in comprehending the text.

In this research, he researcher wants to make a situation where the students feel enjoy in learning process so that they will be motivated to read the text. Cooperative learning has some technique, they are STAD, discussion, mind mapping, think pair and share, jigsaw, role playing etc. Everyone succeeds when the group succeeds. Furthermore, the teacherвЂ™s role changes from giving information to facilitating studentsвЂ™ learning. Students must work in groups to complete tasks collectively. Cooperative learning is one of learning strategies which is considered applicable and useful in increasing studentsвЂ™ reading comprehension and make the students active during the learning process (Majid, 2007). It is necessary for English teacher to make reading materials more interesting and motivating so that the students can progress in reading.Д«ased on the statement above, the writer applied cooperative learning in teaching reading comprehension. It may be because the teachers do not use good technique or method in the class. There are many students who felt sleepy when the teacher explained the materials. One of the problems may be that the students feel bored because the techniques used by the teacher are monotonous. Many students got under the KKM and they had difficulties to comprehending the English text. From the teacherвЂ™s information in that school, it was reported that most of students still had problems in comprehending the text. And lack of motivation may influence studentsвЂ™ reading comprehension.Д«ased on the researcherвЂ™s pre-observasion at SMAN 2 Bojong Kenyot, it was found that the students were still confused in determining the main idea of the text, making reference and inference, finding synonyms and vocabulary. The lack of participation may result in lack of motivation. For example when the teacher dominates the activity in the classroom, the students may feel like they do not have enough chance to participate actively. Another problem is lack of the studentsвЂ™ participation in the classroom. So many students are hard to get the idea or meaning of the text. Many kinds of teaching method may result bad or negative effects on studentsвЂ™ reading skill. One of the problems that can be found is the method used by the teachers. Hence, there are some problems in teaching reading. English is taught as a foreign language in Indonesia.

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