Jarwanto, 0203518019 (2022) THE EFFECTIVENESS OF JIGSAW AND NUMBERED-HEAD-TOGETHER IN TEACHING READING COMPREHENSION FOR LOW AND HIGH CRITICAL THINKING STUDENTS AT SMAIT BINA AMAL SEMARANG. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

This research aims to find out whether : (1) Jigsaw technique is effective in teaching reading comprehension to High critical Thinking Students; (2) Jigsaw technique is effective in teaching reading comprehension to low critical Thinking Students; (3) Number Head Together (NHT) is effective in teaching reading comprehension to high critical Thinking Students; (4) Number Head Together (NHT) is effective in teaching reading comprehension to low critical Thinking Students; (5) Jigsaw Technique and N-H-T are significantly different technique in teaching reading comprehension to High critical Thinking Students; (6) Jigsaw technique and N-H-T technique are significantly different in teaching reading comprehension to low critical Thinking Students; (7) there are positive correlation between Jigsaw and Numbered-Head-Together This research used experimental study that was conducted at SMAIT Bina Amal Semarang. The population of this research was Tenth Graders of SMAIT Bina Amal Semarang. The sample taken through a cluster random sampling were two classes. Each class was classify into two groups (the students having high and low critical thinking). The techniques to collect the data was multiple choice test to obtain the data of students’ with high and low critical thinking based on their reading comprehension result. The two instruments were tried out to obtain the valid and reliable items. The data was analysed by using multifactor analysis of ANOVA 2x2. Before conducting the ANOVA test, normality and homogeneity test were conducted. The results of the analysis show that: (1) there is positive correlation of Jigsaw technique for teaching reading comprehension to high critical thinking students; (2) there is positive correlation of Jigsaw technique for teaching reading comprehension to low critical thinking students; (3) there is positive correlation of Numbered-Head-Together technique for teaching reading comprehension to high critical thinking students; (4) there is positive correlation of Numbered-Head-Together technique for teaching reading comprehension to low critical thinking students; (5) there is no positive correlation statistically between Jigsaw and Numbered-Head-Together for teaching reading comprehension to high critical thinking students; (6) there is no positive correlation statistically between Jigsaw and Numbered-Head-Together for teaching reading comprehension to low critical thinking students; (7) there is no positive correlation between the teaching technique (Jigsaw and NHT), reading comprehension and students’ critical thinking due to the learning process at this school used both online and offline learning also the allocation time of teaching learning was decreased during Covid-19 pandemic.

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