This document summarizes a study that compared the effects of STAD (Student Team Achievement Division) and Jigsaw cooperative learning techniques on the reading comprehension of high school students in Indonesia with different levels of motivation to read. The study found that STAD was more effective at improving reading comprehension scores than Jigsaw. STAD led to higher average post-test scores compared to Jigsaw. The study also determined that STAD worked better than Jigsaw for students with both high and low motivation to read.

1. THE COMPARISON OF READING COMPREHENSION TAUGHT BY USING STAD AND JIGSAW
TECHNIQUE AT DIFFERENTMOTIVATION TO READ AT THE EVEN SEMESTER
OF ELEVENTH GRADES IN SMAN 1 RUMBIAACADEMIC YEAR 2012/2013
Eko Mulyono
Muhammadiyah University of Surakarta
Abstract :
This study points out the results of the study investigating the comparison of reading comprehension taught by
suing STAD (Student Team Achievement Division) and Jigsaw technique at different motivation to read in
senior high school state (SMAN)1 Rumbia –Indonesia. The objective of this research is to know whether there is
any difference of reading comprehension taught by using STAD and Jigsaw technique, to unlock whether there
is any difference of reading comprehension taught by using STAD and Jigsaw technique at high and low
motivation to read, and to explore whether there is any interaction of reading comprehension, learning
technique, and different motivation to read The method of investigation is held through quantitative research.
The researcher uses true experimental research and applies factorial design. The researcher uses cluster
random sampling to get the participant. To analyze data, the researcher uses ANOVA TWO WAYS formula. The
finding showed that the result of Fhit is 18, 2 and Ftable is 7, 14. It means that Fhit > Ftable. And the criterion of Ftest
is Ha accepted if Fhit > Ftable.. So, there is any difference result of Reading comprehension taught by using STAD
and Jigsaw and STAD technique is more effective technique than Jigsaw technique toward students Reading
comprehension at different motivation to read. The researcher expects English teacher implements STAD
Technique in teaching reading. The technique is simple and make the students feel fun and enjoy in the
following of the English learning process.
Keyword: Reading Comprehension, STAD, Jigsaw, and Motivation to Read
1. INTRODUCTION
This study examines the comparison of reading comprehension taught by using STAD and Jigsaw
technique at high and low motivation to read. Finochiaro (1974 : 10) says that, “ English as one of the subject
matters learned by the students is given at any educational level such as elementary school, secondary school
and tertiary intermediate level.” Teaching English language covers four main skills, i.e.; listening, speaking,
reading and writing. One of the four skills, reading is one of the goals in learning language. Many books,
especially scientific books, now are written in English. Students in this day are forced to learn language in
context. The teaching of listening, speaking and writing are done in an 2 integrated way with the teaching of
reading. As a result, it demands the students to understand the written language better than another from of
language.
According to Bond, et.al (1979 : 21) reading comprehension is one of the language skills which become the
emphasis of the English teaching in the school. Reading comprehension is a complex activity to understand the
meaning of the words. It means that when the reader reads a material, they get a message from a text. By
reading comprehension, learners do not only get some more information or knowledge, but they also can get an
enjoyment. In the country, reading without comprehension means nothing.
Reading is a complex process both on its teaching and on its learning (Carnine et.al, 1990 : 01). Reading is
one of the language skills which are important for academic success. Reading is the process of reconstructing
the writer’s idea written in a text or printed symbols based on the readers’ background knowledge and
experience. Furthermore, reading is a skill which must be developed and can only develop by means of
extensive ad continual practice. Students learn to read and will learn better by reading.
Reading is necessary when students further their study, especially at Senior High School level. The
important point when students read something is the purpose about what they read. Students should have
purpose for what they read and what they want to do after reading a text. If the students do not have a purpose
before reading something, they will not get the point of the sentence not get the information of the text. They
need good reading skill for acquiring knowledge and learning new information. However, it can be seen that
most students’ reading comprehension are not good enough to do so. Even reading comprehension skills of
students at the upper secondary level are below the 80 percent of criterion. Many reading methods have been
used in classrooms alternately. Looking at the importance of reading as elaborated earlier, however, the results
show that some are successful with a particular group of students but some are not. Actually, what must be
taken into consideration now is the way the knowledge is presented.
On the other hand, many students at SMA N 1 RUMBIA who get low score in reading subject. It is because
they are not interested in reading subject. In fact, remember that reading comprehension is very necessary for

2. Basic English. So, it means that without reading we will not be able to improve our English comprehension
well. The main problem that makes the students do not like with reading subject is uninteresting teaching
technique which is used by the teacher. It means that the students are not interested in teaching technique which
is used by the teacher. In this case, the teacher only uses role play that make students quit bored, because there
is no any variation as the sample that can be comprehended, beside a boring technique like dictation from one
person. Then, students’ motivations to read are still low. Those two problems can be seen clearly because their
quality of reading comprehension is still low. When the teacher administer a pre test most of students get low
score.
From the ideas and problems above, teaching reading for the students in senior high school especially
SMAN 1 Rumbia, therefore, needs appropriate technique in order that the students can be more active and
creative in reading class. Teaching English needs creative efforts from the English teachers in order to provide
the students with fun and enjoyable learning so that the students will be more interested to learn. This problem
still goes on up to now, because the teachers’ knowledge about cooperative learning technique such as STAD
and Jigsaw technique is still low.
From the data which is got by the researcher in the pre survey, it is revealed that students’ score into reading
comprehension are still low. It can be known that they lack of motivation to read. Most of students get a bad
mark. There are about 70% students who get bad mark in reading comprehension, and then from the data pre
survey about students’ motivation to read there are about 65% students who get bad mark. It means that their
motivations to read are still low. This fact still far from what is hoped and it needs ways to change to the better
one.
Based on that statement, it can be concluded that the researcher will conduct cooperative learning technique
in order to know the learning process of reading comprehension be success by using STAD and Jigsaw
technique. The objective of the research are to know whether there is any difference of reading comprehension
taught by using STAD and Jigsaw technique at the even semester of eleventh grades in SMA N 1 Rumbia
academic year 2012/2013. To unlock whether there is any difference of reading comprehension taught by using
STAD and Jigsaw technique at high and low motivation to read at the even semester of eleventh grades in SMA
N 1 Rumbia academic year 2012/2013. To explore whether there is any interaction of reading comprehension,
learning technique, and different motivation to read at the even semester of eleventh grades in SMA N 1 Rumbia
academic year 2012/2013.
2. Literature Review
2.1 Previous Research Overview
The first previous research was conducted by Koindrasari (2012) entitled “The Comparison of STAD and
Jigsaw Cooperative Technique toward Simple Present Tense Mastery at the Eight Level in SMP N 3 Batanghari
Nuban Academic Year 2011/2012”. The object of this research is to find the significant differences of using
STAD technique and Jigsaw technique in students’ simple present tense mastery, and to find which one is more
effective to use as technique in simple present tense mastery. The researcher utilized STAD technique and
Jigsaw technique can help the students to learn to simple present tense mastery easier and more interesting to
understand the learning process, so their tense mastery would improve. The technique of investigation is held
through quantitative research. The researcher uses experimental group. In this experimental, the employees
Control Group Pre-Test-Post-Test design for the research which employs two classes. The experimental class
was taught through STAD technique and the control class was Jigsaw technique. Each class get the Pre-Test and
Post-Test in order to find the progress of students’ simple present tense mastery. From the result of the research,
it was found that the mean score of STAD technique in pre-test is 54,6 and in post-test is 75. Meanwhile the
main score of the Jigsaw technique in pretest 53,8 and in posttest 68,8. It means that there is significant
difference of using STAD technique and Jigsaw technique in students’ simple present tense mastery, and STAD
technique is more effective to use in learning simple present tense process. To make students’ simple present
tense mastery improved, teacher should use the technique must be clear in giving instruction or information
about the matter. STAD technique and Jigsaw technique can help them in learning to simple present tense
enjoyably, in interesting, and active ways so that their mastery in simple present can be improved.
The second previous research was executed by Prasetyo (2012) entitled “The Comparison between Reading
Ability in Narrative Text Using STAD and CBI Methods at the Tenth Level at the Senior High School
Muhammadiyah 1 Metro”. The objectives of this research is to know the differences of the students’
achievement between the use of STAD method and CBI methods toward reading ability in narrative text and to
compare, how effective is STAD to exchange students’ reading ability in narrative text, and which part of
students’ reading ability is Improved By STAD technique. This is quantitative research design in the form of
experimental research. The researcher uses test as the data collection method. To investigate whether there is a
positive and significant comparative study between experimental class and control class the researcher analyzed
the data by using t-test formula. The result of the study shows that the students’ achievement in reading
narrative text by the use of Students’ Team Achievement Division (STAD) technique is higher than the use of

3. Content Based Instruction (CBI) technique and Students’ Team Achievement Division technique is effective to
improve students’ students’ reading ability in narrative text. By using Students’ Team Achievement Division
technique students feel enjoy in learning narrative text, so their achievement in narrative text can be improved.
The difference between those two previous researches with this research are sample and variable. The title
of this research is the comparison of reading comprehension taught by using STAD and Jigsaw technique at
different motivation to read at the even semester of tenth grades in SMAN 1 Rumbia Academic Year
2012/2013.
2.2 Theoretical Review
2.2.1 Definition of Reading
Reading is the one of four language skills. It is the first direct communication of students to acquire their
language development. After years of listening and speaking, students further goes to school where for
the first time, they learn to read before writing. Reading is a process in which done by reader to get
message or information from the writer through printed media. It is very complex process in
recognizing and comprehending written symbols which influenced by perceptual skill, decoding,
experiences, language background, mind set and reasoning of reader (Tarigan, 2008).
According to Carrel (1988: 1), “reading is not passive but rather than active process. It is an active cognitive
process of interacting print media in which monitory comprehension to build up meaning”. Moreover,
Rahmatullah (2013) states that reading is the meaningful interpretation of printed or written verbal symbols.
This activity is not simply looking. It is involves deriving meaning from printed words. It requires a high level
of muscular coordination. The reader is not only seeing and identifying the symbols, but also understanding the
meaning.
Moreover, Heilman, Blair, & Rupley (1961: 2) argue that the reading can be defined as a thinking process
and it can be a communicative skill. They also define the reading is an interacting process with the language in
the printed page. This printed page should be understood and the reader should be able to express in oral form.
In the short sentence, they defines that reading is a language process. However, basically the nature of reading is
difficult to be defined as in the process of reading exactly. This can be pointed out in many view.
Reading as the proses of giving the significance itended by the writer to graphic symbols by relating them
to one s own find of experience ( Dechant, 1982). Reading is thus perceived as a two fold process :‟
identification of the symbols, and association of appropriate meaning with them. Reading requires identification
and comprehension. Comprehension is the process of making sense of words, sentences and connected text.
Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with
text and other strategies to help them understand written text.
Reading is a complex process made up of several interlocking skills and processes (Tankersley, 2003:32)
theses skills and strategies are employed before, during, and after reading. Reading is a process by which the
reader make personal connections with a text to construct meaning. reading and responding to a text are integral
parts of language learning. Effective readers employ a wide repertoire of meaning-making (comprehension)
strategies that they can deploy independenly with a range of texts. Effective readers understand and remember
what they read. They can summarize and discuss the content and demonstrate their comprehension of text. They
can analyze and evaluate what they have read.
Based on the definition, present researcher concludes that reading is an active process of grasp new
information which is needed by readers. It is an activity to understand the meaning of written or printed media.
2.2.2 The Importance of Reading
Reading is the way to get information from written media. Students will get knowledge by reading
activities to motivate their learning, not only in formal education, but also in informal education. Therefore,
reading is one of the urgent skills for students to obtain their success. Tarigan (2008) notes that by reading some
information are given by the teacher through a text, students will find general information and experience which
later they can increase their language skills such as listening, speaking and writing.
Teaching reading is very important for students. There are some reasons for this. The first reason is many
English students need to read English text for their career, for study or simply for pleasure. The second reason is
reading text also will help the students when they study writing.
Reading texts also provide good models for English writing (Harmer, 2003). If the students are familiar
with texts’ form, teacher will be easier to teach them how to write the texts. The last is reading text also provide
opportunities to study language: vocabulary, grammar, punctuation, and the way to construct sentences,
paragraphs and texts (Harmer, 2003).
In a nutshell, when the students read a new text, they will find new vocabulary and different style of writing
texts. Because of that, they can enrich their vocabulary includes the ability to use the appropriate diction. They
will learn more about punctuation; strengthen their grammar understanding and know how to construct

4. sentences, paragraph and text correctly. Reading is an activity that involves greater levels of concentration and
adds to the conversational skills of the reader, which enhances the knowledge acquired, consistently. The habit
of reading also helps students to receive new words and phrases that they come across in everyday
conversations. The habit can become an ad to the information available on various topics. It helps students to
stay in-touch with contemporary writers as well as those from the days and makes students aware to global
issues.
2.2.3 Micro and Macro Skills of Reading
Brown (2003) explains that there are two kinds of skills that the reader should have. They are micro skill
and macro skills.
a. Micro skills of reading
Here are some micro skills of reading:
1. Discriminating among the distinctive graphemes and orthographic pattern of English.
2. Retaining chunks of language of deference lengths in short-term memory.
3. Processing writing at an efficient rate of speed to suite the purpose.
4. Recognizing a core of word, and interpreting word order patterns and their significance.
5. Recognizing grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, and
pluralization), patterns, rules, and elliptical forms.
6. Recognizing that are particular meaning may be expressed in deferent grammatical forms.
7. Recognizing cohesive in written discourse and their rule in signaling the relationship between and among
clauses.
b. Macro skills of Reading
Here are some macro skills of reading:
1. Recognizing the rhetorical forms of written discourse and their significance for interpretation.
2. Recognizing the communicative function of written text, according to form and purpose.
3. Inferring context that is not explicit using background knowledge.
4. From describe events, ideas, etc., inferring link and connection between events, deduce causes and effects,
and detecting such relations as main idea, supporting idea, new information, generalization, and
exemplification.
5. Distinguishing between literal and implied meaning.
6. Detecting cultural specific references and interpreting them in context of the appropriate cultural schemata.
7. Developing and using a battery of reading strategies, such as scanning and skimming, detecting discourse
markers, guessing the meaning of word from context, and activating schemata for the interpretation of
texts.
2.2.4 concept of reading comprehension
According to Wainwright (2007 :37) retrieved from http://smahillah.hubpages.com/hub/mamaazaputri2,
Reading comprehension is process in which the reader has to decide linguistic symbol and reconstruct them up
to meaningful whole intended by the writer. Reading comprehension is only a term referring to reading skill
through the important thing is not on the pronouncing or load reading, but it is the understanding taken into
consideration. Comprehension includes recognizing and understanding a main idea and related details. A good
recognized that many ideas are implied and he must read between the lines to get the full meaning.
According to Tarigan (2008), reading is a process in which done by reader to get message or information
from the writer through printed media. It is very complex process in which recognize and comprehend written
symbols are influenced by perceptual skill, decoding, experiences, language background, mind set and
reasoning of reader. Snow (2002:3) states reading comprehension as the process of simultaneously extracting
and constructing meaning through interaction and involvement with written language.
Comprehension has same meaning with understanding. It is capability to grasp meaning in a text and also
the writer’s idea. It is readers’ ability to understand the author’s message which is influenced by their
background knowledge in the topic given by the text. According to Hornby (1995 : 235),“comprehension is
means and has excessive aimed in improving or testing one’s understands of a language whether written or
spoken”. Comprehension is not only need in student’s reading activities, but also to measure the ability of each
student in classroom.
Carrel (1988) states that “reading comprehension in general viewed is the resulting from the four way
interaction between readers, text, task, and structured activity. The success of this interaction depends of the
availability of quality of content and strategist schemata to new problem solving situations. Moreover, reading
comprehension is the process of simultaneously extracting and constructing meaning through interaction and
involvement with written language. It entails three elements: the reader who is doing the comprehending, the
text that is to be comprehended, and the activities.

5. Considering this sentence whether it can be read and comprehended: “Apple banana blue walk tree happy
sing”. Surely students are able to read each of the words in that sentence and understand what they meant
independently. An apple is a fruit that is usually round and red, green or yellow. A banana is another fruit that is
yellow. Blue is a color and so forth. However, when you look at the sentence as a whole, it does not make a
sense. This nonsense sentence demonstrates the difference between being able to read words and comprehend
text.
In short, reading comprehension is the act of understanding what readers are being read. It is an intentional,
active, interactive process that occurs before, during and after a person reads a particular piece of writing.
Without comprehension, reading is nothing more than tracking symbols on a page with eyes and sounding them
out. People read for many reasons but understanding is always a part of their purpose. Reading comprehension
is important because without it, reading doesn’t provide the reader with any information.
2.2.5 concept of cooperative Learning Technique
Cooperative learning as defined by Robert Slavin (1990) in Jacobs, et.al (1996: 26) is a method of sharing
ideas in which students work together to learn about something and responsible for their team-mate learning as
well as their own. Johnson and Johnson (1991) define cooperative learning as follows:
Cooperative learning refers to a learning mode in which students are working together (interaction appear)
to accomplish shared learning goal, they have to work in small group consisting of 2-4 students in one group.
Each student has to taken active role in the group and work cooperatively on presentation and projects”.
Actually cooperative learning and group work are the process of learning where the students are put in to a
small group working together to accomplish shared learning goal.
In addition that cooperative learning is a type of learning activity in which students have their own
opportunity to share their own ideas or information to each other in their group. So, cooperative learning activity
is all students in group are active.
Johnson, et.al (1994) stated five essential elements of cooperative learning processes. The first component is
simultaneous interaction means that when the teacher makes the group of the students whether the group
activities are huge or in the use of smaller group including pairs, greatly developing the amount of simultaneous
interaction, because there is an interdependency of individual within the group.
The second component is positive interdependence which means the feeling among a group of students that
any member of the groups helps everyone in the group. Positive interdependence in grouping encourages the
members of group to help each other to work together. If any time members fail to do their part, consequently
everyone in a group will suffers. Kagan (1994) states that positive interdependence occurs when gains of
individuals or teams are positively correlated. If a gain for one student is associated with gains for other
students, the individuals are positively interdependent.
The third component is face to face interaction. Johnson, et.al (2000) define face to face interaction as
students being in close physical proximity while involved in communication as they work together and talk
through the task they are doing as in Mappe, 2000 : 24 retrieved from
http://campusline21.blogspot.com/2012/08/proposal-using-students-reading.html.. They promote each other
learning by helping, questioning, suggesting, sharing information, and encouraging each others effect to be
learned. The fourth component is individual accountability. It means that each member of the group is given
accountability to work a task in the group. This occurs because some students try to avoid working of because
the other wants to do everything as in Mappe, 2000 retrieved from
http://campusline21.blogspot.com/2012/08/proposal-using-students-reading.html. Thus encouraging everyone to
fill that they are individual accountable for the success of their group.
The last component is equal participation which equalizes participation in grouping. This emphasizes on
giving role for each member of the group to encourage all students to be active learners. To encourage each
member to play in important role in the group and to benefit from the group effort, cooperative learning seeks to
equalize participation (Mappe, 2000). In conclusion, cooperative learning makes students help each other in
giving support, ideas and reducing teacher’s dominant in classroom.
2.2.6 STAD (Students Team Achievement Divison) Technique
STAD has been developed by robert slavin and his colleagues in john hopskin university. It is one of the
simplest of all cooperative learning methods. In STAD students are assigned to four member learning teams that
are mixed in performance level, gender and ethnicity (Rusman, 2011).
The main idea behind STAD is to motivate students, to encourage, and to improve each other’s skills
presented by the teacher. If the students want their team to get team rewards, they must help their teammates to
learn the material, they must encourage their teammates to do their best, and express the atmosphere that
learning is important, valuable, and fun. The method used in this study is Student Team Achievement Division.
Slavin (1995: 75) argued that group contingency is essential if a small group structures are to enhance

6. achievement. By group contingencies, Slavin (1995) means that the behavior one of or more group members
bring reward to a group. STAD has five Steps:
• Class presentation: It involves the initial introduction of the topic by the teacher.
• Teams: A team usually composes of a group of four or five students that present a cross-section of the
class in terms of academic performance, sex, and race or ethnicity. The aim of the team is to ensure all
team members’ learning and high performance on the quizzes.
• Quizzes: After one or two periods of teacher presentation and one or two periods of team practice, the
students take individual quizzes. During the quizzes students are not allowed to help each other.
• Individual improvement score: It allows each student to attain a performance goal if he or she works
harder. Each student is given a “base” score, derived from the student’s average past performance on
similar quizzes. According to the improvement the student make on this base score he or she contributes
to the team score.
• Team recognition: Teams may earn rewards if their average scores exceed a certain criterion.
In STAD, students are assigned to four member learning teams that are mixed in heterogeneous teams. The
teacher presents a lesson, and then students work within their teams to make sure that all team members have
mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help
one another. There are some steps in STAD that a teacher has to follow: (1) using direct teaching methods to
teach the third lesson, preparing a quiz on the lesson material and worksheets based on the quiz; (2) introducing
teams assignments, explaining group scoring, and starting team practice on worksheets; teams can enter group
discussion, pairs check, or just work informally until each member is sure the ir teammates will make 100 on the
quiz; (3) having students explain answers to one another instead of just checking each other against the answer
sheet; (4) reminding students that if they have questions, they should ask all teammates before asking the
teacher; (5) giving quiz individually; (6) holding improvement scoring, in which teacher bases scores on
improvement from pre-test to post-test scores. It applies to either individual or group situation.
2.2.7 Jigsaw Technique
Kagan (1994) said that Jigsaw is an effective technique to use when you want to increase student’s mastery
or a topic at a hand, boost their concept development, enhance targeted discussion among students, and foster
group project participation and learning. According to Aronson (2008) there are ten steps considered important
in the implementation of the jigsaw classroom:
A. Students are divided into 5 or 6 persons in a jigsaw group.
B. One student should been appointed as the group leader
C. The day’s lesson is divided into 5-6 segment (on for each member)
D. Each student is assigned one segment to learn.
E. Student should be given time to read over their segment at least twice to become familiar with it.
F. Temporary experts group should been formed in which one student from each jigsaw group join other
student assigned to the same segment.
G. Student comes back to their jigsaw group.
H. Student presents his or her segment to the group.
I. The teacher needs to float from group to in order to observe the process
J. A quiz on the material should been given at the end so students realize that the sessions are not just for
fun and games but they really count.
2.2.8 Motivation to Read
According to Uno (2007) motivation is the encouragement and strength in oneself to achieve a specific goal
to accomplish. Retrived from http://www.allaboutlearningpress.com/motivation-to-read, accessed on tuesday, 5th
February, 2013; motivation to read is just what the name implies: a child’s eagerness and willingness to read.
Motivation to read is children have learned that reading can be valuable for many reasons, that it is not only
interesting and entertaining, but that it can also be enlightening and informative. This skill is developed through
varied and engaging reading experiences beginning at the preschool age. Children who are motivated to read
will actively seek out books to enjoy, are happy sitting quietly by themselves to read, and love to share what
they have read. Having a love of reading also gives children confidence in their ability to learn and satisfaction
with themselves. Motivation to read has character to influence comprehension in reading because motivation to
read can increase students’ reading comprehension.
The essence of motivation to read is encouragement of internal and external at students who are reading to
get the result of reading, generally with some of indicator or elements are encouraged. Those matters have a big
role at person achievement in reading. The indicator of motivation to read can be classified as follows: (1) there
is desire to success in reading; (2) there is encouragement and requirement in reading; (3) there is expectation to

7. be in reading; (4) there is a reward in reading; (5) there is an interesting activity in reading; (6) the studying
environment which is condusive, so it is enable a student can read well.
Based on explanation above, the researcher concludes that motivation to read is just what the name implies:
a child’s eagerness and willingness to read. Motivation to read is children have learned that reading can be
valuable for many reasons, that it is not only interesting and entertaining, but that it can also be enlightening and
informative. The essence of motivation to read is encouragement of internal and external at students who are
reading to get the result of reading.
3. Research Method
Research method that is used by the researcher in the study is experimental research method. According
Ellis and Ormrod (2011: 4) most of researches related to learning, development and educational practice prove
their study in quantitative research. It has involved collecting data that either take the form of numbers or can
easily be converted into numbers. These numbers are tabulated and usually statistically analyzed to determine
underlying trends and other pattern in the data. Experimental study is a kind of study which is usually used to
compare or control the groups between two or more groups to look for the research questions. Ellis and Ormrod
(2011 : 6) views an experimental study as a study in which the researcher has two variables (independent
variable and dependent variable) and two groups (experimental group and control group) that are treated
differently, then measure the effects of something on both variables.
The most appropriate experimental design of this study is factorial design. Factorial designs extend the
number of relationships that may be examined in an experimental study. They are essentially modification of
either the post-test-only control group or pretest-posttest control group designs, which permit the investigation
of additional independent variables (Fraenkle and Walen,1993: 255).
Furthermore, since a quasi-experimental design begins with a hypothesis, which is a tentative declarative
statement about the relationship between two or more variables, so a quasi-experimental design is used.
Therefore, this research is known as quasi-experimental: Factorial Design. This design is used to analyze two
data clusters followed attributive variable (Basrowi, 2010 : 212). In this research, the researcher uses factorial
design 2x2.
The total population is six classes which consist of class XI IPA 1 34 students, XI IPA 2 34 students, XI
IPA 3 34 students, XI IPS 1 34 students, XI IPS 2 34 students, and XI IPS 3 34 students. To get the data sample
the resracher uses cluster random sampling. This technique have been done by consideration that the
characteristic of population consist of groups and each group in population is homogenous that is consisting of
the students from the same semester with similar learning process or environment. It used if population or
sample is cluster units in population. Experimental research about the influence of learning technique commonly
uses groups of research sample and groups of research sample taken as being stratified (stratum).Here are the
steps are done by the researcher: a) The first step, chooses randomly two from four classes; b) The second step
that two classes divided into one class as experiment class and one class as control class. Finally, the researcher
finds that the class XI IPA 2 and XI IPS 3 as the sample. XI IPA 2 class is as an experimental class and XI IPS 3
class as the control class. Experimental class receives treatment that reading comprehension through STAD
Technique and control class through Jigsaw technique.
In this research, the researcher uses the statistical calculation. The interferential statistics is used to answer
the following questions: 1) whether there is difference of reading comprehension using STAD and Jigsaw
technique; 2) whether there is difference of reading comprehension using STAD and Jigsaw at high and low
motivation to read.; 3) whether there is interaction of reading comprehension, learning technique, and different
motivation to read.
4. Finding and Discussion
Variance
Source
Sum of Square
(SS)
Df MS Fo P
Between X
Between A
Within XA
(Interaction)
Dalam (d)
3,161=XSS
29,663=ASS
71,1831=XASS
SS(d) = 1729,8
1
1
1
56
3,161
29,663
71,1831
82,29
5,40
22,24
61,41
Total 1,4386=TSS N– 1 (58)

8. Table 1: Result of the Hypothesis Test
Note:
Score from the calculation then compared with F table by df = 1 and numerator 56. In the table, the score ofF
table is as follow:
At significance level 1% = 7,11 At significance level 5% = 4,01
Based on the table 1 the researcher finds that there is difference of reading comprehension using STAD and
Jigsaw at significance level 1% and 5%. Next, there is difference of reading comprehension using STAD and
Jigsaw at high and low motivation to read at significance level 1% and 5%. Thus, Next, there is interaction of
reading comprehension, learning technique, and different motivation to read at significance level 1% and 5%.
Finally, the researcher concludes that STAD cooperation learning technique is more effective to teach to the
students with different motivation to read.
As decsribe in the previous chapter, the objective of this research was to know the difference result of
reading comprehension taught by using STAD and Jigsaw technique, to unlock the difference result of reading
comprehension taught by using STAD and Jigsaw technique at high and low motivation to read, and to explore
the interaction of reading comprehension, learning technique, and different motivation to read. To clarify the
objective of this research, the researcher used some tests to reading comprehension and questionnaire for
motivation to read (which is used in the pre-test and post-test) as a research instrument, and the average score of
pre-test and post-test for each class using STAD and Jigsaw technique compared to find out the advantages of
both score.
The result of calculation on the value of the pre-test and post-test score in each class (experimental and
control) showed that the distribution is normal. In addition, the calculation, the hypothesis can be accepted
because fcal was 29,1 and ftable was 7, 14 on the criterion 1 and also ftable was 7, 14 and fcal was 18, 2 on the
criterion 2 and the last criterion was ftable was 7, 14 and fcal was 76,56. It was shown that the hypothesis of Ha
was accepted and Ho was rejected. It means that there was any difference of reading comprehension taught by
using STAD and Jigsaw technique, there was any difference of reading comprehension taught by using STAD
and Jigsaw technique at high and low motivation to read and it also be concluded that There was any interaction
of reading comprehension, learning technique, and different motivation to read at the eleventh grades in SMA N
1 Rumbia academic year 2012/2013.
Calculation results provided evidence that the students’ post-test in experimental class are better than
control class. It can be seen when the post-test score of students compared with pre-test score. The result
showed that there was significant differences between pre-test and post-test score (post-test>pre-test). The
results are consistence with the result of research Eko Prasetyo (2011) about A Comparative between Reading
Ability in Narrative Text Using STAD and CBI Methods at the Tenth Level at the Senior High School
Muhammadiyah 1 Metro in the Academic year Of 2010/2011). The result of the study shows that the students’
achievement in reading narrative text by the use of Students’ Team Achievement Division (STAD) technique is
higher than the use of Content Based Instruction (CBI) technique and Students’ Team Achievement Division
technique is effective to improve students’ students’ reading ability in narrative text. By using Students’ Team
Achievement Division technique students feel enjoy in learning narrative text, so their achievement in narrative
text can be improved. The differences of using STAD and Jigsaw technique are in the role. STAD technique is
more simple in operation than Jigsaw technique that need an expert group in the learning activity. STAD will be
easier received by students it can make them easier to develop their reading comprehension.
As retrieved from http://www.allaboutlearningpress.com/motivation-to-read, accessed on tuesday, 5th
February, 2013; motivation to read is just what the name implies: a child’s eagerness and willingness to read.
Motivation to read is children have learned that reading can be valuable for many reasons, that it is not only
interesting and entertaining, but that it can also be enlightening and informative. This skill is developed through
varied and engaging reading experiences beginning at the preschool age. Children who are motivated to read
will actively seek out books to enjoy, are happy sitting quietly by themselves to read, and love to share what
they have read. Having a love of reading also gives children confidence in their ability to learn and satisfaction
with themselves. Motivation to read has character to influence comprehension in reading because motivation to
read can increase students’ reading comprehension.
5. Conclusion
After the researcher finished the research and analyzed the data that obtained from the research, then some
conclusion can be drawn. Based on the result of the analysis and computation of the data, the researcher
concluded as follows:
• There was any difference of reading comprehension taught by using STAD and Jigsaw technique at
the eleventh grades in SMA N 1 Rumbia academic year 2012/2013. It is proved based on the result
of two WAYS ANOVA (2x2), where Fhitis 29,1 higher than Ftableis 7, 14 on the criterion 1 or it means
that the hypothesis Ha in this research is accepted.

9. • There was any difference of reading comprehension taught by using STAD and Jigsaw technique at
high and low motivation to read at the eleventh grades in SMA N 1 Rumbia academic year
2012/2013. Based on the statistic, the result of Two WAYS ANOVA (2x2), where Ftest was 18,2
higher than Ftable was 7, 14 on criterion 2, and also from result of average score of the students who
taught by using STAD was 51, 76 in pre-test and 67, 03 in post test with the progress of value was 15,
27. While the result of average score of the students who taught Jigsaw technique was 51, 34 in pre-
test and 60, 42 in post test with the progress of value was 9, 08. It means that the average score of the
students who taught by using STAD is higher than Jigsaw technique. So it is clearly that the
hypothesis Ha in this research was accepted.
• There was any interaction of reading comprehension, learning technique, and different motivation to
read at the eleventh grades in SMA N 1 Rumbia academic year 2012/2013. At this point the
researcher found that FXA bigger than Ftable, so H0 was accepted. Finally the researcher concluded that
there was interaction of reading comprehension, learning technique, and different motivation to read.
Briefly, both STAD and Jigsaw technique are good to make students’ reading comprehension to be better.
But from the research, STAD technique is better than Jigsaw technique to be applied in the class. The students
who have been taught by using STAD have better score than the students who have been taught by using
Jigsaw, especially for high motivation to read. Based on the result of the research, the students’ reading
comprehension was influence by their motivation to read and the using of learning technique.
All in all, after doing the research, the researcher had some suggestions related with the research had been
done, they are; 1) By applying and analyzing those two techniques, the researcher expected that students reading
comprehension can be raised by STAD technique with steps of STAD: a) Class presentation, b) Teams, c)
Quizzes, d) Individual improvement score, e) Team recognition. 2) The researcher also expected that used
technique in instructional English must be careful in selecting technique for instruction especially in reading. It
means that the technique might be interesting and appropriate with the curriculum and also could encourage the
students’ comprehension in reading.

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