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All Journal AKSARA: Jurnal Bahasa dan Sastra UJET: Unila Journal of English Teaching
Ag. Bambang Setiyadi
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Arts Humanities Education Languange, Linguistic, Communication & Media

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The Implementation of Jigsaw Technique and Student Team Achievement Division (STAD) in Teaching Reading Caesar Astri Perwitasari; Ag. Bambang Setiyadi; Gede Eka Putrawan
Aksara: Jurnal Bahasa dan Sastra Vol 19, No 1 (2018): Aksara: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.422 KB)

Abstract

The objectives of the research were aimed at finding out the responses the students had during the implementation of Jigsaw technique and Student Team Achievement Division (STAD). This research was done through a qualitative design. The population of this research was the second grade students at SMPN 1 Abung Surakarta. The result showed that there were some obstacles found during the implementation of the Jigsaw and STAD Technique as follows: (1) limited vocabulary knowledge; (2) difficulty level of the text (readability); (3) noisy class situation; (4) no students background knowledge; (5) hesitancy to express opinions; (6) class dominated by the smart students. The results showed that there were obstacles that students faced during teaching, and learning reading comprehension in the class using Jigsaw, and STAD Technique. Keywords: Jigsaw Technique, reading comprehension, STAD Technique DOI: http://dx.doi.org/10.23960/aksara/v19i1.pp28-36
Jigsaw and Student Team Achievement Division (STAD) Techniques in Teaching English Reading Caesar Astri Perwitasari; Ag. Bambang Setiyadi; Gede Eka Putrawan
Aksara: Jurnal Bahasa dan Sastra Vol 18, No 2 (2017): Aksara: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.387 KB)

Abstract

The objectives of the research were aimed at finding out the responses the students had during the implementation of Jigsaw technique and Student Team Achievement Division (STAD). This research was done through a qualitative design. The population of this research was the second grade students at SMPN 1 Abung Surakarta. The result showed that there were some obstacles found during the implementation of the Jigsaw and STAD Technique as follows: (1) limited vocabulary knowledge; (2) difficulty level of the text (readability); (3) noisy class situation; (4) no students background knowledge; (5) hesitancy to express opinions; (6) class dominated by the smart students. The results showed that there were obstacles that students faced during teaching, and learning reading comprehension in the class using Jigsaw, and STAD Technique.Keywords: Jigsaw Technique, reading comprehension, STAD Technique DOI: http://dx.doi.org/10.23960/aksara/v18i2.pp169-177
The Correlation between Students' Reading Anxiety and Their Reading Comprehension Maula Zaki Bunayya; Ag. Bambang Setiyadi; Fajar Riyantika
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.279

Abstract

The research aims to find out whether or not there was any significant correlation between students’ reading anxiety and their reading comprehension. This study was a quantitative research with sample consisted of 22 students in class VIII.3 of SMP Negeri 1 Pringsewu. The instruments were the Foreign Language Reading Anxiety Scale (FLRAS) questionnaire developed by Saito, Horwitz and Garza (1999) and reading comprehension test. Pearson Product-Moment Correlation was used through SPSS 25 version to analyze the data. The results of this research revealed that there was a significant correlation between students’ reading anxiety and their reading comprehension since r-value -0.678 > r-table 0.423. The data showed that students’ reading anxiety and reading comprehension scores correlates with each other, and the correlation is negative. It means students with higher reading anxiety, associated with lower reading comprehension. And the lower reading anxiety, tend to be followed by the higher reading comprehension.
Comparison Between Collaborative Group Learning and Individual Learning in Improving English Reading Skill at SMA Negeri 1 Seputih Banyak RISMA LUTHFIA SAFIRA SAFIRA; Ag. Bambang Setiyadi; Rafista Deviyanti
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.298

Abstract

This study compared collaborative group learning and individual learning to determine which produced greater improvement in students' English reading skills at SMA Negeri 1 Seputih Banyak. A quasi-experimental pre-test and post-test design was used. Two classes of eleventh-grade students were selected through random sampling in the 2025/2026 academic year, resulting in 66 participants: an experimental group (n = 30) receiving collaborative group learning and a control group (n = 36) receiving individual learning, both using analytical exposition texts over three meetings. Reading comprehension was measured across five aspects: main idea, supporting details, vocabulary, inference, and text structure, analyzed via paired samples and independent samples t-tests in SPSS. Both methods produced statistically significant improvement (p = .000). The independent samples t-test revealed a significant difference between groups (t = 3.270, p = .002), with the individual learning group achieving a higher post-test mean (78.61) than the collaborative group learning group (74.60), confirming individual learning as the superior method in this context. Supporting details showed the highest numerical gain in both groups, while inference demonstrated the greatest proportional improvement (79.5% in the control group; 75% in the experimental group). Individual learning outperformed collaborative group learning across all five reading aspects, likely because the naturally teacher-centered classroom environment meant students were already accustomed to independent study.
Co-Authors Anggun Dwi Cahyani Annely Prima Santoso Aulia Fara Madina Ayu Pratiwi Budi Kadaryanto Caesar Astri Perwitasari Caesar Astri Perwitasari Desilya Anggraini Deviyanti, Rafista Fajar Riyantika Gede Eka Putrawan Hamdan Haniifan Kinanti Kinanti Kurniandani Rosaida Mahpul Mahpul Maula Zaki Bunayya Melati Dwi Anda Syaputri Muhammad Reza Febrian Muhammad Sukirlan Novaliana Citra Amelia Novita Nurdiana Nuh Sunyoto Ramlan Ginting Suka RISMA LUTHFIA SAFIRA SAFIRA Slamet Riyanto Sudirman Sudirman Sudirman Sudirman Sudirman Titik Oktavia Ujang Suparman