Effect of Method Method Versus Jigsaw Teams- Student Achievement Divisions (STAD) and Style Cognitive Learning Outcomes Of Discourse Reading Comprehension Grade SMPN 10 Kota Kupang.

Abstract

The research problem, namely (1) whether there are differences in learning outcomes reading comprehension of discourse between groups of students that learned through the methods of Jigsaw with STAD method?, (2) whether there are differences in learning outcomes reading comprehension among a group of students who have the cognitive style field dependent group students who have the cognitive style field independent? And (3) whether there is an interaction between method Jigsaw and STAD method with cognitive styles?. This study aims to (1) examine the differences in learning outcomes reading comprehension of discourse between groups of students that learned through the methods of Jigsaw with a group of students that learned through the STAD method, (2) examine the differences in learning outcomes reading comprehension of discourse between the student group that styled cognitive field dependent group student field independent cognitive style, and (3) testing the interaction between method Jigsaw and STAD method against cognitive style. This research method is a method using a quasi-experimental design 2 x 2. Number of samples in the experimental class 73 students consisting of 21 students who have the cognitive style of field independence and 53 students who have the cognitive style of field dependent. The results showed that (1) There is an effect method STAD Jigsaw versus the learning outcomes of reading comprehension of discourse. (2) Results of learning reading comprehension discourse of groups of students who have the cognitive style field dependent lower than the result of learning reading comprehension discourse of groups of students who have the cognitive style field independent, and (3) there is no interaction between method Jigsaw versus STAD method with cognitive style the learning outcomes of reading comprehension of discourse. Based on these results, the researchers suggest (1) methods jigsaw and STAD by utilizing the cognitive styles of students in learning can improve learning outcomes language skills at the junior high school students, (2) In order to maintain the consistency of the results of student learning, teachers need to prepare a lesson plan to implement measures of the second-step learning method, (3) Teacher gives confidence to students that the students get good learning outcomes if together in mutual support groups, (4), further research is recommended to compare the effect of Jigsaw versus STAD method involving cognitive styles and achievement motivation on learning outcomes.