Eko Mulyono, S.Pd

CURRICULUM VITAE (CV)
I. Personal Details

Name               : Eko Mulyono, S.Pd.  

                 Address             : Jln. Rukti Basuki Dusun 1 RT/RW 003/002 Kecamatan Rumbia, Kabupaten Central Lampung
Phone Number : 085369042588

Place & Date of Birth : Rumbia, November 19 1990
Sex : Male
Marital Status : Single
Religion : Islam
Nationality : Indonesia


II. Education Details

1. 1997 – 2003 Elementary School State of Rukti Basuki, Lampung/SDN 1 Rukti Basuki

2. 2003 – 2006 Junior High School / SMPN 1 Rumbia
3. 2006 – 2009 Senior High School / SMAN 01 Rumbia
4. 2009 – 2013 S1 English Department of UM METRO

GPA = 3.51 (scale 4)
PREDICATE = Very Satisfactory


III. Job Experiences

July  2013 – Now English Teacher in SMK BINTANG NUSANTARA RUMBIA

IV. Computer Skills

Microsoft Word, Microsoft Excel, Microsoft Power Point, Corel Draw, Adobe Photoshop

V. PERSONALITY

Good attitude, kind, communicative, diligent, tolerant, target oriented, discipline, honest, and be responsible

VI. APPRECIATION

1.      Ever got a thesis scholarsip from University

2.      Got a sertificate of TOEFL national

VII. PUBLICATION

ABSTRACT

THE COMPARISON OF READING COMPREHENSION TAUGHT BY USING STAD AND JIGSAW TECHNIQUE AT DIFFERENT

 MOTIVATION TO READ AT THE EVEN SEMESTER

OF ELEVENTH GRADES IN SMAN 1 RUMBIA

ACADEMIC YEAR 2012/2013

by

EKO MULYONO

Mulyono, Eko. 2013. The Comparison  of  Reading Comprehension Taught by Using  STAD and Jigsaw Technique at Different Motivation to Read at the Even Semester of Eleventh Grades in SMA N 1 Rumbia Academic Year 2012/2013. An Undergraduate Thesis. English Education Study Program, Teacher Training and Education Faculty. Muhammadiyah University of Metro. Advisors: (1) Drs. Bambang Eko Siagiyanto, M.Pd (2) Edi Santoso, S.Pd, M.Pd

Key Words : Jigsaw, Motivation to Read, Reading Comprehension, STAD

Reading is necessary when students further their study, especially at Senior High School level. Based on the Pre survey, Many students are not interested in reading subject, the students are not interested in teaching technique which is used by the teacher, the students motivation to read are still low, the quality of their reading comprehension are still low. There are two techniques presented as a solution in this research. They are STAD Technique and Jigsaw technique. 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 at the even semester of eleventh grades in SMA N 1 Rumbia academic year 2012/2013.

The method of investigation is held through quantitative research. The researcher uses true experimental research. In this experiment, the researcher applies factorial  design. The research is conducted at the eleventh grades of SMA N 1 Rumbia in academic year 2012/2013. The population in this research is 204 students. It consisted 6 classes and each class consist 34 students. The researcher takes 68 students from total population as the sample, 31 students as experiment class and 31 as control class that match based on classification of student level. The researcher uses cluster random sampling as technique sampling.

To analyze data, the researcher uses ANOVA TWO WAYS formula. The researcher got the result of F_hit is 18, 2 and F_table  is 7, 14. It means that F_hit > F_table. And the criterion of F_test is H_aaccepted if F_hit  > F_table. 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 at the eleventh grades of SMA N 1 Rumbia academic year 2012/2013. The researcher expects English teacher use STAD Technique in reading, so the students feel fun and enjoy in following the learning process.