THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN LEARNING READING OF EXPOSITION TEXT

(A Quasi-Experimental Study at the Second Year Students of SMAN 34 Jakarta)

By KHARISMA RAGABUANA

109014000149

THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN LEARNING READING OF EXPOSITION TEXT

(A Quasi-Experimental Study at the Second Year Students of SMAN 34 Jakarta)

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the Requirements

for the Degree of S.Pd. (S-1) in English Language Education

By

KHARISMA RAGABUANA NIM. 109014000149

THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

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ABSTRACT

Ragabuana, Kharisma 2014 “The Effectiveness of Jigsaw Technique in Learning Reading of Exposition Text, (A Quasi-Experimental Study at the Second Year Students of SMAN 34 Jakarta)”. Skripsi, English Education Department, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014

Advisor I : Dr. Alek, M.Pd. Advisor II : Devi Yusnita, M.Pd. Keyword : Jigsaw Technique, Reading, Exposition Text

The objective of the research was to see the effectiveness of Jigsaw technique in learning reading of exposition text at the second year students of SMAN 34 Jakarta and also to help the English teachers create interactive activities for students while learning reading of exposition text.

The method applied in this research was quasi-experimental research. The quasi-experimental research design used was non-equivalent control group design. It means that there were two classes which one of them, the experimental class, was taught by using Jigsaw technique while the control class was taught without using of Jigsaw technique. Furthermore, this research was conducted through the following procedures: giving the pre-test, applying treatments, giving post-test. The data analyzed in this research were gathered through test.

The result of the research proved that Jigsaw technique is effective to be used in learning reading of exposition text. According to the result of statistical calculation, it can be seen that the experimental class’ mean of gain score is 4.74, and the control group’s mean of gain score is 4.23. Moreover, the analysis of the data shows that the t-observation (t0) is recorded at the score of 0.203 meanwhile the t-table (ttable) at 1% significance level is recorded at 2.376. It means that the t-observation (t0 = 0.203) is lower than t-table (ttable =2.376) which indicates that the effectiveness of Jigsaw Technique in learning reading exposition text has limited significance. The fact that the score of the t-observation is above 0 (zero) shows that Jigsaw technique had effectiveness when it was used and applied, although not a significant one, in learning reading exposition text.

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ABSTRAK

Ragabuana, Kharisma 2014 “The Effectiveness of Jigsaw Technique in Learning Reading of Exposition Text, (A Quasi-Experimental Study at the Second Year Students of SMAN 34 Jakarta)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014

Pembimbing I : Dr. Alek, M.Pd. Pembimbing II : Devi Yusnita, M.Pd. Kata Kunci : Jigsaw Technique, Reading, Exposition Text

Penelitian ini bertujuan untuk melihat efektifitas penggunaan teknik Jigsaw pada pembelajaran membaca teks eksposisi di kelas XI SMAN 34 Jakarta dan juga untuk membantu guru Bahasa Inggris menciptakan kegiatan-kegiatan yang interaktif bagi siswa dalam pembelajaran membaca teks eksposisi.

Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu. Desain penelitian eksperimen semu yang dipakai adalah desain kelas kontrol tak setara. Dalam hal ini berarti bahwa terdapat dua kelas yang diajarkan dengan dua teknik yang berbeda, dimana kelas eksperimen diajarkan dengan menggunakan teknik Jigsaw sementara kelas kontrol diajarkan dengan tanpa menggunakan teknik Jigsaw. Kemudian, penelitian ini dilaksanakan melalui langkah-langkah berikut: pemberian pre-test, pelaksanaan tindakan penelitian, dan pemberian post-test. Data yang diteliti dalam penelitian ini dikumpulkan melaui tes.

Hasil yang didapat dalam penelitian ini membuktikan bahwa teknik Jigsaw memiliki efektifitas pada pembelajaran membaca teks eksposisi. Berdasarkan hasil perhitungan statistik, dapat diketahui bahwa nilai rata-rata dari nilai perolehan pada kelas ekperimen adalah 4.74, dan nilai rata-ratadari nilai perolehan pada kelas kontrol adalah 4.23. Di samping itu, analisis data menunjukkan bahwa t-hitung (t0) adalah sebesar 0.203 dan t-tabel (ttable) pada taraf signifikansi 1% adalah sebesar 2.376. Hal ini berarti bahwa nilai t-hitung lebih rendah daripada nilai t-tabel yang mengindikasikan bahwa efektifitas teknik Jigsaw pada pembelajaran membaca teks eksposisi memiliki signifikansi yang terbatas. Fakta bahwa nilai t-hitung berada di atas nilai 0 (nol) menunjukkan bahwa teknik Jigsaw memiliki efektifitas saat digunakan dan diaplikasikan, walaupun dalam taraf signifikansi yang terbatas, pada pembelajaran membaca teks eksposisi.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All praises be to Allah, Lord of the worlds, Who has blessed and given the

writer abundant mercies, helps, and guidance so that he could complete this

“skripsi” properly. Peace and blessing be upon the prophet Muhammad (peace be

upon him), his family, his companions, and all of his followers.

This “skripsi” is presented to the English Education Department, the

faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic

University, Jakarta in a partial fulfillment of the requirements for the degree of

S.Pd. (S-1) in English Language Education.

Firstly, it is with immense gratitude that the writer acknowledge the

support and help of his advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. who

have sacrificed their valuable energy and time for the writer to have consultation

sessions so that this “skripsi” would have remained a dream had it not been for

their valuable guidance and advices.

It also gives the writer great pleasure in acknowledging the support and

help of Drs. Syauki, M.Pd., the Head of English Education Department, Nida

Husna, M.Pd., MA TESOL., the writer’s academic advisor, and all the English

Education Department’s staff who have given many helps in completing this

“skripsi”.

Moreover, the writer places on record his sincere appreciation to Drs.

Ahmad Yani, MM. and Johari, S.Pd., the headmaster and the vice headmaster of

SMAN 34 Jakarta, Dra. Hj. Yayah Shofiah and Drs, Muhammad Yusuf, the

SMAN 34 Jakarta English teachers, and all the administration staff of SMAN 34

Jakarta who have provided all the facilities needed so that the writer could

establish his research on SMA Negeri 34 Jakarta.

Last but not least, the writer shares the credit of his work with his many

colleagues that this “skripsi” would not have been possible without their supports

and many helps.

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May Allah bless them for all what they have done, because only Allah

who knows how much contributions and motivation received by the writer, and

finally the writer admits that his writing is still far from being perfect; therefore he

hopes some suggestions and critics from the reader of this “skripsi” that will be so

valuable for him and for a better thing in the future. Amiin.

Jakarta, April 2014

The Writer

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TABLE OF CONTENTS

ABSTRACT ................................................................................................. i

ABSTRAK ................................................................................................... ii

ACKNOWLEDGEMENT .......................................................................... iii

TABLE OF CONTENTS ............................................................................ v

LIST OF TABLES ...................................................................................... vii

LIST OF APPENDICES ............................................................................ viii

CHAPTER I INTRODUCTION ............................................................ 1

A. Background of the Study .............................................. 1

B. Identification of the Problem ....................................... 3

C. Limitation of the Problem ............................................ 4

D. Formulation of the Problem ......................................... 4

E. Objective of the Study .................................................. 4

F. Significance of the Study ............................................. 5

CHAPTER II THEORETICAL FRAMEWORK ................................. 6

A. Reading ........................................................................ 6

1.Concept of Reading ................................................... 6

2.Purpose of Reading ................................................... 7

3.Kinds of Reading ...................................................... 8

4.Exposition Text ......................................................... 9

5.How to Assess Reading Exposition Text .................. 15

B. Jigsaw Technique ......................................................... 15

1.Concept of Jigsaw ..................................................... 15

2.Concept of Technique ............................................... 16

3.Concept of Jigsaw Technique ................................... 17

4.Principles of Jigsaw .................................................. 18

5.Procedures of Jigsaw Technique ............................... 19

6.Advantages of Jigsaw Technique .............................. 19

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7.Disadvantages of Jigsaw Technique ......................... 20

C. Concept of Effectiveness.............................................. 21

D. Concept of Ability ........................................................ 22

E. Theoretical Framework ................................................ 22

F. Relevant Studies ........................................................... 23

G. Research Hypotheses ................................................... 24

CHAPTER III RESEARCH METHODOLOGY ................................... 25

A. Place and Time of the Study ........................................ 25

B. Method of Research ..................................................... 26

C. Population and Sample ................................................. 26

D. Instrument of the Research........................................... 27

E. Technique of Data Collection ...................................... 27

F. Technique of Data Analysis ......................................... 27

G. Statistical Hypotheses .................................................. 29

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION .. 30

A. Description of the Data ................................................ 30

1.Pre-test Score ............................................................ 30

2.Post-test Score ........................................................... 32

3.Gain Score ................................................................. 33

4.Data Testing .............................................................. 35

5.Analysis of the Data .................................................. 39

B. Testing of the Hypotheses ............................................ 44

C. Interpretation ................................................................ 44

CHAPTER V CONCLUSION AND SUGGESTION ........................... 46

A. Conclusion ................................................................... 46

B. Suggestion .................................................................... 46

BIBLIOGRAPHY ....................................................................................... 48

APPENDICES ............................................................................................. 52

vii

LIST OF TABLES

Table 3.1 Time Allocation for the Research ............................................... 25

Table 4.1 Pre-test Score of Experimental Class and Control Class ............ 30

Table 4.2 Post-test Score of Experimental Class and Control Class ........... 32

Table 4.3 Gain Score of Experimental Class and Control Class ................. 34

Table 4.4 Normality of the Pre-test ............................................................. 36

Table 4.5 Normality of the Post-test ........................................................... 37

Table 4.6 Homogeneity of the Pre-test........................................................ 38

Table 4.7 Homogeneity of the Post-test ...................................................... 38

Table 4.8 Comparison of the Students’ Gain Score between Students in

Experimental Class and Students in Control Class ..................... 39

Table 4.9 Group Statistics ........................................................................... 42

Table 4.10 Independent Samples Test .......................................................... 43

viii

LIST OF APPENDICES

Appendix 1 : Experimental Class Lesson Plan ........................................ 52

Appendix 2 : Control Class Lesson Plan ................................................. 56

Appendix 3 : Students’ Worksheet .......................................................... 60

Appendix 4 : Item Test Analysis.............................................................. 64

Appendix 5 : Pre-test and Post-test Hints ................................................ 66

Appendix 6 : Pre-test Questions Sheet ..................................................... 67

Appendix 7 : Post-test Questions Sheet ................................................... 74

Appendix 8 : Reference Endorsement Sheet............................................ 81

Appendix 9 : t-table.................................................................................. 84

Appendix 10 : Surat Bimbingan Skripsi .................................................... 86

Appendix 11 : Surat Permohonan Izin Penelitian ...................................... 87

Appendix 12 : Surat Keterangan Izin Penelitian ........................................ 88

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Reading is considered as one of four major skills besides listening,

speaking, and writing in English language teaching and learning that one should

master. Reading, along with listening, is classified as one of the receptive skills.

Receptive skills are the ways in which people extract meaning from the discourse

they see or hear. As one of English receptive skills, reading occupies a significant

role in English learning. It is one of the principle sources of knowledge and a tool

to do a self-formation in accordance to gain knowledge. The purpose of reading is

to read and understand the content of a text the reader can obtain a meaning from

it. The mastery of this skill can help students understand the meaning of written

English that are use widely by world’s society to communicate.

In Indonesia, the objectives of teaching and learning English, as stated in

Standard Competence in the curriculum KTSP (Kurikulum Tingkat Satuan

Pendidikan) 2006, the objective of teaching and learning reading in the second

semester of second grade of senior high school is to understand the meaning of

short functional text and simple essay in a form of report text, narrative text, and

hortatory exposition in daily life context and to access knowledge. It is further

described on the basic competence that the students should be able to respond the

meaning and rhetorical steps in the essay that used accurate, fluent, and suitable

written language in daily life context and to access knowledge.1

For those tasks to be done is not an easy thing to do. Based on the

preliminary study held on 12th – 20th March 2013, several problems occurred on

the learning of reading process itself. Firstly, many SMAN 34 Jakarta students

claim reading English language text as a boring activity. Most SMAN 34 Jakarta

students have a low interest in reading English texts. Each student does not have

the same curiosity in reading exposition texts. Some students may like the text

1 BSNP (Badan Standar Nasional Pendidikan), Standar Kompetensi dan Kompetensi

Dasar, (Jakarta: Departemen Pendidikan Nasional, 2006), p. 133.

2

because of their interest in the topic that is raised. Though, the others may feel

troubled to understand the text because they do not know many unfamiliar

vocabulary items that they find. This fact leads to students’ low interest in doing

the activity.

In reading skill, it is imperative to comprehend the text to get the actual

message that the writer tries to deliver. Building English reading comprehension

is definitely harder than building Indonesian reading comprehension for most

students in SMAN 34 Jakarta. To build comprehension in English reading, a

student should build mastery on English vocabulary, structure, collocation, idiom,

and so forth which are not their native language. Because of this difficulty in

building reading comprehension, the effort to understand English written texts

will automatically also harder for student to understand reading texts.

Moreover, various results about the process of teaching and learning

reading in SMAN 34 Jakarta were found. The finding result showed that reading

activities that were used by the teacher in the class that consist of 38 students are

very monotonous. The teacher explained what analytical exposition is and how it

is structured. And then he gave the students narrative text to be read. Students are

asked to write the unfamiliar vocabulary items stated on the text to the whiteboard

in order to be translated together. Later on, the teacher gave the meaning of the

vocabulary items on the whiteboard. At the end of the lesson, students are asked

to answer the questions given. As a result some students seemed to ignore the

teacher’s explanation that leads to their inability to answer the questions. From the

explanation above, it can be concluded that teaching reading skill to a class that

contain big number of students is ineffective and causes gap in each student’s

understanding because of the teacher’s failure to involve each student in the

learning process.

Reading activities that were used by the teacher in delivering the materials

do not allow students to promote vital social skills that needed in the real life.

Students mostly worked alone to solve the problems that they faced in the

learning, without having a chance to interact with their classmates and discuss

about the material because teacher unconsciously delivered the materials only to

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active students and ignore passive students. This technique surely promotes some

students’ understanding, but not the social skills because students frequently

asked to work alone.

Considering these facts, this research focuses to find out an alternative in

teaching and learning technique as a solution to solve the problem and to design

an interactive technique in conducting reading activity. In teaching and learning

English, some technique has been adapted by teachers to make students get better

ability in English skills. One of these techniques is Jigsaw technique. Based on

observation done in some schools in South Jakarta and Depok, some teachers

have tried to use the technique in the classroom and found several problems in

implementing this technique. This technique often applied inappropriately because

of teacher’s failure to consider the teacher’s and students’ role in this technique,

the lack of meetings in giving the material to the students, and so on. In other

words, Jigsaw technique has not applied appropriately in teaching and learning by

English teacher in the classroom.

This research focuses on implementing Jigsaw Technique to help student

understand reading materials and to promote students’ social skill. Theoretically,

Jigsaw Technique has potential as a powerful teaching strategy in inclusive

classrooms impacting both academic and social skills.2 Besides, students can also

promote students’ positive interdependence and individual accountability by

contribute effectively because each students have their own important roles in the

group.

Based on the explanation above, the writer intended to conduct a quasi-

experimental research entitled: “The Effectiveness of Jigsaw Technique in

Learning Reading of Exposition Text (A Quasi Experimental Study at the Second

Year Students of SMAN 34 Jakarta)”

B. Identification of the Problem

Based on the background above, problems could be identified as follows:

2 Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman

Publishing, 2007), p. 13.

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1. Reading was seen as a boring learning activity by most SMAN 34 Jakarta

students because they do not have the same curiosity in reading English texts.

2. To comprehend English written text was not an easy thing for most SMAN 34

Jakarta students because to do so, students should build mastery on English

vocabulary, structure, collocation, idiom, and so forth.

3. Expository technique used by most SMAN 34 Jakarta English teachers in the

teaching reading was ineffective and causes gap in each students’

understanding because it failed to engage all the students in the class in the

learning activity.

4. The whole class explanation technique in SMAN 34 Jakarta did not allow

students to promote students’ social skill because students did not get

sufficient opportunity to interact with others in this technique.

5. Jigsaw technique has not applied appropriately in teaching and learning by

English teacher in the classroom because of teacher’s failure to consider the

teacher’s and students’ role in this technique, the lack of meetings in giving

the material to the students, and so on.

C. Limitation of the Problem

Based on the problems identified above, the problem of this research was

limited on discussing the effectiveness of jigsaw technique in learning reading of

exposition text.

D. Formulation of the Problem

Based on the limitation of problem above, the research question was

formulated as: “Is jigsaw technique effective to be used in learning reading of

exposition text?

E. Objective of the Study

The objective of this study was to get empirical evidence about the

effectiveness of Jigsaw technique learning reading of exposition text.

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F. Significance of the Study

The results of the research were expected to provide useful information

and empirical significances about the use of Jigsaw technique in English language

teaching and learning for teachers and students and also as another study about

Jigsaw technique for future researchers that intend to conduct research with same

theme not only theoretical, but also practical.

The theoretical significances firstly go to students, in which the result of

this research is expected to help students to improve their comprehension of

English especially on the understanding of exposition text. Later on, the result of

this research is expected to give English language teachers theoretical knowledge

and empirical evidence about the use of Jigsaw technique in the teaching English,

especially in of exposition text. The result of this research is also expected to give

other researchers theoretical knowledge and empirical evidence on how this

research was done so that they can make improvement in the future research.

Moreover, the practical significances of this research is expected to give

students a different learning atmosphere so they can be involved actively in the

learning process. Consequently, the result of this research is expected to provide

clues for English language teacher in implementing the teaching exposition text,

especially in choosing the technique to deliver the materials to the students in the

classroom. The result of this research is also expected to give other researchers

illustration in establishing another research that related with the topic that was

raised in this research so that the future research can complete and improve the

result of this research.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. Concept of Reading

Reading is an activity done by one to draw meaning from the printed

materials. This activity requires the process of getting and interpreting the

message sent by the authors appropriately through the printed materials, such as

books, magazines, newspaper, and so on. Andrew P. Johnson points out that

“reading is the practice of using text to create meaning”.1

In “The Practice of English Language Teaching”, Harmer states that

“reading is an exercise dominated by the eyes and the brain”. 2 It means that

reading is an activity requires the role of two parts of body, eyes and brain. In this

activity, eyes are used to physical form of the text while brain is used to absorb

the messages contained in the text. Seravallo states that “reading is thinking and

understanding and getting at the meaning behind a text”. 3 It is in line with

Harmer’s statement, “the eyes receive messages and the brain then has to work

out the significance of these messages”. 4 It can be seen that reading process

engages two important parts of body, which are eyes and brain where they should

work together to run the reading process well.

Reading is more than a simple process that someone does. In this sense,

Judi Moreillon mentions that “reading is an active process that requires a great

deal of practice and skill”.5 This great deal of practice and skill is a necessity for

readers to get the meaning of the text that they read. Zimmerman and Hutchins

identify seven keys to get meaning in reading:

1 Andrew P. Johnson, Teaching Reading and Writing, (Maryland: Rowman & Littlefield

Education, 2008), p. 3. 2 Jeremy Harmer, The Practice of English Language Teaching: New Edition, (New York:

Longman, 1991), p. 190. 3 Jennifer Seravallo, Teaching Reading in Small Groups, (Portsmouth: Heinemann, 2010),

p. 43. 4 Harmer, loc.cit. 5 Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension:

Maximizing Your Impact, (Chicago: American Library Association, 2007), p.10.

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1. Activating or building background knowledge

2. Using sensory images

3. Questioning

4. Making prediction and inferences

5. Determining main idea

6. Using fix-up options

7. Synthesizing information6

In reading, it is important to relate the text that we read with our

background knowledge to acquire the meaning of the text. In “Teaching Reading

and Writing” Johnson explains that “during the act of reading, the visual

information found on the page combines with the non-visual information

contained in your head to create meaning”.7

In conclusion, reading is a process of identifying printed symbols in

getting meaning or in understanding message. The essence of reading is a

transaction between the words of the author and the mind of a reader. When

readers read a text, readers’ automatically relate their background knowledge to

get the actual meaning of certain text.

2. Purpose of Reading

Every person has their own purpose in reading a text. People read novels,

comics, or magazines probably because they think that they can get pleasure from

reading these kinds of reading text. Then, other people may read textbook,

newspaper, journals, or scientific articles because they want to get factual

information about things that they want to know.

Good readers are different with usual readers because good readers have a

purpose for reading and use their experiences and background knowledge to make

sense of the text. We don’t comprehend a text unless we make connections and

are able to process the words that we read at the thinking level.

6 Susan Zimmermann and Chryse Hutchins, 7 Keys to Comprehension, (New York: Three

Rivers Press, 2003), p. 4. 7 Johnson, op.cit. p. 4.

8

The purpose of reading is important to be understood by readers because it

is closely linked to what the reader need to gain from the material.8 Basically, the

essential purposes of reading are to get information and to get a pleasure. Readers

read differently when they read for pleasure than when they read to answer a

specific question or summarize key information from a textbook.

One purpose in reading is reading or pleasure. Reading for pleasure is

different from the reading readers do to study because in reading for pleasure

readers will not be tested about what they have read and remember every detail

from the text. Mikulecky and Jeffries states that reading for pleasure can improve

vocabulary an d reading comprehension, increase reading speed, give reader a

chance to gain more knowledge, and provide examples of the many different ways

people speak and write in English.9

The other purpose of reading besides to get pleasure is reading for

information. Grabe and Stoller identify that reading purposes can be as: “reading

to get simple information, to skim, to learn from text, to integrate information, to

write and critique text, and reading for general comprehension”.10

Based on ideas above, it can be concluded that people read for various

different purposes. One reads a textbook, encyclopedia, newspaper, and the like to

get information or enhance knowledge. Other people read to get pleasure by

reading novels, comics, magazines, and so forth. In brief, it can be believed that

people commonly read to get pleasure or enjoyment and to get information and

understanding.

3. Kinds of Reading

There are a lot of theorists that proposed several kinds of reading. One of

them is Francoise Grellet who classifies kinds of reading as extensive reading and

8 Karen Tankersley, The Threads of Reading: Strategies for Literacy Development,

(Alexandria: Association for Supervision and Curriculum Development, 2003), p. 94. 9 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (Boston: Addison-

Wesley Publishing Company, 1996), p. 7. 10 William Grabe and Fredericka L. Stoller, Teaching and Researching Reading: Second

Edition, (New York: Routledge, 2013), p. 7—8.

9

intensive reading.11 Good readers involve both intensive and extensive reading in

their reading activity. These two activities help readers to develop their ability in

reading.

Extensive reading can be defined as reading a large quantity of text for

general comprehension that helps vocabulary acquisition, content knowledge,

familiarity with syntactic structure, knowledge of genres, and reading rate.12 The

overall comprehension of characters and events rather than on the specific details

of either language or story content is the main concern of this kind of reading.

This activity encourages students to choose what they want to read and gives them

some opportunities to share their reading experiences.

In contrast to this, intensive reading refers to the detailed focus on the

construction of reading texts which takes account in the classrooms. It focuses on

linguistic, grammar, or semantic details of reading to be analyzed by the readers.

Intensive reading is characterized by study activities, such as the particular uses of

grammar and vocabulary items.

Extensive reading and intensive reading are required by all readers to

develop their ability in reading. Extensive reading can help readers to improve

their vocabulary, content knowledge, familiarity with syntactic structure,

knowledge of genres, and reading rate. On the other hand, intensive reading

allows readers to improve their proficiency in linguistic, grammar, or semantic

details of reading. It is important to employ these two kinds of reading in the

reading activity so that readers can get maximum benefit or reading activity.

4. Exposition Text

a. Concept of Exposition

Exposition etymologically means a definitive statement intended to give

an explanation of a difficult material. Oxford Advance Learner’s Dictionary

provides the meaning of exposition as a full explanation of a theory, plan, etc..

11 Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading

Comprehension Exercises, (Cambridge: Cambridge University Press, 1981), p. 4. 12 Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English

Language Learners, (New York: The Guilford Press, 2010), p. 183.

10

Exposition can be conveyed through a spoken or written language and can

be found everywhere. Non-fiction books, magazines, or newspaper article

generally categorized as exposition that used to inform the reader about the topic.

At school, students are required to submit school exams and research papers,

which are take form in an exposition, as a means for their teachers to grade their

progress.

Moreover, people are required to produce business reports and

memorandums to inform their superiors and co-workers about the occurrences

that take place at other levels of the company by using exposition. In addition,

oral exposition is primarily observed in oral academic presentations, business

talks, and speeches that are delivered to a group of people.

In short, it can be simply concluded that exposition is an exposing of

information or ideas. Exposition is one way writers and speakers can deliver their

own thinking about certain topic explicitly to the readers or listeners so that the

readers or listeners can infer what issue is being delivered.

b. Concept of Text

Text is defined by Peter Knapp and Megan Watkins as language as a

system of communication which is organized as cohesive units.13 As stated in

Webster II New Riverside University Dictionary, text is the words or wording of

something written or printed.

There are two main categories of text, literary text and factual text.

Different types of text have distinctive characteristics, depending on what they are

made to do. A piece of poetry, for instance, is immediately and characteristically

different from a scientific description because each is doing a vastly different

thing with language.

Literary text is a text that used to entertain or elicit an emotional response

by using language to create mental images. Literary texts often use language to

create images in readers’ minds; the language enables readers to engage with the

13 Peter Knapp, and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching

and Assessing Writing, (Kensington: UNSW Press, 2005), p. 29.

11

text and incorporate their own meanings and understandings with those of the

writer.14 Literary text includes stories, movie script, poem, fairy tales, novels,

song lyrics, soap opera, and so on. Literary texts are constructed to appeal our

emotion and imagination. Mainly, there are three types of literary text, which are

narrative, poetry, and dramatic.

On the other hand, factual text is a text that used to instruct or persuade

readers by giving facts and information. Factual texts deal with the exchange of

knowledge in all of the learning areas. 15 Factual text included advertisement,

announcement, debates, recipes, instructions, and so forth. The main text types in

the factual text category are factual descriptions, information reports, factual

recounts, explanations, expositions, procedures, and discussion.16

c. Concept of Exposition Text

Exposition text is a factual type of written discourse that is used to explain,

describe, give information or inform. As stated by McCormack and Pasquarelli,

an exposition text is a text that provides facts, gives true information, explains,

informs, persuades, and/or describes various topics and phenomena.17 The topic of

exposition text can be most anything, from a particular event or person to a

scientific theory or political ideology.

Moreover, an exposition is a well-structured argument or persuasion. The

point of view must be supported by facts and relevant information on that topic.

An exposition needs to clearly state the point of view, use research to support that

view, address other points of view, and defend that point of view from others.

Newspaper editorials, letters to the editor, political speeches, advertisements, and

debates are the examples of exposition text.

The purpose of an exposition essay is to express and explain the reasons

for the writer opinion about certain case. It is in line with Anderson and Anderson

14 Ibid., p. 30. 15 ibid. 16 Gordon Winch, Primary Grammar Dictionary, (Sydney: New Frontier Publishing,

2003), p. 17. 17 Rachel L. McCormack and Susan Lee Pasquarelli, Teaching Reading: Strategies and

Resources for Grades K-6, (New York: Guilford Press, 2010), p. 133.

12

statement in their book that states, the purpose of an exposition is to persuade the

reader or listener by presenting one side of an argument, that is, the case ‘for’ or

the case ‘against’.18

d. Characteristics of Exposition Text

The characteristics of an exposition text, as states by Anderson and

Anderson, mainly consists of three parts, introductory statement, arguments, and

the conclusion19 as described in details below.

The first paragraph is the introduction. This is where the writer states the

topic that is addressed in the text. The introduction is important because this is

where the writer establishes the point of view of the exposition.

The following paragraphs are used to present arguments, make different

points, called claims, about the topic. Each paragraph addresses one part of the

exposition topic. Each paragraph will make a point, give the reason for that point

and then provide evidence for that point. To help support the point of view, visual

elements can be used. These elements include charts, photographs, drawings or

graphs. Visual elements often help the audience to better understand the topic.

The conclusion is the closing of an exposition. This is where the writer

sums up the ideas discussed in the text. A conclusion can also address and

respond to another point of view on the topic. In analytical exposition, the

conclusion takes form in a reiteration. Reiteration is a restatement of writer's point

of view on a certain topic that contained in the first paragraph. While in a

hortatory exposition, the conclusion is written as a recommendation. In this

recommendation, the writer propose a statement of what should or should not

happen or be done based on the given arguments. This recommendation is used to

argue a case for against a particular position or point of view and it purposes a

suggestion in the end of the argumentation.

18 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan Education Australia PTY LTD, 1998), p. 22

19 ibid.

13

e. Function of Exposition Text

As stated by Randall E. Decker in his book, Patterns of Exposition, there

are some functions of exposition text, namely: 20

a. The primary function of exposition is to itself merely to explain. It means that

the main function of an exposition is to explain the writer’s intention to the

reader through a written material so that the reader can get what the reader or

speaker intends to deliver.

b. To tell a story or relate a happening, because exposition often uses narration as

one of many techniques. When exposition text uses narration in its delivering

technique it is often used by the writer to tell a story or relate a happening so

that the reader can get the correlation between parts of the story.

c. To create vivid pictures for the reader about a story. Exposition text which

uses description in its delivering technique often used to help the reader get

very clear images about the story that delivered through a written material.

d. To convince or persuade the reader about the writer point of view. Exposition

text which uses logical argument and persuasion often used by writers to

deliver their thought to the reader so that the reader can be convinced to agree

the writer’s point of view about certain problem.

f. Features of Exposition Text

There are four important elements that take account on an exposition text

as described in details below.

a. Formal tone – in an exposition text, the writer avoids slang and colloquialisms

and uses formal language wherever possible.

b. Third person – in an exposition text, the writer should not use “I” because the

writer should present the arguments from third person point of view.

c. Opinion – exposition text writing must present the writer’s opinion about the

topic. The opinion should be presented in formal tone and use third person

point of view.

20 Randal E. Decker, Patterns of Exposition, (Boston: Little, Brown and Company, 1966),

p. xi.

14

d. Strict structure – exposition text should be written by considering a strict

structure that will be discussed below.

g. Types of Exposition text

There are two types of exposition text, analytical exposition and hortatory

exposition. As Goutsos notices, exposition is based on a thesis and supporting

reasons or arguments and can be either analytical (“persuades that [the thesis is

well formulated]”) or hortatory (“persuades to [do what the thesis

recommends]”).21

Hortatory exposition is a type text that is intended to persuade the readers

that something should or should not happen. Hortatory exposition text can be

found in scientific books, journals, magazines, newspaper articles, academic

speech or lectures, research report etc.

Analytical exposition is a kind of text that presents one side of an issue in

a form of arguments. The purpose of analytical exposition is to persuade the

readers by presenting one side of an argument. Analytical exposition text can be

found in legal defenses, spoken arguments, advertisement, announcement, radio

commercial and leaflet.

In analytical exposition, the concluding paragraph, which is called

reiteration, is used to give emphasize on the writer’s opinion by restating point of

view. While in hortatory exposition, the concluding paragraph takes form as a

recommendation that is used to give advice or such a suggestion to the readers to

make a choice by considering the presented arguments.

Hortatory is similar to analytical exposition but if we have to differentiate

both from one to each other, we have one useful tool by making analysis on the

generic structure. What makes hortatory different from analytical exposition is the

last finalizing step which analytical exposition is ended by a reiteration while

hortatory exposition is finalized by certain recommendation.

21 Dionysis Goutsos, Modelling Discourse Topic: Sequential Relations and Strategies in Expository Text, (New Jersey: Ablex Publishing Corporation, 1997), p. 37.

15

5. How to Assess Reading Exposition Text

Assessing reading ability is regarded all over the English-speaking world

as one of the most important ways of monitoring educational standards. The

primary purpose of an assessment task is to collect relevant information for

purposes of making inferences or decisions about individuals – which is not to say

that the assessment tasks have no potential for promoting learning, but simply that

this is not their primary propose.22

Many textbooks on language testing give examples of testing techniques

that might be used to assess language. It is conceivable that different testing

technique permit the measurement of different aspects of the ability being

assessed. Therefore, it is important to consider what techniques are capable of

assessing, as well as they might typically assess.

Multiple choice questions technique is one of the commonest ways of

assessing reading. The technique even dominated textbooks for teaching reading

and, in fact, some interesting exercises were developed with this technique. It is in

line with Alderson’s point of view in his book, they (multiple choice questions)

allow testers to control the range o possible answer to comprehension questions,

and to some extent to control the students’ thought processes when responding.23

B. Jigsaw Technique

1. Concept of Jigsaw

Jigsaw is a tiling puzzle that requires the assembly of numerous small,

often oddly shaped, interlocking and tessellating pieces. Each piece usually has a

small part of a picture on it; when complete, a jigsaw puzzle produces a complete

picture.

In jigsaw, each piece of puzzle is important and related to the other piece.

Each piece of puzzle is needed because the whole picture of the puzzle will not be

able to be seen if a piece is missing.

22 J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press,

2000), p. 203. 23 Ibid., p. 204.

16

In teaching and learning, jigsaw is defined as classroom activity which

requires students to connect several pieces of information from their classmates to

understand the material. In this activity, students are required to communicate

with their friends and build good group work so they can understand the learning

materials well.

2. Concept of Technique

Etymologically, as stated in Oxford Advance Learners’ Dictionary of

Current English technique means a method of doing something expertly.

Meanwhile, Webster II New Riverside University Dictionary defines technique as

“the systematic procedure by which a complex or scientific task is accomplished”.

Before discussing further about the definition of technique, it is necessary

to differentiate three terms in teaching and learning related with technique that

often confuse people. These three terms is approach, method, and technique.

Edward Anthony identifies these three terms as different levels of

conceptualization and organization. It is further described by Richards and

Rodgers, approach is the level at which assumptions and beliefs about language

and language learning are specified; method is the level at which theory is put into

practice; technique is the level at which classroom procedures are described.24

Techniques must be consistent with a method, and therefore in harmony with an

approach as well.25

It can be concluded that technique is implementation that takes place in the

classroom, strategy that planned by the teacher to deliver the learning materials to

the students to achieve the learning objective. It can be said that technique is a

way of doing classroom activities and procedures which derived from an

application of the principles. The technique itself should be based on the teacher’s

assumption about language teaching and learning.

24 Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 2001), p. 15. 25 Edward M. Anthony, Approach, Method and Technique, 3 April 2014, www.sala.org

(http://www.sala.org.br/index.php/artigos/615-approach-method-and-technique)

17

3. Concept of Jigsaw Technique

Wendy Jolliffe in her book, “Cooperative Learning in the Classroom”,

defines Jigsaw technique as a technique in which students are distributed into

groups and each member of a group learns an essential part of a whole of a topic

by working with a focus group and then helps the home group to combine the

knowledge to complete the task.26

In Spencer Kagan and Miguel Kagan’s Cooperative Learning, they divide

classic cooperative learning method into four types: Jigsaw Designs, Cooperative

Investigations, Mastery Designs, and Learning Together. The first Jigsaw concept

was applied by Eliot Aaronson and his associates at the national training labs as

teambuilding activities.27

Essentially, Jigsaw technique is a cooperative learning lesson design that

takes the place the place of a lecture. Jigsaw technique is a cooperative learning

technique that requires everyone’s cooperative effort to produce the final product.

Just as in a jigsaw puzzle, each piece-each student’s part- is essential for the

production and full understanding of the final product. If each student’s part is

essential, then each student is essential. Teacher is not the sole provider of

knowledge because most of the work is done by the students themselves which

makes it an efficient way to learn.

There are a lot of variations in the design of Jigsaw technique. One of

these variations that the writer tries to use in this research is Within-Team Jigsaw

that was developed by Spencer Kagan and his associates. Unlike the variation of

Jigsaw that was developed by Elliott Aaronson and his associates, this variation of

Jigsaw works with existing curriculum. The concept of extrinsic rewards or points

as proposed by Jigsaw II is also not included in this variation of Jigsaw. To create

positive interdependence, Kagan Jigsaw relies on highly structuring interaction

among students and intrinsically interesting learning tasks.28

26 Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman

Publishing, 2007), p. 48. 27 Spencer Kagan and Miguel Kagan, Kagan Cooperative Learning, (San Clemente:

Kagan Publishing, 2009), p. 17.2. 28 ibid., p. 17.3.

18

In Within-Team Jigsaw, each student on the team is given a balanced

different section of the text to be read and analyze. Later, as an expert the student

explains what he/she have learned to the other team member while the other team

member take notes on the material that the expert explain.

Based on the explanation above, it can be synthesized that Within-Team

Jigsaw is one of Jigsaw variations that developed by Kagan that does not

reconstruct the curriculum and also does not include extrinsic rewards or points.

This variation require student to master their part individually by reading and

analyzing their part and later explain to the other team member.

4. Principles of Jigsaw

In applying Jigsaw group work in the classroom, most researchers agree

that to be truly cooperative, learning should consist of key elements, which are:

a. Positive interdependence. This requires each pupil in a small group to

contribute to the learning of the group. Pupils are required to work in a way so

that each group member needs the others to complete the task. It is a feeling of

‘one for all and all for one’.29

b. Individual accountability. This means that each member of the group is

accountable for completing his or her part of the work. It is important that no

one can ‘hitchhike’ on the work of others. It requires each pupil in the group

to develop a sense of personal responsibility to learn and to help the rest of the

group to learn also.30

c. Small Heterogeneous Group. Group needs to be small in order to provide

maximum opportunities for oral interaction. The group also should be

organized into heterogeneous group for optimum learning.

d. Purposeful talk. Students need opportunities to explore, practice, and

understand ideas through oral interaction. Oral interaction will help students to

get and understand other members’ ideas.

29 Jolliffe, op.cit., p. 3. 30 ibid.

19

5. Procedures of Jigsaw Technique

To run a Within-Team Jigsaw, firstly the teacher should divide the class

into group of four or five depending on the quantity of the material that will be

learned in the class. Each students on the team is given different section of the text

or material that consisting different but related material with another team

member.

Later, every member of the group read and analyze their part of the

material individually and try to get as much notes as possible to be explained later

to the other team member. After reading the material, each member should answer

the questions that provided to ensure their understanding on the material.

Lastly, each team member as an expert explains their mastered material to

the other team member in certain amount of time. While the expert explaining

their material, other team member take notes to get an understanding from the

expert. After every team member got their turn to explain the material, the

material parts that are given by the teacher should be submitted back to the

teacher.

6. Advantages of Jigsaw Technique

Teachers and students can attain some advantages if Jigsaw technique is

applied in the classroom activities. Carolyn Kessler as quotes from Aronson

identifies many advantages of Jigsaw, such as:31

a. Jigsaw provides an excellent learning environment for the acquisition of

language through relevant content.

b. Jigsaw activity allows teachers to use several texts or information sources at

different level of linguistic or conceptual difficulty in one class.

c. Jigsaw activity allows teacher to maintain the development of students’

academic skills through carefully structured reading and writing activities.

d. Jigsaw provide opportunities for students to work in racially and culturally

mixed groupings

31 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New

Jersey: Prentice Hall, 1992), p. 137.

20

In her writing Carolyn Kessler also highlights some other advantages of

jigsaw technique which can be categorized as cooperative learning in the use in

the classroom, for instance:32

a. Jigsaw activity can increase active communication in the classroom. In

traditional classroom, students just listen to teacher’s explanation in all

activity. That activity causes students get fewer opportunities for talking in

class or participate in class. Jigsaw activity requires student to communicate

actively in the group so the group can get a good understanding of the material.

b. Jigsaw activity allows students to increase their complexity of communication.

Linguistic complexity is increased through various means, such as increased

stating of new information, giving explanation, offering opinion and showing

integration of information. Complexity of communication is increased while

processing group work activity.

c. Jigsaw activity can help students increase their comprehension. In jigsaw

activity students must learn what other group members know. So they have to

understand the explanation from other member of the group.

7. Disadvantages of Jigsaw Technique

Regarding to the theoretical and practical aspects of Jigsaw technique,

some disadvantages of this technique may also exist. There are at least three

disadvantages of Jigsaw technique, as follows:33

a. The Pressure of Accountability

For some students, the design of the jigsaw process that ensures that all

students in the class are responsible for learning and for teaching what they

have learned to others may create an overwhelming sense of pressure to

perform when they get their opportunity to explain what they have learn.

Students may worry about their second-language communication skills,

learning difficulties, or social status, blocking their ability to contribute in

their group’s understanding.

32 ibid., pp. 5—7 33 Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood

Press, 1994), p. 47.

21

b. Fairness with Assessment and Evaluation

In Jigsaw activity, teachers cannot assign marks or grades to personal or social

development because it may teach self-serving shrewdness and promote

competition amongst students within the class.

c. Contrived Interdependence

Students’ certainty in the worth of their own contribution and in the worth of

the contributions of other group members cannot be developed instantly that

makes artificially created interdependence is a thing that teacher cannot easily

make.

C. Concept of Effectiveness

The word effectiveness is a noun form of the word ‘effective’ which

etymologically means producing the result that is wanted or intended producing a

successful result. European Environment Agency defines effectiveness as “to

what extent has the measure achieved its intended objectives, in relation either to

outcomes, and/or impacts”.34

Evaluations of effectiveness must be based upon comparing the effects of

a measure (i.e. outcomes and/or impacts) to its explicitly stated objectives. These

objectives may be expressed in general or specific terms, but the most useful

evaluations of effectiveness require objectives to be expressed as clearly as

possible.

Evaluations of effectiveness can be undertaken only in relation to the

explicit objectives of a policy, evaluations of utility seek to identify all the effects

of the measure, intended and unintended, in relation to a wide range of issues –

social, economic, environmental, cultural etc - with a view to arriving at some

judgment about its contribution to overall social welfare.

In short effectiveness can be defined as a measure of the ability of a

program, project or task to produce a specific expected or intended effect or result

that can be qualitatively measured. In this case, the term ‘effectiveness’ will be

34 European Environment Agency, Defining Criteria for Evaluating the Effectiveness of EU Environmental Measures, 10 November 1999, European Environmental Agency, 2 April 2014 (http://www.eea.europa.eu/publications/rem/defining.pdf)

22

used to know the effectiveness of Jigsaw technique on students’ ability in reading

exposition text.

D. Concept of Ability

Ability is defined by David F. Lohman in his paper as “level of

performance on a particular task or class of tasks”.35 The etymological definition

of ability is the physical, mental, or legal power to perform something.

Widgor and Garner (1982) define ability as "systematic observation of

performance on a task."36 There are thus as many different abilities as there are

tasks that can be administered and on which performance can somehow be

observed and scored. Since everyone could fail to accomplish a task, or could

succeed at it, individual differences are not a necessary component of this

definition of ability

To sum up, ability can be defined as the physical, mental, or legal power to

do something, in this case to do a task, or to receive information which human

have which can be increased by learning.

E. Theoretical Framework

Reading is an activity or process in which the readers make an effort to get

information from what they read. Students’ purpose when they read a text is to

comprehend the meaning and interpret the ideas from the text, so they can get the

actual information and message that the writer tries to convey. Based on the idea

above, it can be concluded that reading is a skill that English language learners

need to acquire, due to the nature of reading as a skill to develop one’s knowledge

and language skill.

In order to problems such as, vocabulary problem, grammatical problem,

insufficient opportunity to develop social skill, and so on, teachers may use jigsaw

35 David F. Lohman, Issues in the Definition and Measurement of Abilities, (Iowa: The

University of Iowa, 1997), p. 2. 36 A. K. Widgor & W. R. Garner (Eds.), Ability Testing: Uses, Consequences, and

Controversies. Part 1. Report of the Committee, (Washington D.C.: National Academy Press, 1982), p. 9.

23

technique in the class to give the students opportunity to understand text they are

reading by interacting with their friends about the text. The jigsaw activity allows

the students to comprehend a text by understanding this text in their own group.

The jigsaw activity also allows students to communicate with their teammate

about the material so they can develop their reading skill, and also their

communication skill.

In general, the Jigsaw technique is assumed by the writer as a technique

that can help students to get better understanding in reading and also as a

technique that can give students opportunity to develop their:

a. Positive interdependence, which means that every group member is reliant to

their teammates’ understanding about a text to get a full comprehension about

the text.

b. Individual accountability which means that each student is responsible to

another group member’s understanding about a text, so that every group

member should master their part well.

c. Communication skills in which students work in small heterogeneous group in

jigsaw technique so that every student gets the same opportunity to make an

oral interaction so that they get chance develop their communication skill.

d. Purposeful talk which means that every student can get a better understanding

of the text because they get the explanation about the text from their own

teammates’ which are using familiar English words to describe the concept.

F. Relevant Studies

In implementing the study, several relevant studies that discuss the

effectiveness of certain technique in promoting students’ achievement are taken as

a guideline.

First, a skripsi37 written in 2011 by Inayati entitled "The Effectiveness of

Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth

Grade of SMP Islam Parung". This research conclude to a result that the use of

37 Megasari Nurul Inayati, The Effectiveness of Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth Grade of SMP Islam Parung, (Jakarta: Department of English Education, 2011), p. i.

24

jigsaw technique is more effective in teaching reading comprehension than the use

of Grammar Translation Method that proven by the experimental class’ gain score

which higher than control class’ gain score.

Consequently, a skripsi 38 written in 2010 by by Solekha entitled “The

Effectiveness of Interactive Learning in Teaching Narrative Text”. This study is

purposed to describe the objective condition of the effectiveness of interactive

learning in teaching narrative text at the second grade of SMA Muhammadiyah 8

Ciputat. The result of the study shows that teaching narrative text by using

interactive learning is effective which can be seen from the students’ score in the

data analysis.

Finally, a skripsi39 entitled “The Effectiveness of Group Work in Teaching

Reading” by Ulfah from University Islam Negeri Syarif Hidayatullah, Jakarta.

The results revealed that teaching reading by using group work is more effective

than teaching reading without using group work.

The similarity of all the researches above with this skripsi is that this

skripsi was aimed to measure the effectiveness of a certain technique in teaching a

material in English language teaching. On the other hand, unlike the previous

researches that have been explained above, this skripsi was focused on the

effectiveness of Jigsaw technique on students’ ability in exposition text.

G. Research Hypotheses

This research was aimed to find the empirical evidence whether or not

Jigsaw technique is effective on students’ ability in reading exposition text. To

accomplish this objective, two hypotheses were proposed to be tested, which are:

H0 : Jigsaw technique has no significant effectiveness in learning reading of

exposition text.

Ha : Jigsaw technique has significant effectiveness in learning reading of

exposition text.

38 Nur Ajeng Solekha, The Effectiveness of Interactive Learning in Teaching Narrative

Text, (Jakarta: Department of English Education, 2010), p. iv. 39 Maria Ulfah, The Effectiveness of Group Work in Teaching Reading, (Jakarta:

Department of English Education, 2010), p. iv.

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This research is carried out for 5 (five) months started from December

2013 to April 2014. Meanwhile, the on school study was conducted on 29 January

2014 to 20 February 2014. The research took place in SMAN 34 Jakarta that

located at Jl. Margasatwa Raya no. I Pondok Labu, Cilandak, South Jakarta, The

first meeting was the meeting for the pre-test, the second, third, fourth, and fifth

meeting was the meeting for the treatment, and the sixth meeting was the meeting

for the post-test.

Table 3.1

The Time Allocation for the Research

no. Date Activity Description

1 29 January 2014 Pre test The pre-test is given to the

student

2 30 January 2014 First Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

3 5 February 2014 Second

Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

4 6 February 2014 Third Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

5 12 February 2014 Fourth

Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

6 13 February 2014 Post-Test The post-test is given to the

students.

26

B. Method of Research

This research is categorized as a quasi-experimental which can be

described as empirical research that is used to estimate how a target population

can be affected by a causal impact of certain intervention (treatment). This quasi-

experimental research was done in two classes which are given two different

techniques. These two classes are the experimental class and the control class.

In the research, the experimental class was taught by using Jigsaw

technique and controlled class was taught by using the lecturing technique. The

research tried to analyze and describe the application of Jigsaw technique and its

effectiveness on students’ ability in reading exposition text at the second year of

SMAN 34 Jakarta.

This research was preceded by preliminary study which was aimed to gain

data about problems faced by teacher and students in teaching-learning activities.

The observation was conducted during the teaching and learning process on 12th –

20th March, 2013. The results of the preliminary study were used as basic

information in planning the actions to be applied in the research.

C. Population and Sample

The study was conducted in SMAN 34 Jakarta which has 22 classes

consisting of 891 students. These 22 classes are arranged into 8 first year classes,

7 second year classes, and 7 third year classes.

The population of the study was the second year students of SMAN 34

Jakarta which consist of 160 students from four Natural Science classes and 120

students from three Social Science classes. The sampling strategy to determine the

sample used in this research is purposive cluster sampling. In this case, the XI IPA

1 and XI IPA 3 were chosen as the sample of this research because both of them

are handled by the same English teacher. XI IPA 1 and XI IPA 3 consist of 40

students each, so the total students that is 80 students.

The experiment was done in two classes, in which the class of XI IPA 1

was employed as the experimental class meanwhile XI IPA 3 was employed as the

control class. Only 39 students from each class were taken as the sample for

27

conducting the process of data analysis because one student from experimental

class missed the pre-test while one student from the control class missed the post-

test, so the total students is 78 students.

D. Instrument of the Research

The research instruments used by the writer to collect data in this research

was written test. The test was divided into two parts; pre-test and post test, in

order to see how well the students master reading exposition text through Jigsaw

technique.

Before the test was administered, the reliability and the validity of the

research of pre-test and post-test instruments were analyzed to find out whether

the test is good to be used or not.

E. Technique of Data Collection

The technique of collecting data used in this research was test. The test

meant here were pre-test and post-test. This test is one of the techniques that can

be used in the quantitative research because test is quantitative data. Quantitative

data is broadly used to describe what can be counted or measured and can

therefore be considered as an objective research.

The pre-test was given to the experimental class and control class before

the treatment is arranged in the experimental class. The pre-test was set up to the

students after the validity and reliability of the test itself was analyzed. On the

other hand, the post-test was given to the experimental class and control class

after the treatment is set up in the experimental class.

F. Technique of Data Analysis

The analysis of data that was achieved from the pre-test and post-test was

used in this quasi-experimental research to measure the effectiveness of Jigsaw

technique on students’ ability in reading exposition text. The scores achieved from

the pre-test and post-test was analyzed by using the t-test statistical analysis to test

the hypothesis.

28

The pre-test and post-test scores obtained from the classroom tests were

analyzed with statistical calculation in the following steps:

a. Determine the Mean of Variable X with formula:

𝑀𝑀𝑥𝑥 =𝛴𝛴𝛴𝛴𝑛𝑛

b. Determine the Mean of Variable Y with formula:

𝑀𝑀𝑌𝑌 =𝛴𝛴𝑌𝑌𝑛𝑛

c. Determine the Standard Deviation Score of Variable X with formula:

𝑆𝑆𝑆𝑆𝛴𝛴 = �𝛴𝛴x2

𝑁𝑁1

d. Determine the Standard Deviation Score of Variable Y with formula:

𝑆𝑆𝑆𝑆𝑌𝑌 = �𝛴𝛴y2

𝑁𝑁2

e. Determine the Standard Error Mean of Variable X with formula:

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =𝑆𝑆𝑆𝑆𝑥𝑥

�𝑁𝑁1 − 1

f. Determine the Standard Error Mean of Variable Y with formula

𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 =𝑆𝑆𝑆𝑆𝑌𝑌

�𝑁𝑁2 − 1

g. Determine the Standard Error of different Mean of Variable X and Mean of

Variable Y with formula:

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 − 𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦 = �(𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 )2 + (𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦 )2

h. Determine t0 with formula:

𝑡𝑡0 =𝑀𝑀𝑥𝑥 − 𝑀𝑀𝑦𝑦

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 − 𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦

29

i. Determine the degree of freedom (𝑑𝑑𝑑𝑑) with formula:

𝑑𝑑𝑑𝑑 = 𝑁𝑁1 + 𝑁𝑁2 – 2

G. Statistical Hypotheses

To prove the hypothesis, the data obtains from experimental class and

control classes were calculated by using ttest formula with assumption as follows:

H0 : 𝜇𝜇𝐴𝐴 = 𝜇𝜇𝐵𝐵

H1 : 𝜇𝜇𝐴𝐴 > 𝜇𝜇𝐵𝐵

The criteria for the hypothesis testing are:

H0 is accepted if t ≤ t (1-ɑ), the t (1-1½ ɑ) price is obtained from t distribution table, on the other hand, H0 is rejected on the any other price.

To prove the hypothesis, the obtained data from experimental class and

control class were calculated by using ttest formula with assumption as follows:

a. If t0 ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is accepted

and the Hypothesis Alternative (Ha) is rejected. It means that there is no

significant effect of Jigsaw technique on students’ reading exposition text

ability.

b. If t0 ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is rejected

and the Hypothesis Alternative (Ha) is accepted. It means that there is a

significant effect of Jigsaw technique on students’ reading exposition text

ability.

30

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Description of the Data

The data from students’ pre-test and post-test was collected in this research

as the main instrument. The pre-test was administered before the treatment is

given to the experimental class and control class; meanwhile the post-test was

administered after the treatment is given to the experimental class and control

class. The data that can be used in this research is 39 students’ pre-test and post-

test scores from experimental class and 39 students’ pre-test and post-test scores

from control class. It was due to one experimental class student’s absence in pre-

test and one control class student’s absence in post-test. Table 4.1, 4.2, and 4.3

present the experimental class students’ pre-test score, post-test score, and gained

score. Here are the descriptions:

1. Pre-test Score

In this part, the data of the pre-test score of experimental class and control

class is provided. These are the description:

Table 4.1

Pre-test Score of Experimental Class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 85 1 1 55 2 2 75 2 2 80 3 3 70 3 3 80 4 4 50 4 4 70 5 5 80 5 5 75 6 6 75 6 6 80 7 7 85 7 7 65 8 8 60 8 8 80 9 9 75 9 9 75 10 10 80 10 10 65 11 11 85 11 11 70 12 12 75 12 12 70

31

Experimental Class Control Class

No Student Score No Students Score

13 13 80 13 13 55 14 14 70 14 14 70 15 15 70 15 15 60 16 16 85 16 16 65 17 17 80 17 17 55 18 18 75 18 18 75 19 19 75 19 19 65 20 20 55 20 20 75 21 21 70 21 21 65 22 22 80 22 22 65 23 23 85 23 23 60 24 24 60 24 24 45 25 25 70 25 25 75 26 26 75 26 26 70 27 27 75 27 27 90 28 28 60 28 28 70 29 29 65 29 29 85 30 30 55 30 30 75 31 31 85 31 31 80 32 32 80 32 32 80 33 33 70 33 33 55 34 34 85 34 34 75 35 35 80 35 35 75 36 36 80 36 36 50 37 37 85 37 37 70 38 38 75 38 38 75 39 39 80 39 39 70

∑ 2900 ∑ 2715 Mean 74.36 Mean 69.62

Based on Table 4.1, we can see that in experimental class, the highest pre-

test score is 85 while the lowest pre-test score is 50. On the other hand, in the

control class, the highest pre-test score is 90 while the lowest pre-test score is 45.

Moreover, in the experimental class, the average score or mean is 74.36, the mode

is 75, and the median is 75.00. On the other hand, in the control class, the average

score or mean is 69.92, the mode is 75, and the median is 70.00

32

From the students’ pre-test score mean, median, and mode, it can be

assumed that students from the experimental class performed better than students

from the control class in the pre-test. This assumption was tested using t-test in

the next section.

2. Post-test Score

In this part, the data of the post-test score of experimental class and control

class is provided. These are the description:

Table 4.2

Post-test Score of Experimental Class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 80 1 1 55 2 2 80 2 2 85 3 3 80 3 3 80 4 4 80 4 4 80 5 5 80 5 5 75 6 6 75 6 6 45 7 7 85 7 7 70 8 8 70 8 8 80 9 9 80 9 9 70 10 10 75 10 10 80 11 11 85 11 11 60 12 12 85 12 12 75 13 13 90 13 13 75 14 14 65 14 14 85 15 15 90 15 15 70 16 16 85 16 16 75 17 17 75 17 17 65 18 18 75 18 18 80 19 19 55 19 19 80 20 20 75 20 20 70 21 21 75 21 21 70 22 22 75 22 22 70 23 23 75 23 23 70 24 24 80 24 24 85

33

Experimental Class Control Class

No Student Score No Students Score

25 25 85 25 25 85 26 26 90 26 26 85 27 27 80 27 27 95 28 28 70 28 28 70 29 29 80 29 29 80 30 30 90 30 30 75 31 31 80 31 31 85 32 32 85 32 32 85 33 33 75 33 33 60 34 34 85 34 34 75 35 35 75 35 35 70 36 36 80 36 36 65 37 37 85 37 37 65 38 38 75 38 38 60 39 39 80 39 39 75

∑ 3085 ∑ 2880 Mean 79.10 Mean 73.85

According to Table 4.2, in the experimental class, the highest pre-test

score was 90 while the lowest pre-test score was 55. On the other hand, in the

control class, the highest pre-test score was 95 while the lowest pre-test score was

45. Moreover, in the experimental class, the average score or mean was 79.10, the

mode is 80, and the median was 80.00. On the other hand, in the control class, the

average score or mean was 73.85, the mode was 70, and the median was 75.00

From the students’ post-test score mean, median, and mode, it can be

concluded that students from the experimental class gained an improvement in

their test score due to Jigsaw technique. To know the significance of the

improvement, t-test was conducted and reported in the data analysis.

3. Gain Score

Gain score is a score that is calculated by subtracting the post-test score

with the pre-test score. Therefore, to get gain score students from the experimental

group and the control group must follow the pre-test and post-test. These are the

description:

34

Table 4.3

The Gain Score of Experimental class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 -5 1 1 0 2 2 5 2 2 5 3 3 10 3 3 0 4 4 30 4 4 10 5 5 0 5 5 0 6 6 0 6 6 -35 7 7 0 7 7 5 8 8 10 8 8 0 9 9 5 9 9 -5 10 10 -5 10 10 15 11 11 0 11 11 -10 12 12 10 12 12 5 13 13 10 13 13 20 14 14 -5 14 14 15 15 15 20 15 15 10 16 16 0 16 16 10 17 17 -5 17 17 10 18 18 0 18 18 5 19 19 -20 19 19 15 20 20 20 20 20 -5 21 21 5 21 21 5 22 22 -5 22 22 5 23 23 -10 23 23 10 24 24 20 24 24 40 25 25 15 25 25 10 26 26 15 26 26 15 27 27 5 27 27 5 28 28 10 28 28 0 29 29 15 29 29 -5 31 31 35 31 31 0 32 32 -5 32 32 5 33 33 5 33 33 5 34 34 5 34 34 5 35 35 0 35 35 0

35

Experimental Class Control Class

No Student Score No Students Score

36 36 -5 36 36 -5 37 37 0 37 37 15 38 38 0 38 38 -5 39 39 0 39 39 -15

∑ 185 ∑ 165 Mean 4.74 Mean 4.23

On Table 4.2, we can see that highest gain score from the experimental

class was 35 and the lowest score was -20. Later on, from the control class the

highest gain score was 40 and the lowest score was -35. This calculation result

indicates that some students, both in experimental class and control class,

performed better in their post-test than in their pre-test. But, in the other hand,

some students performed worst in their post-test than in their pre-test.

In addition, based on the data on the Table 4.2, the average gain score for

experimental class was 4.74, while the mode was 0, and the median was 0.

Meanwhile, the average gain score for experimental class was 4.23, while the

mode was 5, and the median was 5.

4. Data Testing

In this research, the test of normality distribution and homogeneity

variances taken from students’ pre-test and post-test scores was performed before

the calculation of ttest value. It was done to determine if the data set was well-

modeled by a normal distribution and to compute how likely it is for a random

variable underlying the data set to be normally distributed.

a. Normality of the Pre-test

The test of normality distribution of the pre-test data was analyzed by the

use of Kolmogorov-Smirnov test in IBM SPSS Statistics 20. The result of the test

can be seen as follows:

36

Table 4.4

Normality of the Pre-test

One-Sample Kolmogorov-Smirnov Test

PreScoreExp PreScoreCont

N 39 39

Normal Parametersa,b Mean 74.36 69.62

Std. Deviation 9.402 9.893

Most Extreme Differences

Absolute .194 .157

Positive .129 .096

Negative -.194 -.157

Kolmogorov-Smirnov Z 1.211 .978

Asymp. Sig. (2-tailed) .107 .295

a. Test distribution is Normal.

b. Calculated from data.

The normality test above used One-Sample Kolmogorov-Smirnov Test.

Table 4.4 shows that the absolute difference (D) of experimental class data was

0.194. It is smaller than Dtable with the closest Kolmogorov-Smirnov critical points

of 40 with degree of significance = 0.05 which is 0.210, in other words, Dexperiment

< Dtable (0.194 < 0.210). Meanwhile, the absolute difference (D) of control class

data was 0.157, which is smaller than Dtable with the closest Kolmogorov-Smirnov

critical points of 40 with degree of significance = 0.05 which is 0.210, in other

words, Dexperiment < Dtable (0.157 < 0.210). The table also shows that the

Kolmogorov-Smirnov Zexperiment was recorded at 1.211 which is bigger than Ztable

of 0.05 or p > 0.05 and the Kolmogorov-Smirnov Zcontrol was recorded at 0.978

which is bigger than Ztable of 0.05 or p > 0.05. It showed that there is no difference

between the theoretical distribution and the empirical distribution which means

that the data from the experimental class and control class was normal.

b. Normality of the Post-test

The test of normality distribution of the post-test data was analyzed by the

use of Kolmogorov-Smirnov test in IBM SPSS Statistics 20. The result of the test

can be seen as follows:

37

Table 4.5

Normality of the Post-test

One-Sample Kolmogorov-Smirnov Test

PostScoreExp PostScoreCont

N 39 39

Normal Parametersa,b Mean 79.10 73.85

Std. Deviation 7.059 9.898

Most Extreme Differences

Absolute .178 .144

Positive .142 .104

Negative -.178 -.144

Kolmogorov-Smirnov Z 1.112 .897

Asymp. Sig. (2-tailed) .169 .397

a. Test distribution is Normal.

b. Calculated from data.

From the Table 4.5 it can be seen that the absolute difference (D) of

experimental class data was 0.178 and the absolute difference (D) of control class

data was 0.144. The absolute difference (D) of experimental class was smaller

than the Dtable with the closest Kolmogorov-Smirnov critical points of 40 at the

degree of significant 0.05 = 0.210 or Dexperimental<Dtable(0.178 < 0.210).

Meanwhile, the absolute difference (D) of control class was also smaller than

Dtable with the closest Kolmogorov-Smirnov critical points of 40 at the degree of

significant 0.05 = 0.210 or Dcontrol<Dtable (0.144 < 0.210). The Kolmogorov-

Smirnov Z score in table 4.5 above was used as the parameter to determine

whether the data is normal or not. The experimental class Kolmogorov-Smirnov Z

score was 1.112 which is bigger than Ztable of 0.05 or p > 0.05. Then again, the

control class Kolmogorov-Smirnov Z score was also bigger than Ztable in the point

0.897 or p > 0.05. Therefore, it can be concluded that the data from both classes in

the post test was normal.

c. Homogeneity of the Pre-test

The analysis of the homogeneity variances of both groups in the pre-test

was done by employing Levene’s statistic test in IBM SPSS Statistics 20. Here are

the results of the calculation:

38

Table 4.6

Homogeneity of the Pre-test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

PreScore

Based on Mean .090 1 76 .764

Based on Median .133 1 76 .716

Based on Median and with

adjusted df .133 1 75.971 .716

Based on trimmed mean .155 1 76 .695

Table 4.6 shows that the degree of significance based on the mean in the

pre-test was 0.764, which is bigger than 0.05. Therefore, it can be concluded that

both groups in the pre-test are homogenous.

d. Homogeneity of the Post-test

The analysis of the homogeneity variances of both groups in the post-test

was done by employing Levene’s statistic test in IBM SPSS Statistics 20. Here are

the results of the calculation:

Table 4.7

Homogeneity of the Post-test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

PostScore

Based on Mean 2.384 1 76 .127

Based on Median 2.324 1 76 .132

Based on Median and with

adjusted df 2.324 1 74.317 .132

Based on trimmed mean 2.393 1 76 .126

From the result of homogeneity test in the Table 4.7, it can be seen that the

degree of significance based on mean was 0.127 which is bigger than 0.05.

Therefore, it can be concluded that both groups in the pre-test are homogenous.

39

5. Analysis of the Data

The ttest formula was employed to find the empirical evidence statistically

and to test the hypothesis of this research. In performing the ttest, manual

calculation and SPSS calculation was used by the writer. SPSS calculation was

used to verify the result of manual calculation and to provide better evidence of

the calculation. The ttest was used to measure the effectiveness of Jigsaw

technique on students’ ability in reading exposition text

In this calculation, to make the calculation easier, the symbol ‘X’ was used

to represent the gain of experimental class student, meanwhile ‘Y’ is the symbol

used to represent the gain of control class student. The manual calculation of the

ttest formula is as follows:

Table 4.8

Comparison of the Students’ Gain Score between Student in Experimental

Class and Student in Control Class

No Score x = X - 𝐗𝐗 x² y= Y-𝐘𝐘 y² X Y

1 -5 0 -9.744 94.938 -4.231 17.899 2 5 5 0.256 0.066 0.769 0.592 3 10 0 5.256 27.630 -4.231 17.899 4 30 10 25.256 637.886 5.769 33.284 5 0 0 -4.744 22.502 -4.231 17.899 6 0 -35 -4.744 22.502 -39.231 1539.053 7 0 5 -4.744 22.502 0.769 0.592 8 10 0 5.256 27.630 -4.231 17.899 9 5 -5 0.256 0.066 -9.231 85.207 10 -5 15 -9.744 94.938 10.769 115.976 11 0 -10 -4.744 22.502 -14.231 202.515 12 10 5 5.256 27.630 0.769 0.592 13 10 20 5.256 27.630 15.769 248.669 14 -5 15 -9.744 94.938 10.769 115.976 15 20 10 15.256 232.758 5.769 33.284 16 0 10 -4.744 22.502 5.769 33.284 17 -5 10 -9.744 94.938 5.769 33.284 18 0 5 -4.744 22.502 0.769 0.592 19 -20 15 -24.744 612.245 10.769 115.976 20 20 -5 15.256 232.758 -9.231 85.207

40

No Score x = X - 𝐗𝐗 x² y= Y-𝐘𝐘 y² X Y

21 5 5 0.256 0.066 0.769 0.592 22 -5 5 -9.744 94.938 0.769 0.592 23 -10 10 -14.744 217.373 5.769 33.284 24 20 40 15.256 232.758 35.769 1279.438 25 15 10 10.256 105.194 5.769 33.284 26 15 15 10.256 105.194 10.769 115.976 27 5 5 0.256 0.066 0.769 0.592 28 10 0 5.256 27.630 -4.231 17.899 29 15 -5 10.256 105.194 -9.231 85.207 30 35 0 30.256 915.450 -4.231 17.899 31 -5 5 -9.744 94.938 0.769 0.592 32 5 5 0.256 0.066 0.769 0.592 33 5 5 0.256 0.066 0.769 0.592 34 0 0 -4.744 22.502 -4.231 17.899 35 -5 -5 -4.744 22.502 10.769 85.207 36 0 15 -4.744 22.502 -9.231 369.822 37 0 -5 -4.744 22.502 -19.231 0.592 38 0 -15 -4.744 22.502 0.769 4976.923 39 0 5 -4.744 4447.436 0.000 85.207 ∑ 185 165 0.000 22.502 10.769 369.822

Based on the data from Table 4.8, the statistical calculation was done in

the following steps:

a. Determine the Mean of Variable X with formula:

𝑀𝑀𝑥𝑥 =𝛴𝛴𝛴𝛴𝑛𝑛

𝛴𝛴−

=18539

𝛴𝛴−

= 4.74 b. Determine the Mean of Variable Y with formula:

𝑀𝑀𝑌𝑌 =𝛴𝛴𝑌𝑌𝑛𝑛

𝛴𝛴−

=16539

𝛴𝛴−

= 4.23

41

c. Determine the Standard Deviation Score of Variable X with formula:

𝑆𝑆𝑆𝑆𝛴𝛴 = �𝛴𝛴x2

𝑁𝑁1

𝑆𝑆𝑆𝑆𝛴𝛴 = �4447.43639

𝑆𝑆𝑆𝑆𝛴𝛴 = √114.037

𝑆𝑆𝑆𝑆𝛴𝛴 = 10.678 d. Determine the Standard Deviation Score of Variable Y with formula:

𝑆𝑆𝑆𝑆𝑌𝑌 = �𝛴𝛴y2

𝑁𝑁2

𝑆𝑆𝑆𝑆𝛴𝛴 = �4976.92339

𝑆𝑆𝑆𝑆𝛴𝛴 = √127.613

𝑆𝑆𝑆𝑆𝛴𝛴 = 11.296 e. Determine the Standard Error Mean of Variable X with formula:

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =𝑆𝑆𝑆𝑆𝑥𝑥

�𝑁𝑁1 − 1

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =10.678√39 − 1

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =10.678√38

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =10.678

6.16

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 = 1.732 f. Determine the Standard Error Mean of Variable Y with formula:

𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 =𝑆𝑆𝑆𝑆𝑌𝑌

�𝑁𝑁2 − 1

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =11.296√39 − 1

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =11.296√38

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 =11.296

6.16

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 = 1.833

42

g. Determine the Standard Error of Difference with formula:

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 − 𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦 = �(𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 )2 + (𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦 )2

= �(1.732)2 + (1,832)2 = √3.0 + 3.359 = √6.359 = 2.522

h. Determine t0 with formula:

𝑡𝑡0 =𝑀𝑀𝑥𝑥 − 𝑀𝑀𝑦𝑦

𝑆𝑆𝑆𝑆𝑀𝑀𝑥𝑥 − 𝑆𝑆𝑆𝑆𝑀𝑀𝑦𝑦

𝑡𝑡0 =4.74− 4.23

2.522

𝑡𝑡0 =0.51

2.522

𝑡𝑡0 = 0.203

i. Determine the degree of freedom (𝑑𝑑𝑑𝑑) with formula:

𝑑𝑑𝑑𝑑 = 𝑁𝑁1 + 𝑁𝑁2 – 2 𝑑𝑑𝑑𝑑 = 39 + 39– 2 𝑑𝑑𝑑𝑑 = 78 − 2 𝑑𝑑𝑑𝑑 = 76

From the result of statistical calculation above, it can be seen that the value

of t0 or ttest is 0.203 and the degree of freedom (𝑑𝑑𝑑𝑑) was 76. The value of t in the

degree of freedom of 76 and at the degree of significance 1% or ttable of df 75 with

ɑ=0.01 is 2.376.

Subsequently, after the manual calculation was done, the calculation was

verified by employing independent samples ttest in IBM SPSS Statistics 20. Here

are the results:

Table 4.9

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

GainScore EXP 39 4.74 10.818 1.732

CONTROL 39 4.23 11.444 1.833

43

Table 4.9 is the result of group statistics calculation of the analysis using

IBM SPSS Statistics 20. The table shows that the experimental class’ mean of gain

score (𝑀𝑀𝛴𝛴) was 4.74, meanwhile the control class’ mean gain score (𝑀𝑀𝑌𝑌) was 4.23.

On the other hand, the table also shows that the experimental class’ gain score

standard deviation (𝑆𝑆𝑆𝑆𝛴𝛴) was 10.818 and the control class’ gain score standard

deviation (𝑆𝑆𝑆𝑆𝑌𝑌) was 11.444. The table also shows that the experimental class’ gain

score standard error mean (𝑆𝑆𝑆𝑆𝑀𝑀𝛴𝛴 ) was 1.732 and the control class’ gain score

standard error mean (𝑆𝑆𝑆𝑆𝑀𝑀𝛴𝛴 ) was 1.833.

Table 4.10

Independent Samples Test

Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig.

(2-

taile

d)

Mean

Differe

nce

Std.

Error

Differen

ce

95% Confidence

Interval of the

Difference

Lower Upper

Gain

Score

Equal

variances

assumed

.112 .739 .203 76 .839 .513 2.522 -4.510 5.535

Equal

variances

not

assumed

.203 75.761 .839 .513 2.522 -4.510 5.536

Table 4.10 is the result of the independent samples test analysis using IBM

SPSS Statistics 20. The table shows that the result was significantly different at

the significance level of 0.839, which means that the accuracy is nearly 100%.

The table also shows that the ttest score was recorded at the amount of 0.203 and

the degree of freedom (𝑑𝑑𝑑𝑑) is 76

44

B. Testing of the Hypotheses

The research was held to answer the question whether Jigsaw technique

has any effect on students’ ability in reading exposition text on second grade

students of SMAN 34 Jakarta. In order to provide answer for the question above,

the Alternative Hypothesis (Ha) and Null Hypothesis (Ho) were proposed as

follows:

a. Ho (Null Hypothesis): Jigsaw technique has no significant effectiveness in

learning reading of exposition text.

b. Ha (Alternative Hypothesis): Jigsaw technique has significant effectiveness in

learning reading of exposition text

To prove the hypothesis, the obtained data from experimental class and

control class were calculated by using ttest formula with assumption as follows:

a. If t0 ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is accepted

and the Hypothesis Alternative (Ha) is rejected. It means that there is no

significant effect of Jigsaw technique on students’ reading exposition text

ability.

b. If t0 ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is rejected

and the Hypothesis Alternative (Ha) is accepted. It means that there is a

significant effect of Jigsaw technique on students’ reading exposition text

ability.

According to the statistical calculation above, the value of t0 is 0.203, and

the degree of freedom is 76 with 1% degree of significance is used by the writer.

Based on the significance, it can be seen that on degree of freedom of 76, and in 1%

degree of significance the value of ttable 2.376. By comparing the result of ttable and

t0, in the degree of significance of 1%, it can be seen that t0 < ttable (0.203 < 2.376).

According to those results, a conclusion can be drawn that the Ho was accepted

meanwhile the Ha was rejected.

C. Interpretation

The research findings above shows that both in the pre-test and post test,

students from experimental class perform better than students from control class.

45

This interpretation is based on the comparison of experimental class and control

class students’ average score, median, and mode.

Afterward, the experimental class and control class students’ gain score

illustrates that the average gain score for experimental class students is higher

than the average gain score for control class students.

Then, from the data testing we can infer that both the pre-test and post-test

have normal distribution as shown by the normality test that was done by the use

of SPSS calculation. It is also confirmed that both experimental class and control

class are classified as homogenous group according to the SPSS calculation.

Last of all, based on the result of analysis data, the value of ttable in the

degree of significance of 1% was 2.376. Then the value of t0 was 0.203. It means

that the Null Hypothesis (Ho) was accepted and the Alternative Hypothesis was

rejected. Therefore, it can be inferred that Jigsaw technique has effectiveness in

learning reading of exposition text as shown by 0.203 value of t0 which was

higher than 0 (zero). The t-observation (t0 = 0.203) which is lower than t-table

(ttable =2.376) shows that the effectiveness of Jigsaw Technique in learning

reading exposition text has limited significance compared to the use of other

technique that currently used by the teacher on SMAN 34 Jakarta. The

effectiveness of Jigsaw Technique in learning reading exposition text can be seen

from experimental class students’ active involvement in the learning process and

experimental class students average gain score which was recorded at 4.74.

46

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the statistical calculation which was analyzed in the previous

chapter, a conclusion can be sum up that Jigsaw technique has effectiveness in

learning reading of exposition text. This conclusion was supported by the analysis

of the students’ score using ttest formula.

The calculation showed that the tobserve (t0) is 0.203 and the ttable at the

degree of significance 1% is 2.376. The score of 0.203 shows that Jigsaw

technique has effectiveness in learning reading of exposition text, though not a

significant one, in learning reading of exposition text as shown by the tobserve

score which is above 0 (zero). This small effect is due to the students’ high score

in the pre-test resulting in the students’ low gain scores. To sum up, Jigsaw

technique had effectiveness when it was used and applied, although not significant

one, in learning reading exposition text.

B. Suggestion

At the end of this skripsi, the researcher would like to give some

suggestions in relations to the writer conclusion. The researcher also hopes that

this skripsi can give benefit to anyone who read it. Here are some suggestions that

may help teacher, students, or other researcher that intend to conduct further

research.

Firstly, by applying various techniques, such as Jigsaw technique, as

alternative techniques in teaching English, teacher can help students to increase

their ability in learning English skills, especially reading. Jigsaw technique can be

used in order to make the students more interested and more active in reading

exposition text so that they may not be bored in learning reading in English.

Additionally, in learning English students need to realize that the learning

is not a one way process. To accomplish the goal of learning, students should

involve themselves in the classroom activity built by the teacher. By taking part in

47

the activity, students can also improve their ability in English and also their social

skills. Students’ proficiency in English is not solely teacher’s responsibility; it

depends also on students’ active role in learning English.

Finally, this research can also become a contribution to the research in

education which is intended to find out the effectiveness of certain technique, in

this case the Jigsaw technique. This research may also be a relevant previous

study that can be used by other researchers to conduct a further research relating

to the implementation of Jigsaw technique.

48

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BSNP (Badan Standar Nasional Pendidikan). Standar Kompetensi dan Kompetensi Dasar. Jakarta: Departemen Pendidikan Nasional. 2006.

Carmines, Edward G., and Richard A. Zeller. Reliability and Validity Assessment. London: SAGE Publications, Inc. 1979.

Crystal, David. English as a Global Language, (2nd Ed.). Cambridge: Cambridge University Press. 2003.

Daniel, Zemelman and Hyde Samuels. Reading Comprehension. New York: Oxford University Press. 1998.

Decker, Randall E.. Patterns of Exposition. Boston:Little, Brown and Company. 1966.

Goutsos, Dionysis. Modelling Discourse Topic: Sequential Relations and Strategies in Expository Text. New Jersey: Ablex Publishing Corporation. 1997.

Grabe, William and Fredericka L. Stoller. Teaching and Researching Reading: Second Edition. New York: Routledge. 2013

Grellet, Francoise. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press. 1981.

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Harmer , Jeremy. The Practice of English Language Teaching, New Edition. London and New York: Longman. 1991.

Harmer , Jeremy. How to Teach English: an Introduction to the Practice of English Language Teaching. Kuala Lumpur: Longman. 2004.

Inayati, Megasari Nurul. The Effectiveness of Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth Grade of SMP Islam Parung. Jakarta: Department of English Education. 2011.

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Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. San Clemente: Kagan Publishing. 2009.

Kessler, Carolyn. Cooperative Language Learning: A Teacher's Resource Book. New Jersey: Prentice Hall. 1992.

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McCormack, Rachel L., and Susan Lee Pasquarelli. Teaching Reading: Strategies and Resources for Grades K-6. New York: Guilford Press. 2010.

McMillan, James H., and Sally Schumacher. Research in Education: EBI. Boston: Allyn and Bacon. 2006.

Mikulecky, Beatrice S. and Linda Jeffries. More Reading Power. Boston: Addison-Wesley Publishing Company. 1996.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association.

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Nuttal, Christine. Teaching Reading Skills in a Foreign Language. Oxford: Heineman. 1989.

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Ulfah, Maria. The Effectiveness of Group Work in Teaching Reading. Jakarta: Department of English Education. 2010.

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51

Zimmermann, Susan and Chryse Hutchins. 7 Keys to Comprehension. New York: Three Rivers Press, 2003.

http://www.sala.org.br/index.php/artigos/615-approach-method-and-technique

http://www.eea.europa.eu/publications/rem/defining.pdf

Appendix 1 : Experimental Class Lesson Plan

52

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMA NEGERI 34 Jakarta

Mata Pelajaran : Bahasa Inggris

Pertemuan : 1, 2, 3, dan 4

Alokasi Waktu : 4 x (2 x 45 menit)

Kelas : XI IPA 1 (Kelas Eksperimen)

Standar Kompetensi (Membaca)

Memahami makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory

exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

Merespon makna dan langakah retorika dalam esei yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari untuk mengakses

ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition.

I. Indikator

• Mengidentifikasi makna gagasan dalam teks

• Mengidentifikasi informasi dalam teks

• Mengidentifikasi saran yang diberikan

• Mengidentifikasi makna tersirat dalam teks hortatory exposition

• Mengidentifikasi informasi seputar teks

II. Tujuan Pembelajaran

• Siswa dapat mengidentifikasi makna gagasan yang dikemukakan oleh penulis dalam

suatu teks berjenis hortatory.

• Siswa dapat mengidenfikasi informasi dalam teks hortatory.

• Siswa dapat mengidentifikasi saran yang dikemukakan oleh penulis dalam suatu teks

hortatory.

• Siswa dapat mengidentifikasi makna tersirat dalam teks hortatory exposition

• Siswa dapat mengidentifikasi informasi seputar teks dalam sebuah teks hortatory.

Appendix 1 : Experimental Class Lesson Plan

53

III. Materi Pokok

1. Contoh teks tertulis berbentuk hortatory exposition

Indonesian People Should Value All the Different Culture

to Promote Unity of the Nation

Indonesia is a culturally-diverse country. Many different religions and cultures from

many provinces are now seen living side by side in many places. One of the biggest

questions facing Indonesian today is how to deal with a culturally diverse citizenry and then

promote unity.

Therefore, Indonesians should appreciate differences among culture for the following

reasons. Firstly, Indonesia is vulnerable to separation for its archipelago and culture

diversity. Raising tolerance among people is the best way to maintain the unity among

differences. Many ways or cultures of living are equally legal, even if they are not regarded

as normal by some people. If a society claims to be tolerant of personal choice, then it must

respect the personal choice to retain their heritage. Then, unity of the nation can be

preserved.

Secondly, Indonesians must recognize that every culture has different customs and

beliefs. Thus, people are forbidden to make judgments of comparative value, for it is

measuring something unmeasured. A plurality of nations, especially in the modern era, can

allow for cultural development and cultural exchange that benefits both parties. The cross-

cultural understanding among cultures makes the world a better place and preserves the

unity of the nation.

Lastly, raising nationalism is one way to preserve unity of the nation. It is a sense of

fellow feeling between group members. This promotes cooperation and social cohesion

within the group. The sense of social cooperation makes welfare, social security and medical

programs much more likely and stronger.

Cultural differences are sometime a sensitive matter for people. Indonesian people

must teach younger generation about the importance of the cultural identity and

nationalism to promote unity of the nation.

2. Metode : Cooperative Learning

Pendekatan : Group work

Teknik : Within-Team Jigsaw

Appendix 1 : Experimental Class Lesson Plan

54

IV. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (± 10’)

• Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas • Mengkondisikan kelas agar siswa siap, dan teratur, dan berdoa

• Mengecek kehadiran siswa • Menyampaikan tujuan pembelajaran yang akan disampaikan di kelas

Kegiatan Inti (± 70’)

Membagi kelas menjadi beberapa kelompok berisi 4 siswa. Membagikan masing-masing sebuah teks Hortatory yang telah dipotong-potong

menjadi 4 bagian kepada setiap anggota kelompok Meminta tiap siswa untuk membaca dan menguasai bagian dari materinya. Meminta tiap anggota kelompok untuk menjelaskan materi yang sebelumnya telah

dipelajari kepada anggota kelompok lainnya. Meminta siswa untuk menjawab pertanyaan atau soal berkaitan dengan teks

tersebut. Memeriksa secara klasikal jawaban dari soal tersebut.

Kegiatan Akhir (± 10’)

Membimbing siswa untuk menarik kesimpulan tentang hortatory text Memberikan kesempatan siswa untuk bertanya sebelum KBM berakhir.

V. Sumber/Bahan/Alat

• Look Ahead Book 2, Jakarta: Erlangga

• Creative English 2A

• Handout

• Kamus

• Komputer

• Proyektor/LCD

VI. Penilaian

Teknik : Tugas/unjuk kerja

Aspek yang dinilai : pengetahuan dan pemahaman konsep

Indikator Penilaian :

a. Dapat mengidentifikasi Generic Structure dan Language Feature di dalam sebuah

teks Hortatory Exposition.

b. Dapat menemukan berbagai macam informasi penting meliputi kasus, argumen,

saran, dan tujuan komunikasi dari teks yang dibaca.

Instrumen Penilaian :

Appendix 1 : Experimental Class Lesson Plan

55

a. Lembar Soal : Terlampir

b. Lembar Penilaian : Lembar Kerja Siswa

c. Pedoman Penilaian : Siswa dianggap tuntas apabila dapat mengidentifikasi

informasi penting di dalam teks seperti kasus, argumen,

saran, dan tujuan komunikasi serta dapat menjawab

soal-soal berkaitan dengan teks dengan benar.

Jakarta, 29 Januari 2014 Peneliti Guru Mata Pelajaran

Kharisma Ragabuana Dra. Hj. Yayah Shofiah NIP.

Appendix 2 : Control Class Lesson Plan

56

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMA NEGERI 34 Jakarta

Mata Pelajaran : Bahasa Inggris

Pertemuan : 1, 2, 3, dan 4

Alokasi Waktu : 4 x (2 x 45 menit)

Kelas : XI IPA 3 (Kelas Kontrol)

Standar Kompetensi (Membaca)

Memahami makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory

exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

Merespon makna dan langakah retorika dalam esei yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari untuk mengakses

ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition.

I. Indikator

• Mengidentifikasi makna gagasan dalam teks

• Mengidentifikasi informasi dalam teks

• Mengidentifikasi saran yang diberikan

• Mengidentifikasi makna tersirat dalam teks hortatory exposition

• Mengidentifikasi informasi seputar teks

II. Tujuan Pembelajaran

• Siswa dapat mengidentifikasi makna gagasan yang dikemukakan oleh penulis dalam

suatu teks berjenis hortatory.

• Siswa dapat mengidenfikasi informasi dalam teks hortatory.

• Siswa dapat mengidentifikasi saran yang dikemukakan oleh penulis dalam suatu teks

hortatory.

• Siswa dapat mengidentifikasi makna tersirat dalam teks hortatory exposition

• Siswa dapat mengidentifikasi informasi seputar teks dalam sebuah teks hortatory.

Appendix 2 : Control Class Lesson Plan

57

III. Materi Pokok

1. Contoh teks tertulis berbentuk hortatory exposition

Indonesian People Should Value All the Different Culture

to Promote Unity of the Nation

Indonesia is a culturally-diverse country. Many different religions and cultures from

many provinces are now seen living side by side in many places. One of the biggest

questions facing Indonesian today is how to deal with a culturally diverse citizenry and then

promote unity.

Therefore, Indonesians should appreciate differences among culture for the following

reasons. Firstly, Indonesia is vulnerable to separation for its archipelago and culture

diversity. Raising tolerance among people is the best way to maintain the unity among

differences. Many ways or cultures of living are equally legal, even if they are not regarded

as normal by some people. If a society claims to be tolerant of personal choice, then it must

respect the personal choice to retain their heritage. Then, unity of the nation can be

preserved.

Secondly, Indonesians must recognize that every culture has different customs and

beliefs. Thus, people are forbidden to make judgments of comparative value, for it is

measuring something unmeasured. A plurality of nations, especially in the modern era, can

allow for cultural development and cultural exchange that benefits both parties. The cross-

cultural understanding among cultures makes the world a better place and preserves the

unity of the nation.

Lastly, raising nationalism is one way to preserve unity of the nation. It is a sense of

fellow feeling between group members. This promotes cooperation and social cohesion

within the group. The sense of social cooperation makes welfare, social security and medical

programs much more likely and stronger.

Cultural differences are sometime a sensitive matter for people. Indonesian people

must teach younger generation about the importance of the cultural identity and

nationalism to promote unity of the nation.

2. Metode : Expository Technique

Appendix 2 : Control Class Lesson Plan

58

IV. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (± 10’)

• Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas • Mengkondisikan kelas agar siswa siap, dan teratur, dan berdoa

• Mengecek kehadiran siswa • Menyampaikan tujuan pembelajaran yang akan disampaikan di kelas

Kegiatan Inti (± 70’)

Membagikan sebuah teks Hortatory Meminta siswa untuk membaca teks tersebut bergantian. Meminta siswa mencari kata-kata sulit yang terdapat di dalam teks. Meminta siswa menuliskan kata-kata sulit tersebut beserta artinya di papan tulis. Memdiskusikan bersama di kelas mengenai kasus yang dibahas dalam teks. Memberikan penjelasan berupa definisi, fungsi, dan generic structure dari

hortatory exposition beserta contohnya. Membimbing siswa untuk mengidentifikasi berbagai informasi dalam teks

tersebut meliputi Thesis, Arguments, dan Reccomendation Meminta siswa untuk menjawab pertanyaan atau soal berkaitan dengan teks

tersebut. Memeriksa secara bersama-sama jawaban soal tersebut.

Kegiatan Akhir (± 10’)

Membimbing siswa untuk menarik kesimpulan tentang hortatory text Memberikan kesempatan siswa untuk bertanya sebelum KBM berakhir.

V. Sumber/Bahan/Alat

• Look Ahead Book 2, Jakarta: Erlangga

• Creative English 2A

• Handout

• Kamus

• Komputer

• Proyektor/LCD

VI. Penilaian

Teknik : Tugas/unjuk kerja

Aspek yang dinilai : pengetahuan dan pemahaman konsep

Indikator Penilaian :

a. Dapat mengidentifikasi Generic Structure dan Language Feature di dalam sebuah

teks Hortatory Exposition.

Appendix 2 : Control Class Lesson Plan

59

b. Dapat menemukan berbagai macam informasi penting meliputi kasus, argumen,

saran, dan tujuan komunikasi dari teks yang dibaca.

Instrumen Penilaian :

a. Lembar Soal : Terlampir

b. Lembar Penilaian : Lembar Kerja Siswa

c. Pedoman Penilaian : Siswa dianggap tuntas apabila dapat mengidentifikasi

informasi penting di dalam teks seperti kasus, argumen,

saran, dan tujuan komunikasi serta dapat menjawab

soal-soal berkaitan dengan teks dengan benar.

Jakarta, 29 Januari 2014 Peneliti Guru Mata Pelajaran

Kharisma Ragabuana Dra. Hj. Yayah Shofiah NIP.

Appendix 3 : Students’ Worksheet

60

Lembar Kerja Siswa 1

Read the following text carefully and answer the questions!

Why Should Wearing a Helmet when Motorcycling

We often hear lots of stories from road regarding people taking spill on motorcycle when they are riding without using helmet. Mostly riders badly end up in mess.

Wearing a fitted protective helmet offers many benefits which reduces the negative aspects of riding a motorcycle. First and the most important is that wearing the correct helmet can save a rider’s life, physical ability, family pain, and money. The recommended designs of motorcycle helmets can provide total protection. They not only protect riders from getting a worse road injured accident but also from flying bugs, such as rain, sleet, mud and other potential projectiles.

Second, wearing a helmet can gives the riders a matter of style. Helmets give the opportunity for rider to express the image they may want to project when they are riding their motorcycle. This benefit may not be important to some people, but to others, it means a lot and important. By choosing the most appropriate helmet from all of the various styles, such as beanie, Shorty, German, and many others, wearing a helmet which can projecting an image is an inherent crucial part of motorcycling and help riders feel more confident when riding on the road.

However, what most important is wearing helmet when riding is a matter of using it properly. Bikers should use the helmets which are fixed to their head. It is really not good if they place simply the helmets on the head without settling them properly. The bikers should fasten the helmet correctly to their head in order to get safe and comfort.

Questions

1. What are the benefits of wearing a fitted protective helmet? 2. How could recommended designs of motorcycle helmets provide total protection for the

riders? 3. What is the main idea of paragraph 3? 4. What does this statement mean “Helmets give the opportunity for rider to express the image

they may want to project when they are riding their motorcycle”? 5. What does the writer suggest that bikers should do?

Appendix 3 : Students’ Worksheet

61

Lembar Kerja Siswa 2

Read the following text carefully and answer the questions!

Agriculture

Nowadays, many people have realized that agriculture is much more important than as the supporting tools in economic development. In Indonesia, agriculture should be the priority of development because of some good reasons.

First of all, the agriculture’s contribution in the beginning of the development is highest among the other sectors. At present, almost half of total Indonesian labors are working in agriculture sector, but the contribution of agriculture sector does not reach 30 percent.

Second, agriculture sector is expected to fulfill the need of food in a country. As the number of population increase in an alarming rate each year, food supply must also increase. But in developing countries, food production and agricultural production per capita never increase more than one percent each year, and in some extreme case, it even stagnant.

Last but not least, without agricultural development, the growth of industrial sector will be hampered because the growth that comes from industry will bring a wider gap into the internal economy in that country. In turn, this gap will create serious poverty problem, wider inequality of income distribution, and increase unemployment.

Based on the above discussion, it is obvious that the government should put agriculture as the priority of national development.

Questions

1. What do Indonesian people do mostly? 2. What is the main idea of paragraph 2? 3. What is the further effect if we have poor development of agriculture? 4. Why is it important to increase the agriculture sector in relation to food production? 5. What does the writer suggest that the government should do?

Appendix 3 : Students’ Worksheet

62

Lembar Kerja Siswa 3

Read the following text carefully and answer the questions!

Students' First Days in School Need to Be Made Constructive

In the past days and weeks schools across Indonesia have been opening up their doors again to receive students entering the new school year. Naturally enough, this has been a time of many trials and tribulations as existing students join new classrooms and new students try to find their way around a new school. Such times would be difficult enough for even adults. In adult life we need time to adapt to new settings and find our footing and direction to settle in and come to terms with what lies ahead. This kind of experience, difficult enough in adulthood, can prove extremely challenging for the, as yet, still young and forming hearts and minds of school-age children.

During the first days back at school great opportunities exist to try to develop a sense of community that will help students settle in and have a firm foundation on which to build their studies during the coming year.

There are almost constant complaints that there is too much to study for school students and yet time is, every year, wasted on negative and useless orientation day pranks and fooling around. Surely, when time pressures are of such a concern and teachers complain that they have too much to teach from the curriculum, the first days of school would be a great time to help students prepare for the challenges ahead. Constructive team building and guidance towards much needed study skills would serve these students far better than nonsense tasks and ridicule.

Schools should design these days carefully and not let them be so negligently and dangerously wasted. The benefits of good early learning experiences can be considerable and the duty that schools should exercise to consider a child's psychological welfare really have to leave little room in the first days of school for such waste and ridiculousness.

Questions

1. Why do first days in school can be difficult for students? 2. What is the main idea of paragraph 3? 3. What are the benefits of good early learning experiences? 4. What do children usually do in their first days of schools? 5. What does the writer suggest that schools should do?

Appendix 3 : Students’ Worksheet

63

Lembar Kerja Siswa 4

Read the following text carefully and answer the questions!

Organic Farming: A Solution for Harmless Food

Organic farming is a form of agriculture which excludes the use of synthetic fertilizers and pesticides; plant growth regulators, livestock feed additives, and genetically modified organisms. It is believed that organic farming should replace conventional one for some reasons.

Firstly, as far as possible, organic farmers rely on crop rotation, integrated pest management, crop residue, compost and mechanical cultivation to maintain soil productivity and control pests.

Secondly, studies have shown that people who work with pesticides have an increased risk of developing Parkinson’s disease. The pesticides examined in these two long-term studies, paraquat and dieldrin, are not allowed on organic farms. The herbicide paraquat and fungicide maneb together, but not alone, have been shown to cause brain damage in mice. Some organic farming standards do allow the use of natural methods of protection from pests such as those derived from plants. Organic activists state that natural pesticides are a last alternative, while growing healthier, disease resistant plants, using cover crops and crop rotation, and encouraging beneficial insects and birds are the primary methods of pest control.

Finally, a 2001 study demonstrated that children who are fed organic diets experienced significantly lower organophosphorus pesticide exposure than children fed conventional diets. A similar study in 2006 measured the levels of organophosphorus pesticide exposure in 23 preschool children before and after replacing their diet with organic food: levels of organophosphorus pesticide exposure dropped dramatically and immediately when the children switched to an organic diet. Although the researchers did not collect health outcome data in this study, they concluded “it assumes that children whose diets consist of organic food items would have a lower probability of neurologic health risks.”

Therefore, organic farming should replace conventional one to reduce the using of pesticides which usually remain in farm production such as fruits and vegetables since there are a lot of research which prove that pesticides may be harmful for the consumers if people use pesticides improperly.

Questions

1. What is organic farming? 2. What do organic farmers do to maintain soil productivity and control pest? 3. What is the danger of using pesticides? 4. What makes organic pest control better than the conventional one? 5. Explain the experiment conducted in 2001 briefly! 6. What suggestion do you find in the text on organic farming?

Appendix 4 : Item Test Analysis

64

ITEM TEST ANALYSIS

NO Group Key Option

ID DP Remark

A B C D ID DP

1 UG

B 11

0.95 0.09 VE P LG 1 10

2 UP

C 1 10

0.73 0.36 ME G LG 1 6 4

3 UP

D 4 3 1 3

0.41 -0.27 MoDi W

LG 3 1 1 6

4 UP

A 9 1 1

0.50 0.64 MoDi E LG 2 5 1 3

5 UP

B 2 9

0.64 0.36 MeDi G LG 1 5 1 4

6 UP

C 11

0.68 0.64 MeDi E LG 7 4

7 UP

D 11

0.91 0.18 VE P LG 1 1 9

8 UP

B 3 8

#REF! 0.09 ME P LG 4 7

9 UP

C 8 3

0.59 0.27 MeDi M LG 1 5 5

10 UP

A 10 1

0.73 0.36 ME E LG 6 1 4

11 UP

C 1 9 1

0.05 -0.09 VD W

LG 1 1 9

12 UP

A 10 1

0.50 0.82 MoDi E LG 1 1 1 8

13 UP

C 11

0.95 0.09 VE P LG 1 10

14 UP

C 10 1

0.68 0.45 MeDi E LG 5 6

15 UP

D 4 7

0.45 0.36 MoDi G LG 8 3

16 UP

A 8 3

0.41 0.64 MoDi E LG 1 10

17 UP

C 11

0.91 0.18 VE P LG 2 9

18 UP

C 11

0.91 0.18 VE P LG 1 9 1

Appendix 4 : Item Test Analysis

65

NO Group Key Option

ID DP Remark

A B C D ID DP

19 UP

C 11

0.86 0.27 VE M LG 3 8

20 UP

A 4 7

0.68 -0.64 ME P

LG 11

21 UP

C 4 4 3

0.36 0.00 MoDi P LG 1 4 6

22 UP

B 2 5 4

0.27 0.36 VD G LG 8 1 1 1

23 UP

D 11

0.68 0.64 MeDi E LG 7 4

24 UP

C 3 8

0.45 0.55 MoDi E LG 1 1 2 7

25 UP

D 11

0.95 0.09 VE P LG 1 10

26 UP

B 11

0.68 0.64 MeDi E LG 1 4 6

27 UP

B 11

0.91 0.18 VE P LG 1 9 1

28 UP

C 1 9 1

0.64 0.36 MeDi G LG 1 5 5

29 UP

C 11

0.95 0.09 VE P LG 1 10

30 UP

B 11

0.91 0.18 VE P LG 9 1 1

ID (Index of Difficulty)

VE = Very Easy > 0.80 ME = Moderately Easy 0.71 - 0.80 MeDi = Medium Difficult 0.51 - 0.70 MoDi = Moderately Difficult 0.31 - 0.50 VD = Very Difficult 0.00 - 0.30

DP (Discriminating Power)

E = Excellent 0.40 - 1.0 G = Good 0.30 - 0.39 M = Mediocre 0.20 - 0.29 P = Poor 0.00 - 0.19 W=Worst < 0.00

Appendix 5 : Pre-test and Post-test Hints

66

KISI-KISI SOAL PRE-TEST DAN POST-TEST

Standar Kompetensi Kompetensi Dasar Indikator Nomor Soal Bentuk Soal Materi Memahami makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Merespon makna dan langakah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition.

• Mengidentifikasi makna gagasan dalam teks

• Mengidentifikasi informasi dalam teks

• Mengidentifikasi saran yang diberikan

• Mengidentifikasi makna tersirat dalam teks hortatory exposition

• Mengidentifikasi informasi seputar teks

3, 8, 14, 20

2, 7, 16, 26, 27

9, 22, 28

4, 5, 10, 11, 15, 17, 21, 23, 29

1, 6, 12, 13, 18, 19, 24, 25, 30

Multiple Choice

Hortatory Exposition Text

Appendix 6 : Pre-test Questions Sheet

67

PRE-TEST

Choose the best answer for each question and mark your answer with a cross (X) in your answer sheet!

The text is for questions number 1-6

Private School

Private schools are schools that are not run by the government, while state schools are schools that are run by the government. They offer various types of schools and levels of education. Although the government does not directly run the private schools, the government should give more attention to private schools for some good reasons.

Private schools provide parents with an alternative to the state sector, and a learning environment, which might better suit their children. In addition, whilst there are many bad state schools, there are also bad private schools, and some excellent state schools which compete with the best private schools.

The existence of private education can actually be financially beneficial to state schools. The government funds the education system through taxation. Paretyrynts who do not send their children to state schools still pay the same taxes. Therefore, there is more money per child in the state sector. There is evidence that a large number of parents, who send their children to private schools, are both ‘first time buyers’ – i.e. neither parent attending a private school – and not from the privileged elite that the opposition would have us believe.

Based on the above discussion, it is obvious that the government should give more attention to private schools because

they also contribute much in the education world.

(Text taken from Interlanguage: English for Senior High School Students

XI)

1. What does the text discuss? a. The reasons why parents choose

private schools over state schools b. Why the private schools should be

given more attention c. How the private schools

contributing in the education world d. Why the private schools get more

attention by the government than the state schools

2. What advantage do we get from a private school? a. The private school funds the

education system b. The private school help parents to

pay tax c. The private school can actually be

financially beneficial to state schools

d. The private school helps the students to learn effectively.

3. The main idea of paragraph 3 is _____ a. The private schools funded by the

government through taxation b. The parents of the children that

attend private schools pay taxes to the government

c. The education system is funded by the government through taxation

d. State schools can get financial benefit from private education existence

Appendix 6 : Pre-test Questions Sheet

68

4. Which of these statements is not true according to the text? a. There are more bad private schools

compared to good private schools. b. Parents are provided alternative

learning environment by the existence of private schools

c. Private schools contribute beneficially to the country’s income.

d. Parents that send their children to private schools pay taxes to the government

5. The word “they” in paragraph 4 line 2 refers to _____ a. The government b. Private schools c. Parents d. Children

6. The word “beneficial” in paragraph 3 line 1 has similar meaning to _____ a. helpful b. practical c. profitable d. cooperative

The text is for questions number 7-12

Why are Diazinon and Dursband should be Banned

Diazinon and Dursban are chemicals used on lawns, gardens, agricultural crops and livestock as an insecticide (for insects) or nematocide (for worms). They are banned for several good reasons.

Firstly, they cause nausea, dizziness, burning sensations, headaches, blurred visions, stomach and muscle cramps, twitching, diarrhea, aching joints, disorientation and an inability to concentrate.

Secondly, these chemicals cause imperfection in human and animal body

parts in many areas of the human body including the brain, nervous system, teeth, eyes, ears, nipples and genitals. They can also cause mental retardation when pregnant mothers are exposed. This may affect on lower birth weights of infants if mothers are exposed before and during pregnancy, and this is associated with lower IQs.

Finally, residues, of course, are on some foods--up to 14 days on lettuce, for example--and the chemical also seeps into the nearby water.

Therefore, the government must be urged to keep the safety factor of pesticides paramount in their thinking. Children are so much more sensitive than adults to the toxic effects of chemicals.

(Text taken from Interlanguage: English for Senior High School Students

XI)

7. Dazinon and Dursban are banned because _____ a. they are banned in other country b. they are the most dangerous

chemical c. they can slow down the growth of

the plant d. they are dangerous to human health

and other animals. 8. The main idea of paragraph 3 is _____

a. The chemicals from Diazinon and Dursban can cause several health problem in human

b. The chemicals from Diazinon and Dursban are hazardous to human and animal.

c. Diazinon and Dursban are the biggest cause of imperfection in animal body parts.

Appendix 6 : Pre-test Questions Sheet

69

d. Diazinon and Dursban chemical exposure can cause infants have low IQ

9. What does the writer suggest that the government should do? a. allow farmers to use Diazinon and

Dursban. b. help the victims of Diazinon and

Dursban. c. ban the use of Diazinon and

Dursban. d. subsidize farmers with safe

pesticides. 10. “Children are so much more sensitive

than adults to the toxic effects of chemicals.” What does the statement mean? a. We should protect our children

from dangerous chemicals. b. Children are resistant to several

chemicals. c. The government should pay more

attention to adults than to children. d. Children have greater immunity

than adults. 11. The word “they” in paragraph 3 line 3

refers to _____ a. nausea, dizziness, burning

sensations, and headaches b. profound growth and mental

retardation c. the exposure of Diazinon and

Dursban d. the consumption of Diazinon and

Dursban 12. The word “residue” in paragraph 4 line

1 has the closest meaning to _____ a. leftovers b. essence c. parts d. existence

The text is for questions number 13-18

Home Schooling

Home schooling is an education system which provides child’s main education program at home. Home schooling takes the place of full-time school attendance and, in the United States and Canada, it usually meets state requirements for compulsory education. Although home schooling could achieve the objectives of compulsory education, there are some points that should be noticed from the home schooling.

First, the idea of taking our children’s education on home schooling can be a bit intimidating. Indonesia is a very large country and the people are from so many different kinds of backgrounds, students need some kind of social glue to make them stick together and to give them a sense of unity in spite of all the differences. They will not get such a unity when they are in home schooling. They will get the sense of unity when they are in the compulsory public schools since it is the easiest and best places to make this glue.

Then, the home schooling may not be able to prepare children to fit into the mass society, which means, among other things, believing what most people believe and liking what most people like. Or it may not be able to help children to find a set of values with which they could resist and reject at least many of the values of the mass society.

Recognizing the lack of home schooling in the case of children’s socialization opportunity, we should afford them abundant social opportunities. We can have active home school support groups. We can hold ongoing park days,

Appendix 6 : Pre-test Questions Sheet

70

meetings at the zoo, the science museum, book clubs, history clubs, language clubs, home school scouting troops and many more options to provide them opportunities to socialize with others.

(Text taken from Interlanguage: English for Senior High School Students

XI)

13. What does the text discuss? a. Why home schooling students do

not get abundant social opportunities

b. Why home schooling is not recommended in Indonesia

c. Why home schooling students should get sufficient opportunities to socialize

d. Why the government suggest homeschooling students to socialize

14. What is the main idea of paragraph 3? a. Indonesian students can only be

taught about diversity in the public school

b. It is not easy to make home schooling students have a sense of unity

c. Home schooling students are students with good understanding about diversity

d. Students from public schools have a great sense of unity in spite of all the differences.

15. Which of these statements is not true according to the text? a. Home schooling does not really

give its student a chance to socialize with other students.

b. Home schooling could achieve the objectives of compulsory education.

c. Home schooling students need opportunities to socialize with others.

d. Home schooling can help students to develop their sense of unity.

16. Considering the weakness of home schooling, what should be done according to the text? a. Parents should give them many

social opportunities. b. Parents should be able to tell them

to study harder. c. Home schools teachers should be

able to teach social sciences. d. The government must ban home

schooling. Parents should not have their children home schooled.

17. The word “them” in line 5 paragraph 4 refers to _____ a. School support groups b. home schools c. children d. home school scouting troops

18. The word “intimidating” in the second paragraph has similar meaning to _____ a. unattainable b. pragmatic c. problematical d. approachable

The text is for questions number 19-24

School Uniform, another Good Lesson

School uniform is special clothes worn by all students of a particular school. The uniform of a school may differ from others. Why should schools use uniforms? Below are some reasons.

First of all, Notre Dame’s Department of Sociology produced a study in 1998 concerning school uniforms. Their findings using 10th grade students showed

Appendix 6 : Pre-test Questions Sheet

71

that uniforms have no direct effect on “substance abuse, behavioral problems or attendance.” It also claimed a negative effect on student achievements for those students considered ‘pro-school’.

Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to a particular community. As such it promotes discipline and helps to drive up academic standards, which is why a uniform is often adopted by schools which are being reopened with a fresh start after being classified as failing.

Finally, uniform acts as a social leveler, under which all students are equal in the eyes of the school and of each other. In institutions without uniform students are often competitive and worry endlessly about their appearance and the clothes they should wear. Pupils without expensive designer clothes and trainers may be singled out as social outcasts, or stigmatized as being from poor backgrounds. For these reasons many parents prefer uniforms as they save them money on buying clothes for school wear.

Considering the findings, schools should implement the uniform as their identity. The government should also publish some kind of rule which makes uniform compulsory for schools.

(Text taken from Interlanguage: English for Senior High School Students

XI)

19. What does the text discuss? a. Ban on the use of school uniform b. Schools’ problem in implementing

the school uniform c. Some suggestions on the use of

school uniform d. The government’s role in

implementing the school uniform 20. What is the main idea of paragraph 2?

a. The use of school uniforms does not give negative effect on the students achievement

b. The use of school uniforms was studied by Notre Dame’s Department of Sociology

c. The use of school uniforms can cause substance abuse, behavioral problems or attendance

d. The use of school uniforms causes students to build better mastery on some materials

21. “It also claimed a negative effect on student achievements for those students considered ‘pro-school’” The sentence implies _____ a. Schools that implement school

uniforms produce more stupid students

b. Schools implement uniforms because they obey the government’s regulations

c. Students that are not using school uniforms achieve negative academic effect

d. Students with school uniforms tend to act more polite than students without school uniforms

22. What does the writer suggest? a. Parents should support the use of

school uniforms so that they do not have to spend a lot of money

b. Some kind of rule which makes uniform compulsory for schools should be published by the government.

c. The students should obey their school regulation that obligate them to wear school uniforms

d. The school should provide their students school uniforms so the students do not have to buy it outside the school

Appendix 6 : Pre-test Questions Sheet

72

23. The word “their” in paragraph 2 line 2 refers to _____ a. Parents b. Students c. Schools d. Notre Dame’s Department of

Sociology 24. The word “compulsory” in paragraph 5

line 3 has the closest meaning to _____ a. optional b. wanted c. obligatory d. advisory

The text is for questions number 25-30

Muslim’s Headscarf The right to freedom of religion is

enshrined in the UN charter and considered by many to be a basic human right. Some religions require special diet, others prayer at specific times. Why should a religious mode of dress receive as much protection as these other aspects of religious freedom?

Many Muslim women view the veil as a means to protect their modesty and privacy. Just as we would not force any women to be seen in public in her underwear if she did not feel comfortable doing so, why should a woman be forced to show her hair if she does not want to? Modesty is a personal judgment call; some are comfortable in the smallest bikini while others prefer a lot more clothing. No one but the woman herself should make that decision.

Muslim women are not the only ones to feel forced over their mode of dress. Most people are affected by the societal norms surrounding them. Fashion trends could be seen in exactly the same light as religious traditions.

Banning head coverings is only likely to provoke a more extreme reaction among highly religious communities. Framing laws to ban only Islamic forms of dress could be considered an attack on one religion. Feeling under attack could cause the Islamic community to close off into itself. They could set up religious schools where their children can dress as they want them to and not mix with children from other faiths. These effects could never be good for the integration of society and would further the influence of extremists. Internationally, the perceived attack on Islamic values would inflame wider Muslim opinion, feed conspiracy theories and add to the dangerous feeling that there is a clash of civilizations.

Intolerant schools make up problems as an excuse for not allowing Muslims freedom of religious expression. In a multicultural society, students should be aware of the different religious practice and cultural traditions of their classmates, and be taught to understand and respect these. Without such respect, Muslims and other groups with distinctive dress, such as Orthodox Jews and Sikhs, will be driven out of mainstream education and forced to educate their children separately, which will really create divisions and alienation.

Based on the above discussion, the government should not banned Muslim’s headscarf as a part of school or office uniforms.

(Text taken from Interlanguage: English for Senior High School Students

XI)

25. What does the text discuss? a. Why the Muslim women should

struggle to defend their right to wear headscarf

Appendix 6 : Pre-test Questions Sheet

73

b. Why the every person in the world with multicultural society should respect the difference

c. Why the government should protect the Muslim women right to wear headscarf

d. Why the government should consider that Muslim women should not be disallowed to wear headscarf.

26. What is Muslim women’s view on the veil? a. It is an obstacle of their freedom. b. It is to protect their modesty and

privacy. c. It is a fashion trend among them. d. It is what their parents told them to

wear. 27. Based on the text, what could happen

if head coverings are banned? a. Islamic community will attack the

government that makes the ban. b. It will stir up a more tremendous

reaction among highly religious communities

c. Muslim women will move to another country which gives freedom about head coverings.

d. Islamic community will avoid any interaction with another religion groups.

28. What does the writer suggest? a. Schools should not be tolerant to

any freedom of religious expression.

b. The government should ban Muslims headscarf because it may arouse conflicts.

c. Muslim’s headscarf as a part of school or office uniforms should not be banned.

d. Schools are allowed to ban Muslim headscarf because it may arouse many problems.

29. The word “they” in paragraph 4 line 4 refers to _____ a. Highly religious community b. Muslim women c. Islamic community d. The society

30. The word “distinctive” in paragraph 5 has similar meaning to _____ a. Identical b. typical c. strange d. remarkable

PRE-TEST KEY

1. B 16. A 2. C 17. C 3. D 18. C 4. A 19. C 5. B 20. A 6. C 21. C 7. D 22. B 8. B 23. D 9. C 24. C 10. A 25. D 11. C 26. B 12. A 27. B 13. C 28. C 14. C 29. C 15. D 30. B

Appendix 7 : Post-test Questions Sheet

74

POST-TEST

Choose the best answer for each question and mark your answer with a cross (X) in your answer sheet!

The text is for questions number 1-6

Private School

Private schools are schools that are not run by the government, while state schools are schools that are run by the government. They offer various types of schools and levels of education. Although the government does not directly run the private schools, the government should give more attention to private schools for some good reasons.

Private schools provide parents with an alternative to the state sector, and a learning environment, which might better suit their children. In addition, whilst there are many bad state schools, there are also bad private schools, and some excellent state schools which compete with the best private schools.

The existence of private education can actually be financially beneficial to state schools. The government funds the education system through taxation. Parents who do not send their children to state schools still pay the same taxes. Therefore, there is more money per child in the state sector. There is evidence that a large number of parents, who send their children to private schools, are both ‘first time buyers’ – i.e. neither parent attending a private school – and not from the privileged elite that the opposition would have us believe.

Based on the above discussion, it is obvious that the government should give more attention to private schools because

they also contribute much in the education world.

(Text taken from Interlanguage: English for Senior High School Students

XI)

1. What does the text discuss? a. The reasons why parents choose

private schools over state schools b. Why the private schools should be

given more attention c. How the private schools

contributing in the education world d. Why the private schools get more

attention by the government than the state schools

2. What advantage do we get from a private school? a. The private school funds the

education system b. The private school help parents to

pay tax c. The private school can actually be

financially beneficial to state schools

d. The private school helps the students to learn effectively.

3. The main idea of paragraph 3 is _____ a. The private schools funded by the

government through taxation b. The parents of the children that

attend private schools pay taxes to the government

c. The education system is funded by the government through taxation

d. State schools can get financial benefit from private education existence

Appendix 7 : Post-test Questions Sheet

75

4. Which of these statements is not true according to the text? a. There are more bad private schools

compared to good private schools. b. Parents are provided alternative

learning environment by the existence of private schools

c. Private schools contribute beneficially to the country’s income.

d. Parents that send their children to private schools pay taxes to the government

5. The word “they” in paragraph 4 line 2 refers to _____ a. The government b. Private schools c. Parents d. Children

6. The word “beneficial” in paragraph 3 line 1 has similar meaning to _____ a. helpful b. practical c. profitable d. cooperative

The text is for questions number 7-12

Why are Diazinon and Dursband should be Banned

Diazinon and Dursban are chemicals used on lawns, gardens, agricultural crops and livestock as an insecticide (for insects) or nematocide (for worms). They are banned for several good reasons.

Firstly, they cause nausea, dizziness, burning sensations, headaches, blurred visions, stomach and muscle cramps, twitching, diarrhea, aching joints, disorientation and an inability to concentrate.

Secondly, these chemicals cause imperfection in human and animal body

parts in many areas of the human body including the brain, nervous system, teeth, eyes, ears, nipples and genitals. They can also cause mental retardation when pregnant mothers are exposed. This may affect on lower birth weights of infants if mothers are exposed before and during pregnancy, and this is associated with lower IQs.

Finally, residues, of course, are on some foods--up to 14 days on lettuce, for example--and the chemical also seeps into the nearby water.

Therefore, the government must be urged to keep the safety factor of pesticides paramount in their thinking. Children are so much more sensitive than adults to the toxic effects of chemicals.

(Text taken from Interlanguage: English for Senior High School Students

XI)

7. Dazinon and Dursban are banned because _____ a. they are banned in other country b. they are the most dangerous

chemical c. they can slow down the growth of

the plant d. they are dangerous to human health

and other animals. 8. The main idea of paragraph 3 is _____

a. The chemicals from Diazinon and Dursban can cause several health problem in human

b. The chemicals from Diazinon and Dursban are hazardous to human and animal.

c. Diazinon and Dursban are the biggest cause of imperfection in animal body parts.

Appendix 7 : Post-test Questions Sheet

76

d. Diazinon and Dursban chemical exposure can cause infants have low IQ

9. What does the writer suggest that the government should do? a. allow farmers to use Diazinon and

Dursban. b. help the victims of Diazinon and

Dursban. c. ban the use of Diazinon and

Dursban. d. subsidize farmers with safe

pesticides. 10. “Children are so much more sensitive

than adults to the toxic effects of chemicals.” What does the statement mean? a. We should protect our children

from dangerous chemicals. b. Children are resistant to several

chemicals. c. The government should pay more

attention to adults than to children. d. Children have greater immunity

than adults. 11. The word “they” in paragraph 3 line 3

refers to _____ a. nausea, dizziness, burning

sensations, and headaches b. profound growth and mental

retardation c. the exposure of Diazinon and

Dursban d. the consumption of Diazinon and

Dursban 12. The word “residue” in paragraph 4 line

1 has the closest meaning to _____ a. leftovers b. essence c. parts d. existence

The text is for questions number 13-18

Home Schooling

Home schooling is an education system which provides child’s main education program at home. Home schooling takes the place of full-time school attendance and, in the United States and Canada, it usually meets state requirements for compulsory education. Although home schooling could achieve the objectives of compulsory education, there are some points that should be noticed from the home schooling.

First, the idea of taking our children’s education on home schooling can be a bit intimidating. Indonesia is a very large country and the people are from so many different kinds of backgrounds, students need some kind of social glue to make them stick together and to give them a sense of unity in spite of all the differences. They will not get such a unity when they are in home schooling. They will get the sense of unity when they are in the compulsory public schools since it is the easiest and best places to make this glue.

Then, the home schooling may not be able to prepare children to fit into the mass society, which means, among other things, believing what most people believe and liking what most people like. Or it may not be able to help children to find a set of values with which they could resist and reject at least many of the values of the mass society.

Recognizing the lack of home schooling in the case of children’s socialization opportunity, we should afford them abundant social opportunities. We can have active home school support groups. We can hold ongoing park days,

Appendix 7 : Post-test Questions Sheet

77

meetings at the zoo, the science museum, book clubs, history clubs, language clubs, home school scouting troops and many more options to provide them opportunities to socialize with others.

(Text taken from Interlanguage: English for Senior High School Students

XI)

13. What does the text discuss? a. Why home schooling students do

not get abundant social opportunities

b. Why home schooling is not recommended in Indonesia

c. Why home schooling students should get sufficient opportunities to socialize

d. Why the government suggest homeschooling students to socialize

14. What is the main idea of paragraph 3? a. Indonesian students can only be

taught about diversity in the public school

b. It is not easy to make home schooling students have a sense of unity

c. Home schooling students are students with good understanding about diversity

d. Students from public schools have a great sense of unity in spite of all the differences.

15. Which of these statements is not true according to the text? a. Home schooling does not really

give its student a chance to socialize with other students.

b. Home schooling could achieve the objectives of compulsory education.

c. Home schooling students need opportunities to socialize with others.

d. Home schooling can help students to develop their sense of unity.

16. Considering the weakness of home schooling, what should be done according to the text? a. Parents should give them many

social opportunities. b. Parents should be able to tell them

to study harder. c. Home schools teachers should be

able to teach social sciences. d. The government must ban home

schooling. Parents should not have their children home schooled.

17. The word “them” in line 5 paragraph 4 refers to _____ a. School support groups b. home schools c. children d. home school scouting troops

18. The word “intimidating” in the second paragraph has similar meaning to _____ a. unattainable b. pragmatic c. problematical d. approachable

The text is for questions number 19-24

School Uniform, another Good Lesson

School uniform is special clothes worn by all students of a particular school. The uniform of a school may differ from others. Why should schools use uniforms? Below are some reasons.

First of all, Notre Dame’s Department of Sociology produced a study in 1998 concerning school uniforms. Their findings using 10th grade students showed

Appendix 7 : Post-test Questions Sheet

78

that uniforms have no direct effect on “substance abuse, behavioral problems or attendance.” It also claimed a negative effect on student achievements for those students considered ‘pro-school’.

Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to a particular community. As such it promotes discipline and helps to drive up academic standards, which is why a uniform is often adopted by schools which are being reopened with a fresh start after being classified as failing.

Finally, uniform acts as a social leveler, under which all students are equal in the eyes of the school and of each other. In institutions without uniform students are often competitive and worry endlessly about their appearance and the clothes they should wear. Pupils without expensive designer clothes and trainers may be singled out as social outcasts, or stigmatized as being from poor backgrounds. For these reasons many parents prefer uniforms as they save them money on buying clothes for school wear.

Considering the findings, schools should implement the uniform as their identity. The government should also publish some kind of rule which makes uniform compulsory for schools.

(Text taken from Interlanguage: English for Senior High School Students

XI)

19. What does the text discuss? a. Ban on the use of school uniform b. Schools’ problem in implementing

the school uniform c. Some suggestions on the use of

school uniform d. The government’s role in

implementing the school uniform 20. What is the main idea of paragraph 2?

a. The use of school uniforms does not give negative effect on the students achievement

b. The use of school uniforms was studied by Notre Dame’s Department of Sociology

c. The use of school uniforms can cause substance abuse, behavioral problems or attendance

d. The use of school uniforms causes students to build better mastery on some materials

21. “It also claimed a negative effect on student achievements for those students considered ‘pro-school’” The sentence implies _____ a. Schools that implement school

uniforms produce more stupid students

b. Schools implement uniforms because they obey the government’s regulations

c. Students that are not using school uniforms achieve negative academic effect

d. Students with school uniforms tend to act more polite than students without school uniforms

22. What does the writer suggest? a. Parents should support the use of

school uniforms so that they do not have to spend a lot of money

b. Some kind of rule which makes uniform compulsory for schools should be published by the government.

c. The students should obey their school regulation that obligate them to wear school uniforms

d. The school should provide their students school uniforms so the students do not have to buy it outside the school

Appendix 7 : Post-test Questions Sheet

79

23. The word “their” in paragraph 2 line 2 refers to _____ a. Parents b. Students c. Schools d. Notre Dame’s Department of

Sociology 24. The word “compulsory” in paragraph 5

line 3 has the closest meaning to _____ a. optional b. wanted c. obligatory d. advisory

The text is for questions number 25-30

Muslim’s Headscarf The right to freedom of religion is

enshrined in the UN charter and considered by many to be a basic human right. Some religions require special diet, others prayer at specific times. Why should a religious mode of dress receive as much protection as these other aspects of religious freedom?

Many Muslim women view the veil as a means to protect their modesty and privacy. Just as we would not force any women to be seen in public in her underwear if she did not feel comfortable doing so, why should a woman be forced to show her hair if she does not want to? Modesty is a personal judgment call; some are comfortable in the smallest bikini while others prefer a lot more clothing. No one but the woman herself should make that decision.

Muslim women are not the only ones to feel forced over their mode of dress. Most people are affected by the societal norms surrounding them. Fashion trends could be seen in exactly the same light as religious traditions.

Banning head coverings is only likely to provoke a more extreme reaction among highly religious communities. Framing laws to ban only Islamic forms of dress could be considered an attack on one religion. Feeling under attack could cause the Islamic community to close off into itself. They could set up religious schools where their children can dress as they want them to and not mix with children from other faiths. These effects could never be good for the integration of society and would further the influence of extremists. Internationally, the perceived attack on Islamic values would inflame wider Muslim opinion, feed conspiracy theories and add to the dangerous feeling that there is a clash of civilizations.

Intolerant schools make up problems as an excuse for not allowing Muslims freedom of religious expression. In a multicultural society, students should be aware of the different religious practice and cultural traditions of their classmates, and be taught to understand and respect these. Without such respect, Muslims and other groups with distinctive dress, such as Orthodox Jews and Sikhs, will be driven out of mainstream education and forced to educate their children separately, which will really create divisions and alienation.

Based on the above discussion, the government should not banned Muslim’s headscarf as a part of school or office uniforms.

(Text taken from Interlanguage: English for Senior High School Students

XI)

25. What does the text discuss? a. Why the Muslim women should

struggle to defend their right to wear headscarf

Appendix 7 : Post-test Questions Sheet

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b. Why the every person in the world with multicultural society should respect the difference

c. Why the government should protect the Muslim women right to wear headscarf

d. Why the government should consider that Muslim women should not be disallowed to wear headscarf.

26. What is Muslim women’s view on the veil? a. It is an obstacle of their freedom. b. It is to protect their modesty and

privacy. c. It is a fashion trend among them. d. It is what their parents told them to

wear. 27. Based on the text, what could happen

if head coverings are banned? a. Islamic community will attack the

government that makes the ban. b. It will stir up a more tremendous

reaction among highly religious communities

c. Muslim women will move to another country which gives freedom about head coverings.

d. Islamic community will avoid any interaction with another religion groups.

28. What does the writer suggest? a. Schools should not be tolerant to

any freedom of religious expression.

b. The government should ban Muslims headscarf because it may arouse conflicts.

c. Muslim’s headscarf as a part of school or office uniforms should not be banned.

d. Schools are allowed to ban Muslim headscarf because it may arouse many problems.

29. The word “they” in paragraph 4 line 4 refers to _____ a. Highly religious community b. Muslim women c. Islamic community d. The society

30. The word “distinctive” in paragraph 5 has similar meaning to _____ a. Identical b. typical c. strange d. remarkable

POST-TEST KEY

1. B 16. A 2. C 17. C 3. D 18. C 4. A 19. C 5. B 20. A 6. C 21. C 7. D 22. B 8. B 23. D 9. C 24. C 10. A 25. D 11. C 26. B 12. A 27. B 13. C 28. C 14. C 29. C 15. D 30. B

Appendix 8 : Reference Endorsement Sheet

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Appendix 8 : Reference Endorsement Sheet

82

Appendix 8 : Reference Endorsement Sheet

83

Appendix 10 : Surat Bimbingan Skripsi

86

Appendix 11 : Surat Permohonan Izin Penelitian

KEMENTERIAN AGAMA

FORM (FR) No. Dokumen : FITK-FR-AKD-082

UIN JAKARTA Tgl. Terbit : 1 Maret 2010 FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERMOHONAN IZIN PENELITIAN

87

Nomor : Un.01/F.1/KM.01.3/.........../2014 Jakarta, 6 Januari 2014 Lamp. : - Hal : Permohonan Izin Penelitian Kepada Yth. Kepala Sekolah SMAN 34 Jakarta Jl. Margasatwa Raya No. I Pondok Labu

Cilandak, Jakarta Selatan

Assalamu’alaikum wr.wb. Dengan Hormat kami sampaikan bahwa,

Nama : Kharisma Ragabuana NIM : 109014000149 Jurusan : Pendidikan Bahasa Inggris Semester : IX (Sembilan) Tahun Akademik : 2013/2014 Judul Skripsi : ” The Effectiveness of Using Jigsaw Technique

Towards Students’ Ability in Reading Exposition Text”

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa/i tersebut melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu’alaikum wr.wb.

a.n. Dekan Kajur Pendidikan Bahasa Inggris Drs. Syauki, M.Pd NIP. 19680307 199803 1 002 Tembusan:

1. Dekan FITK. 2. Pembantu Dekan Bidang Akademik. 3. Mahasiswa yang bersangkutan.

Appendix 12 : Keterangan Izin Penelitian

88