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THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE IN TEACHING NARRATIVE TEXT (An Experimental Study of the Second Grade Students of MTs Pembangunan Nurul Islam Tangerang Selatan) A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education By Maya Indriyani 207014000436 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

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THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE IN

TEACHING NARRATIVE TEXT

(An Experimental Study of the Second Grade Students of MTs Pembangunan Nurul Islam –

Tangerang Selatan)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By

Maya Indriyani

207014000436

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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ABSTRACT

Indriyani, Maya. 2014.The Effectiveness of Using Jigsaw Technique in Teaching

Narrative Text (An Experimental Study of the Second Grade Students of MTs

Pembangunan Nurul Islam – Tangerang Selatan), Skripsi, Department of English

Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah

State Islamic University Jakarta.

Advisor :Drs. Nasrun Mahmud, M.Pd.

Key words : Jigsaw Technique, Narrative Text, Expository Technique

The purpose of this study is to describe the objective condition of

effectiveness of Jigsaw Technique in teaching Narrative Text. It includes the

mastery of students’ Narrative Text by using Jigsaw Technique, the difference

between student's’ ability taught by using Jigsaw Technique and that by

Expository Technique, and the students’ achievement by using Jigsaw Technique

in teaching Narrative Text.

The Sample of the research is 40 students. This research is using

experimental method in the quantitative design by collecting data from

observation and test.The data collected in this research are analyzed by using t-

test. According to the result of statistical calculation, it is obtained the value of

“t0” (t-observation) is 3.517. And the value of “tt” (t-table) from the df (40) on

degree of significance of 5% is 2.02.It means that the value of t0 is higher than the

value of tt. Based on the result, the null hypothesis (Ho)which says it is not

effective to use Expository Technique in teaching narrative text is rejected.And

the alternative hypothesis (Ha) which says it is effective to use Jigsaw Technique

in teaching narrative text is accepted.

Based on the finding of the study it can be concluded that Jigsaw

Technique in teaching narrative text is effective and successful because this

method made students able to learn narrative text well.

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ABSTRAK

Maya Indriyani. 2014. The Effectiveness of Using Jigsaw Technique in Teaching

Narrative Text (An Experimental Study of the Second Grade Students of MTs

Pembangunan Nurul Islam – Tangerang Selatan), Skripsi, Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam

SyarifHidayatullah Jakarta.

Pembimbing : Drs. Nasrun Mahmud, M.Pd.

Kata Kunci : Teknik Jigsaw, Teks Narrative, Teknik Ekspositori

Tujuan dari penelitian ini adalah untuk menggambarkan kondisi obyektif

dari keefektifan Teknik Jigsaw dalam mengajar narasi teks. Ini mencakup

penguasaan siswa naratif teks dengan menggunakan teknik Jigsaw, perbedaan

antara kemampuan siswa yang diajarkan dengan menggunakan teknik jigsaw dan

dengan teknik ekspository, dan prestasi siswa dengan menggunakan teknik jigsaw

dalam mengajar Narrative Text.

Sampel penelitian ini adalah 40 siswa. Penelitian ini menggunakan metode

eksperimen dalam desain kuantitatif dengan mengumpulkan data dari data

dikumpulkan dari test.Dalam penelitian ini dianalisis dengan menggunakan t-test.

Menurut hasil perhitungan statistik, diperoleh nilai "t0" (t-observasi) adalah 3,517.

Dan nilai "tt" (t-tabel) dari df (40) dari tingkat signifikansi 5% adalah 2.02.ini

berarti bahwa nilai t0 lebih tinggi dari nilai tt. Berdasarkan hasil penelitian,

hipotesis nol (Ho) yang mengatakan itu tidak efektif untuk menggunakan teknik

ekspositori di teks pengajaran narasi adalah ditolak. Dan hipotesis alternatif (Ha)

yang mengatakan itu efektif untuk menggunakan Teknik Jigsaw dalam teks

pengajaran narasi diterima.

Berdasarkan temuan studi dapat disimpulkan bahwa Teknik Jigsaw dalam

mengajar teks narasi adalah efektif dan berhasil karena metode ini membuat siswa

dapat belajar teks naratif dengan baik.

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ACKNOWLEDGEMENT

In The Name of Allah, The Beneficent, The Merciful

All praise is to Allah, the beneficent and the merciful, who has given the

writer His love and compassion to finish the last assignment in her study. Peace

and salutation be upon to the prophet Muhammad SAW, his family, his

companion, and his adherence.

In this occasion, the writer would like to express my sincere gratitude to

her advisor, Drs. Nasrun Mahmud, M.Pd who has patiently given her valuable

help, guidance, and corrections to finish this skripsi.

The writer also would like to say her great honor and deepest gratitude to

her beloved parents: Akor Ginting and Masitoh, S.Pdi, her lovely sister Hestiana

Febriyanti,A.Md and my boyfriend Farhan Yazid SE, and whole family who

always gives their love, support, motivation, and advice in accomplishing her

study.

The writer also realizes that she would never finish writing this skripsi

without the help of some people around him. Therefore, she would like to say a

lot of thanks to:

1. All lecturers of English Department, who have taught and given their

valuable knowledge for the writer during her study in English

Departement

2. Drs. Syauki, M.Pd.The head of English Department.

3. Zaharil Anasy,M.Hum. the secretary of English Department and staffs

of English Education Department

4. Nurlena Rifa’i,MA,Ph.D.the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University

Jakarta.

5. Tuti Sumiati, S.Ag. M.Pd, the head master of Madrasah Tsanawiyah

Pembangunan Nurul Islam

6. Drs. Baharudin Wahid, the English teacher of Madrasah Tsanawiyah

Pembangunan Nurul Islam

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7. All friends in English Department 2007/2008, her beloved friends

Atifatur Rahmaniyah, Khodirin, Ane Rufaidah, Rhabiati Sari Kartika,

Eri Fathoni, Rita Gestari, Nenden Kurniati, Rafli Rasydi, and all

friends of English Education Department that writer can not mention

one by one. Thanks for the advice, kindness, support, and everything.

The words are not enough to say any appreciations for their help and

contributions on this skripsi. May Allah SWT protect and give them happiness

throughout their life. Finally, the writer realizes that the skripsi is far from being

perfect. It is a pleasure for her to receive constructive critiques and suggestions

from the readers.

Bogor, June 2014

The Writer

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TABLE OF CONTENT

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

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

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

TABLE OF CONTENT .................................................................................... v

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

LIST OF CHART .............................................................................................. viii

LIST OF APPENDICES .................................................................................. ix

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

A. The Background of Study ............................................. 1

B. The Identification of the Study .................................... 4

C. The Limitation of the Study ......................................... 5

D. The Formulation of the Study ...................................... 5

E. The Objective of the Study ........................................... 5

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

CHAPTER II : THEORITICAL FRAMEWORK .................................. 7

A. Reading .......................................................................... 7

1. The General Concept of Reading ............................ 7

2. The Purposes of Reading ......................................... 8

3. The Level of Reading Comprehension .................... 11

4. The Problems of Reading ……………………….. . 12

B. Narrative Text ............................................................... 15

1. The Understanding of Narrative Text ..................... 15

2. The Purposes ofNarrative Text ............................... 17

3. The Schematic Structure ofNarrative Text……… .. 18

4. The Language Features of Narrative text………... . 21

C. Jigsaw Technique .......................................................... 13

1. The Understanding of Jigsaw……………………. 21

2. The Steps of Jigsaw …………………………....... 23

D. Expository Technique ...................................... ............ 24

1. The Definition of Expository Technique ............ ... 24

2. The Procedure of Expository Technique ................ 25

3. The Advantages and Disadvantages of Expository

Technique ................................................................ 26

E. Teaching Narrative Text Using Jigsaw............................. 26

F. Relevant Study ………………………………………. 27

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G. Conceptual Framework................................................. 28

H. The Hypotheses of Study .............................................. 29

1. Alternative Hypothesis ........................................... 29

2. Null Hypothesis ...................................................... 29

CHAPTER III : RESEARCH METHODOLOGY ................................... 30

A. Place and Time of The Research ................................... 30

B. Population and Sample of The Research ....................... 30

C. Method of The Research .............................................. 31

D. Instrument of The Research ......................................... 31

E. The Technique of Collecting Data ............................... 32

1. Test ......................................................................... 32

F. The Technique of Analyzing Data ................................ 32

CHAPTER IV : RESEARCH FINDINGS ................................................ 34

A. Data Description ............................................................ 34

B. Hypothesis Testing ........................................................ 40

C. Findings………………………………………………. 41

D. Discussion ............................................. ....................... 41

CHAPTER V : CONCLUSION AND SUGGESTION ........................... 43

A. Conclusion .................................................................... 43

B. Suggestion .................................................................... 44

REFERENCES .................................................................................................. 45

APPENDICES ................................................................................................... 47

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List of Tables

Table 3.1 The Blue Print of the Test Items ......................................................... 31

Table 4.1 The Result of Students in Control Class ............................................. 34

Table 4.2 The Result of Students in Experimental Class .................................... 35

Table 4.3 The Statistical Calculation of the Gain Score ..................................... 36

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List of Chart

Chart 4.1The Pre Test, the Post Test, and the Gain Scores of the Control Class

and the Experiment Class .............................................................. 38

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List of Appendices

Appendix 1: Lesson Planning of Experimental Class .........................................

Appendix 2: Lesson Planning of Control Class ..................................................

Appendix 3: Validity and Reliability of Pre Test and post Test .........................

Appendix 3: Pre Test of Narrative text ...............................................................

Appendix 4: Post Test of Narrative Text ............................................................

Appendix 5: Key Answers of the Pre Test.................................................. ........

Appendix 6: Key Answers of the Post Test ........................................................

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is an important tool for communication. For human being,

language is very important for interaction. People use language to tell and share

stories, feeling, and ideas, even for sending messages. People have to learn how to

use it and understand it, so people get the meaning and communicate the messages

to others. We can get a lot of information by language. Language used in many

different purposes. When a person wants to explain about something, the person

needs a language.

In the globalization era, English is used as an international language,

which is spoken in international events and is used as the medium of transferring

information flow on science, technology, and culture as well. English is the most

widely spoken and distributed language in the world, it referred becomes global

language. English language is also as the foreign language that is taught as a

second language around the world. After that, English is also used as a subject

learned at school . Recently, English is taught in entire of school from Junior High

School, Senior High School and University. Even, it is introduced to some

elementary schools and kindergartens.

Most of information is in English. Even though, in order to improve

English language, the government announced to learn English since primary

school to University. It can be seen, that English language is very important. It is

stated in English curriculum 2004:

“Mata pelajaran Bahasa inggris bertujuan mengembangkan kemampuan

berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan

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berkomunikasi meliputi mendengarkan(listening), berbicara (speaking),

membaca(reading), dan menulis (writing)”.1

In every subject, students learning activities involve reading. Reading is

important for everybody in order cope with new knowledge in the changing world

of technological age.

Reading is one of the important skills in English language. Because

English language help students to learn to think in English, built English

vocabulary and it is one way to use or to practice English language in non English

speaking country.

In reading, we need kinds of texts. Texts are pieces of spoken or written

language created for a particular purpose. When we speak or write, we create

texts.2 Text have two main kind are literary and factual. Literary text is the

reading is used to tell about human experiences, it is usually an imaginative story.

The purposes of the text are to make readers and listeners laugh, think, and cry or

be entertained. The types of the text are narrative, poem and drama. Factual text is

the reading that presents information or ideas. The purpose of the text is to inform

or persuade the readers and listeners. Types of the texts are explanation,

information, discussion, exposition, etc.

One of the main subjects in English lesson for junior high school students

is Text types. Various text types taught in junior high school, and Narrative text is

the one of text type which should learn in junior high school level. For writing,

narrative text is not only to entertain the students but also need comprehension to

learn and analyzes the text. Narrative text needs comprehensive writing. The

narrative text can be defined as a story that is created in a constructive format that

describes a sequence of fictional events. It is not easy way for students to

1 Depdiknas, Kurikulum 2004 standar kompetensi SMP dan MTs (Jakarta: Departemen Pendidikan

Nasional , 2003),p.7 2 Mark Anderson and Kathy Anderson, text Types in English 2,(south yarra: macMilan, 2007), p.1

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comprehend narrative text. It needs teacher innovation in applying teaching

methods; in order to make the students can be easier to learn and understand it.

As an English teacher, the teachers have to be able to teach English skill

especially reading skill. Teachers have to use good strategies in teaching English

lesson that compatible for the students. Many students still less motivation to

learn english.

Many students have difficulty in reading a text, especially to understand

the content of a text. Main problem is the lack of English vocabulary. Lacks of

vocabulary make students feel lazy to learn English language, because students do

not know the meaning of the text. So that students do not have the motivation and

enthusiasm in learning English.

Besides, many teachers’ still use traditional methods to explain the subject.

Teachers just explain the material and students just listen to what the teacher

explained and as a result, students feel bored with the existing learning and

students feel uncomfortable in learning English. Eventually, students achievement

will be not good.

KTSP is imperially suggested for the teacher to use innovative technique.

Technique is the whole of procedure which is implemented by the teacher.

Innovative means something new and full of creativity. Innovation can be

building new knowledge in the mind concept students through experience.

Students will be getting new concept and experience from an innovation. Teacher

tries to make new method or ways to teach a subject.

The jigsaw design facilitates students’ interaction in the class enabling

the students to value each other as contributors. The students have already had

the capability to get the knowledge and ready to share and contribute the

knowledge based on constructivism views. Students can get knowledge from

working together with their friends as a team work. The students can share

knowledge with others.

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Moreover, there are various methods and techniques can be use in teaching

and learning activities. Teacher must choose effective teaching methods to

achieve the goal of teaching. Choosing suitable method for language teaching is

very difficult, because each method has strengths and weaknesses. To teach

narrative text, Jigsaw technique seems to be effective. To prove it, therefore the

writer is interested in doing research under the title: “THE EFFECTIVENESS

OF USING JIGSAW TECHNIQUE IN TEACHING NARRATIVE TEXT”.

B. The Identification of Problem

From explanation above, the writer can identify some conditions that promote

the problem of this sudy to occur as follows:

1. Students have problems in understanding the content of a text, because

students do not know the meaning of the text.

2. Students do not have the motivation in learning narrative text.

3. Teachers tend to use traditional method in teaching, make students feel

bored.

C. The Limitation of the Study

To avoid misunderstanding and to clarify the problems, it is important to

set some limitation of the problem. The writer limits the problem in teaching

narrative text by using jigsaw technique in the second grade students of “MTs

Pembangunan Nurul Islam”.

D. The Formulation of the Study

Based on the limitation of the problems above, the writer formulates the

problems as follow: “ is teaching narrative text by using jigsaw technique

effective for students?”

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E. The Objective of the Study

The purposes of the study as follow:

“ To know how extent the effectiveness of teaching narrative text using jigsaw

technique”.

F. The Significance of the Study

The result of this study is expected to make improvement in teaching English,

especially in students’ cooperative learning and having great a communication

skill. The students can build their knowledge themselves and finally they can

interact or corporate well in solving the assignment.

This paper hopefully can give contribution to the two groups of people, they

are: for English teacher and for students. They are described as follow:

a. It is useful to the teacher; this study is expected to give the alternative

solution in teaching reading skill.

b. It is also useful for the students; it is expected to be useful input for the

students to improve their reading skill.

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CHAPTER II

THEORITICAL FRAMEWORK

This chapter covers some theories related to the study. The discussion focuses on

the reading, narrative text, jigsaw technique, and expository technique

A. Reading

1. The General Concept of Reading

In a great many classrooms, the reading lesson is used as an opportunity to

teach pronunciation, practice fluent and expressive speaking, and so on.

According to Gerald Prince,”Reading as an activity presupposing a text (a set of

visually presented linguistic symbols from which meaning can be extracted)”.3

Reading is one of English skills that need relatively mechanical skills. Elizabeth

B. Bernhardt assumed ”reading is viewed as not merely taking written information

on the printed matter but also attributing a meaning – extracting process as the

essence of the act of reading”.4 It means reading is not only to get information

from the text passively but also to process it on mind to understand the meaning.

That assumption is in line with a linguistic expert, Dorothy Rubin stated that

“reading as the conveying of meaning to and the processing the printed word

symbols to decode the words and to know the meaning of the selections”.5

From the explanation above, it can be seen that learning to read is a

complex process because reading requires thinking. When readers read to get the

meaning of the printed written selection, it is obviously needed a great number of

mechanical skills and comprehension skills as thinking process. Therefore, it can

be said that reading includes many aspects of skills. Davis in J. Charles Alderson

state that “reading skills involves recalling, drawing, finding, weaving,

recognizing, identifying, and following which are considered towards the readers

3 Gerald Prince, Narratology: The form and functioning of narrative,(Berlin:Mouton Publisher,

1982),p.103 4 Elizabeth B. Bernhardt, Reading Development in a second language: Theoritical, empirical,

and Classroom Perspective,(New Jersey: Ablex Publishing, 1991),p.5 5 Dorothy Rubin, A Practical Approach to Teaching Reading,(New York: CBS, 1982),p.8

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in understanding the printed symbols as a mental process”.6 That is why readers

have to integrate their skills when reading texts because as a complex process,

reading needs understanding to process the information on mind.

Therefore, to understand the meaning of a text in reading activity, the

reader makes use of interaction among eyes and mind to grasp the message related

to what the author is trying to communicate.

Based on those statements above, reading is a complex process in getting

meaning or in understanding the message. According to Christine Nuttall,”reading

is essentially concerned with meaning, specifically with the transfer of meaning

from mind to mind: the transfer of a message from writer to reader”.7 Elizabeth

Bernhardt also states that “Reading is regarded as a cognitive process in which it

demands a process to apprehend the meaning, to gain information, and to learn in

which those should be considered to the process of mind”.8

2. The Purpose of Reading

Reading is an activity with a purpose. A person may read in order to gain

information or verify existing knowledge, or in order to critique a writer’s ideas or

writing styles a person may also read for enjoyment, or to enhance knowledge of

the language being read. According to Rivers and Temporally, they suggest that

“second language learners will want to read for the following purposes:

a. To obtain information for some purposes or because we are curious about

some topic.

b. To obtain instructions on how to perform some task for our work or daily

life (e.g. knowing how an appliance works).

c. To act in a play, play a game, do a puzzle.

d. To keep in touch with friends by correspondence to understand business

letters.

6 J.Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000),p. 9-

10 7Christine Nuttall, Teaching Reading Skills in A Foreign Language, (Oxford: Hainemann,

1996), p.3. 8 Elizabeth B. Bernhardt, Loc Cit.

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e. To know when or where something will take place or what is available.

f. To know what is happening or has happened (as reported in newspapers,

magazines, reports).

g. For enjoyment or excitement”.9

In real life, our reading purposes constantly vary and therefore, when

devising exercises, we should vary the questions and the activities according to

the type of text studied and purpose in reading it. And it prevents students to

develop their reading strategies adapted to the true purposes of reading.

There are some purposes of reading which is declared by Francoise Grellet

who stated that ” there are two main reason for reading; reading for pleasure and

reading for information(in order to find out something or in order to do something

with the information you get)”.10

People read for many purposes. Some of them read for pleasure and some

read for getting information in which different purposes gain different technique

used. Christine Nuttall stated that” whatever your reasons for reading (excluding

any reading for language learning), it is not very likely that you were interested in

the pronunciation of what you read, and even less likely that you were interested

in the grammatical structures used. You read because you wanted to get

something from the writing”.11

This statement also emphasizes on no matter the

reader’s technique used in reading, it aims to convey the message of the text.

According to William Grabe and Frederica L. Stoller,” the purposes of

reading are:

a. Reading to search for simple information.

b. Reading to learn from texts.

c. Reading to integrate information, write and critique texts.

d. Reading for general comprehension”. 12

9 David Nunan, Designing Task for The Communicative Classroom, (Cambridge: Cambridge

University Press, 1989). P.34. 10

Francoise Grellet, Developing reading Skills: A Practical Guide to Reading Comprehension

Exercises, (Cambridge: Cambridge University Press, 1986),p.4. 11

Christine Nuttall, Loc Cit. 12

Nida Husna, Step by Step to Reading Skills, (Jakarta: UIN Jakarta, 2005),p. 9-10.

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Another statement from Jeremy Harmer.” the purposes of reading divided

into some areas:

a. Predictive skills

b. Extracting specific information

c. Getting the general picture

d. Extracting detailed information

e. Recognizing function and discourse patterns

f. Deducing meaning from context”.13

Generally, based on the purposes above is to understand or to comprehend

the reading passage from the printed text. Whether there is an action or not after

reading a text. Related to the purpose of reading itself, it embraces a wide variety

of tasks, skills, activities, and mental process. For example, when reading to get

specific information, a reader needs to consider the accuracy of words meaning in

order to comprehend the information of the text.

Based on all statements above, the general purposes of reading is to be

able to use any techniques of reading activity and to reach the meaning or

message toward kind of reading.

According to the purpose of reading classified by Francoise Grellet, “there

are main ways of reading are as follows:

a. Skimming

Skimming is reading quickly running one’s eyes over a text to get the gisit of it.

b. Scanning

Scanning is reading quickly going through a text to find a particular piece of

information.

c. Extensive reading

Extensive reading is reading using longer texts, usually for one’s own pleasure.

This is a fluency activity, mainly involving global understanding.

d. Intensive reading

13

Jeremy harmer, The Practice of English language Teaching,(New York: Longman, 1983),

p.183-184.

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Intensive reading is reading shorter texts, to extract specific information. This is

more an accuracy activity involving reading for detail”.14

In conclusion, the purposes of reading will ease the readers in reading

appropriate text. That is why they have to decide and know exactly what kind of

purposes they have in reading text because in one reading text may have multiple

purposes in which for each purpose has its own reading technique.

3. The Levels of Reading Comprehension

Comprehension needs differ in terms of the goals of an individual, the

nature of the reading material, and the purposes of reading. The terms of

comprehension can be called “level”. The levels of comprehension divided into

three levels: literal, interpretive, and applied.

a. Level One

Literal- what is actually stated.

Literal comprehension is getting primary, direct, literal meaning of an idea

in context. In literal comprehension, readers attempt to understand the

words the author has written on the page as exactly as possible-in light of

their experiential backgrounds.

Tests in this level are objective test dealing with true/ false, multiple

choice, and fill in the blank question. Common questions used to illicit this

type of thinking are who, what, when, and where questions.

b. Level Two

Interpretive- what is implied or meant, rather than what is actually stated.

In interpretive level, readers “read between the lines,” make connections

among individual stated ideas, make inferences, draw conclusions, or

experience emotional reactions. The readers probe for greater depth than in

literal level. They are concerned with supplying meanings not directly

stated in the text.

Tests in this level are subjective, and the types of questions asked are

open-ended, thought-provoking questions like why, if, and how.

14

Francoise Grellet, Loc Cit.

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c. Level Three

Applied- taking what was said (literal) and then what was meant by what

was said (apply) the concepts or ideas beyond the situation.

o Analyzing

o Synthesizing

o Applying

In this level we are analyzing or synthesizing information and applying in

to other information.15

4. The Problems of Reading

According to Paula Flaming,” there are some typical causes which then

arise towards students’ difficulties in reading such as:

a. Limited intelligence

b. Over emphasizes on word recognition

c. Over emphasizes on oral reading.

d. Insufficient background for reading selections.

e. Failure to adjust reading technique to reading purposes.

f. Lack of appropiate teacher guidance”.16

The six problems above would be explained concerning the causes and

how to overcome those shortcomings in order a reader is able to comprehend

kinds of resding selections. In the first problem, it is fairly close relationship

exists between intelligence and the ability to read. Since general intelligence

become the most important factor for readiness in reading.intelligence tests are

useful for appraising phrase of readiness to read.17

There is correlation between intelligence and reading ability that child’s

ability to comprehend in reading is limited by the conceptual load that his mental

ability enable to carry. As a teacher, we should adjust the task to students

capability to grows student’s power toward reading.

15

http://academic.cuesta.edu/acasupp/as/303.htm.Retrieved April 7, 2010 16

Paula Flaming, Better Reading Skills,(Hong Kong: Oxford University Press, 1981),p.6 17

J.Charles Alderson, Op.Cit, p. 101.

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The second problem is word recognition. Students may get difficulty in

recognizing the word as students read. The caused of this problems is difference s

in syntactical patterns of students native language and target language.18

In order

students are able to understand the text, they have to know the words meaning

based on context sentences. Students often look up dictionary to know the

meaning of sentences, but sometimes the meaning is not appropiate to the

sentences. And that is way teacher must introduce new words toward familiar

words which students have known first.

The third problem is oral reading, if doesn’t work well, it can have an

undesirable effect on comprehension.the reader become conscious that he was fail

what readers read. Reading orally of a selection is particularly difficult for the

reader to increase students understanding. Over emphasizes on oral reading also

make a reader self conscious while reading to others that his concentration how

and what students read.

The fourth problem is related to insufficient background for reading a

selection. This statemnet means that the lack of experience background causing

of poor comprehension what students read. According to J. Charles Alderson

state that “self –evident that if readers do not the language of the text, then they

will great difficulty in processing the text: indeed in studies of first language

reading the language knowledge of the reader is often taken for granted”.19

Based on experiencing background is what we called schema theory. In preparing

for reading, student mentally access their schemata on the incoming reading topic

and consider what they already know. The students who gain sufficient

knowledge about many reading selections, they are able to connect the

information they hae with incoming text, so it would be helpful for students to

build their comprehension in reading.

The fifth problem is failure to adjust reading techniques to reading purpose

and type of reading material. Appropiate techniques should be taught for the

18

Jo Ann Aebersold, From Reader to Teaching Reading,(New York: CBS, 1982),p.17. 19

J. Charles Alderson, Op.Cit, p.31

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reading specific types of material whenever new material is assigned. As a

teacher, teacher should recognize his students many ways in reading technique,

such as bottom up approaches and top down approaches.

Tom Hudson stated that,” bottom up approaches is a reader construct

meaning from letters, words, phrases, clauses, and sentences by processing the

text into phonemic units that represent lexical meaning, and then builds meaning

in a linear manner. This approach assumes that the reading task can be understood

by examining it as a series of stages that proceed in a fixed order, from sensory

input to comprehension and appropiate response”.20

Based on definition above, when a reader learns to read , a reader make the

simplest units that make up a word first, learning names, sound, and shapes. After

that, he blend letters together becomes more complete units. Words grow into

phrases, and eventually simple sentence is read. In this model, learning is regarded

as a one way process, from the text to the reader, and progress is made one skill at

a time.

On the other hand, top down approaches assumed that; a reader

approaches a text with conceptualizations above the textual level already in

operation and then works down to the text itself. Consequently, the reader make

continually changing hyphotheses about the incoming information. This reader

applies background knowledge, both formal and content, to the text in order to

create meaning that is personally and contextually sensible.21

In this way, reading become an active process which the reader brings to

bear not only knowledge of language, but also internal concepts of how language

is processed, past experiental background, and general conceptual

background.efficient reading is not the result of close perception and identification

of all textual features.

20

Tom Hudson, Teaching Second Language Reading,(New York: Oxford University Press,

2007),p.33 21

Ibid,p.33

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The last problem is lack of appropiate teacher guidance. Normally,

students should learn to approach reading assignment, students must know what

they are looking and why, such as class demonstrations, or experiments.

B. Narrative Text

1. The Understanding of Narrative Text

One of genres that junior high school students learn is narrative text.

Gerald Prince state that “A narrative recounts a certain number of situation and

events occuring in certain world”.22

Another statement from Chatman, S and B.

Attebery state that” the narrative text is a kind of story either fictive or real which

contain a series of events in which how the story is told and how the context is

presented as aspects of the story constructions”.23

Thus, special features of

narrative text could be found in its sequence of events to attract the readers in

order to build their curiosity throughout the story. In addition, based on Longman

dictionary,” narrative means a description of events in a story”.24

According to Gerald Prince, “ Narrative presents situations and activities

which we can group into sets having certain names because we know how such

situations and activities combine to yield larger ones. Many narratives contain

various elements which may function symbolically”.25

Indeed, narrative text requires a content background for understanding.

Pamela J. Farris state , “reading a narrative text in a historical period or related to

the scientific finding usually necessitates having some related knowledge in that

specific area”.26

Consequently, readers need to develop background knowledge

for literary elements in order to make connections. Students who are reading

narrative text need to become familiar with the previously reviewed literary

elements of character, setting, problem and solution, theme, and writing style.

22

Gerald Prince, Op.Cit, p.61 23

Chatman,S. And B. Attebery, Reading Narrative Fiction.(New York: McMilan,1993),p.15 24

Longman, Dictionary of Contemporary English,(London: Pearson,2004),p.1092 25

Gerald Prince, Op.Cit, p.110 26

Pamela J. Farris, Teaching Reading: A Balanced Approach For Today’s Classroom,...p.496.

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Mark Anderson state “There are numerous types of narrative. They are

fairy stories, mysteries, science fiction, horrors, romances, fables, myths, legends,

ballads, etc”. 27

Those can be classified into imaginary and factual, or even

combination of both.

Besides of various of narrative texts, narrative text classified into four

basic elements. Those are following:

a. Characters

What we usually call a character ia a topic (or logical participant) common

to set of propositions predicating of it at least some characteristics generally

associated with human being: the logical participant may be endowed with certain

human physical attributes, for instance, and think, speak, will, laugh, etc.

Characters will be defined mainly by their actions, or by their words, or by their

feelings, and so on.28

There are two characters takes place within a story. They are main

characters and secondary characters. Characters is the single most important

element in the narrative text. It describes physical of the character such as age,

weight, height, even personality traits including the strenght and weaknesses. This

who plays action in kinds of different situations or reacts the problems in the

story. The author can also depict character into dialogue. It tells a reader what the

character says or thinks.

b. Settings

The setting addresses the location (where) and the period (when) of the

story whether the story tells a reader among realistic, historical fiction or fantasy.

At times, the authors gives details in any imagination to tell where and when the

story takes place.

27

Mark Anderson, Text Types in English 2, (South Yarra:MacMillan,2003),p.18. 28

Gerald Prince, Op.Cit, p.71-72

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According to Gerald prince, “setting is equivalent to a set of propositions

referring to the same (backgrounded)spatio-temporal complex. Setting are not

essential to narrative although they play a very important role in many a novel or

story”.29

c. Plot

The plot includes a series of episodes or events written by the author to

hold the reader’s attention and to build excitement as the story progresses. The

plot contains an initiating event, starting the main character of the series of events

toward problem solving. The excitement builds the climax or tension; the high

point in the story where the problem is solved.

d. Conclusion

At the end of a story, the writers ends up the story through figuring out all

the important things happened in the story led to a “conclusion”. This is the most

exciting point in the whole story and tells how the events work out for the

characters.

2. The Purposes of Narrative Text

People read narrative text might be basically for enjoyment and pleasure;

to gain and hold readers’ interest. However narrative can also be written to teach

or inform. It means they like enjoying themselves to read any kinds of stories

because they may possess similar feelings or find themselves in like situations.this

is in line with Mark Anderson’s statement “ the purposes of narrative text is to

present a view of the world that entertains or informs the reader or listener.”30

In

sum up, the purpose of narrative text is the readers as if involved within story to

get the pleasure.

29

Gerald Prince, Op.Cit, p.73-74 30

Mark Anderson, Op.Cit, p.6

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3. The Schematic Structure of Narrative Text

A narrative text can have as many paragraph as you want.however it has

mainly three parts, they are:

Mark Anderson also state, “An effective narrative text has several

significant characteristic which a reader may use as standard to guide his reading.

In a traditional narrative, the focus of the text is on series of actions. Those are

following”:31

a. Orientation

Josephine S.M states that “orientation tells about the setting in time, place,

and characters. Thus, in the first paragraph the narrator tells the audience who is

in the story, when it is happening, where it is happening and what is going on.

b. Complication

This is the part of the story where the narrator tells about something that

will begin a chain of events. These events will affect one or more of the

characters. Then, telling the problems to be solved by characters.

c. Sequence of events

This is where the narrator tells how the characters react to the

complication. It includes their feelings what they do. The events can be told in

chronological order(the order in which they happen) or with flashbacks. The

audience is given the narrator’s point of view.

d. Resolution

In this of the narrative where the complication is sorted out or the problem

is solved. It means that how is the problem that is created in the complication

finally solved.

31

Mark Anderson, Op.Cit, p.36

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And for the example:

Malin Kundang

A long time ago, in a small village near the beach in West Sumatra, a

woman and her son lived. They were Malin Kundang and her mother. Her mother

was a single parent because Malin Kundang's father had passed away when he

was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was

a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After

getting fish he would bring it to his mother, or sold the caught fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant's ship

which was being raided by a small band of pirates. He helped the merchant. With

his brave and power, Malin Kundang defeated the pirates. The merchant was so

happy and thanked to him. In return the merchant asked Malin Kundang to sail

with him. To get a better life, Malin Kundang agreed. He left his mother alone.

Many years later, Malin Kundang became wealthy. He had a huge ship

and was helped by many ship crews loading trading goods. Perfectly he had a

beautiful wife too. When he was sailing his trading journey, his ship landed on a

beach near a small village. The villagers recognized him. The news ran fast in the

town; “Malin Kundang has become rich and now he is here”. An old woman ran

to the beach to meet the new rich merchant.

She was Malin Kundang’s mother. She wanted to hug him, released her

sadness of being lonely after so long time. Unfortunately, when the mother came,

Malin Kundang who was in front of his well dressed wife and his ship crews

denied meeting that old lonely woman. For three times her mother begged Malin

Kundang and for three times he yelled at her. At last Malin Kundang said to her

"Enough, old woman! I have never had a mother like you, a dirty and ugly

woman!" After that he ordered his crews to set sail. He would leave the old

mother again but in that time she was full of both sadness and angriness.

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Finally, enraged, she cursed Malin Kundang that he would turn into a

stone if he didn't apologize. Malin Kundang just laughed and really set sail. In the

quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was

too late for Malin Kundang to apologize. He was thrown by the wave out of his

ship. He fell on a small island. It was really too late for him to avoid his curse.

Suddenly, he turned into a stone.

Narrative Analysis on Generic Structure

Orientation; the first paragraph is set to be the story introduction. Reading

the orientation, reader will know that the story is characterized with Malin

Kundang and his mother. Wes Sumatra is set as the place.

Complication; this is the main element of narrative story. From the Malin

Kundang myth, we know that there are more than one complication. Many

stories are composed with multi complications. They are minor

complication and major complication. When Malin Kundang and her

mother did life hard, it can be the minor complication. this hard life in the

first time was solved by his successful trading as new merchant. However

this narrative story is more interesting when we see the major complication

among the participants- Malin Kundang denied his mother after being

successful merchant. In every story, complication must be ended; happy

ending or sad one

Resolution; this is the end of the story, the sad ending one. Malin

Kundang faces his curse of turning into a stone.

4. The Language Features of Narrative Text

In narrative there are some linguistic features such as:

a. Specific characters of participants

b. Time words that connect events to tell when they occur, the use of simple

past tense and past continous tense.

c. Verbs to show the actions that occurs in the story.

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d. Relational verbs to describes the characters and settings.

e. Connectives or conjunctions to sequence the story.32

In conclusion, the language features play significant role to assist in

getting the meaning of a story. For instance, through past tense appeared, it tells

the readers exactly as a major feature of a story used. Next, the use of conjunction

is relatively necessary to describe the characters and settings. Hence, all of the

language features are conveyed to construct the story more alive.

C. Jigsaw Technique

1. The Understanding of Jigsaw

Cooperative Learning has recently been at the focus of education research.

It has several types, one of them is Jigsaw technique. The jigsaw technique is very

simple to apply. It is observe that Jigsaw technique used in cooperative learning

effects increasing the academy success in addition to the social and intellectual

abilities of the students. Various research have shown that especially at the

primary, secondary and university level that using jigsaw technique is effective in

leaning process of theoretical course, in the development of critical thinking

process of students, not only in their ability to express themselves, but also in their

communication skill. In Jigsaw technique, student may enjoy from time to time

getting away from usual pattern of reading the story or article aloud at sight. This

is particular true of better readers; what may be undesirable as routine procedure

has real value as an occasional variation. By seeing the problem, it is important

that study English especially reading should be done.

Jigsaw is a cooperative learning strategy that enables each student of a

"home" group to specialize in one aspect of a topic (for example, one group

studies habitats of rainforest animals, another group study predators of rainforest

animals). Students meet with members from other groups who are assigned the

32

Mark Anderson, Text Types in English 2, (South Yarra:MacMillan,2003),p.8

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same aspect, and after mastering the material, return to the "home" group and

teach the material to their group members. With this strategy, each student in the

"home" group serves as a piece of the topic's puzzle and when they work together

as a whole, they create the complete jigsaw puzzle.33

Jigsaw is a teaching technique use in small group instruction. Student of a

normal sized class (26 to 33 students) are divided into competency group of four

to six students, each of which is given a list of sub topic to research. Individual

members of each group then break off to work with the “expert” from other group,

researching a part of the material being studied, after which they return to their

starting body in the role of instructor for their subcategory”.34

Jigsaw was developed and tested by Elliot Aronson and his colleagues.

Using jigsaw, students are assigned to five or six member heteregenous study

teams. Academic materials are presented to the students in text form, and each

student is responsible for learning portion of the material. For example, if the

textual material was on cooperative learning, one student on the team would be

responsible for STAD, another for jigsaw, another for group investigation, and

perhaps the other two would become experts in the research base and history of

cooperative learning. Members from different teams with the same topic

(sometimes called the expert group) meet to study and help each other learn the

topic. Then students return to their home teams and teach other members what

they have learned. Following home team meetings and discussions, students take

quizzes individually on the learning materials.35

Jigsaw technique differents with traditional team work. In jigsaw

technique, each member of the group has unique information (heliping to promote

equal status) that they must share with group matters in order to the group to

achieve its common goal. In traditional team work, the students not master a

33 http://www.readingrockets.org/strategies/jigsaw/

34 http://en.wikipedia.org/wiki/Cooperative_learning

35 Richard I. Arends, Learning to Teach, (New York: McGraw Hill, 2007),p.352

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different learning assignment. The students are given the same information. It

causes some students not contribute their ideas and rely on a person.

The Jigsaw technique is an efficient way to learn the course material in a

cooperative learning style. The jigsaw process encourages reading, engagement,

and empathy by giving each member of the group an essential part to play in the

academic activity. Group members must work together as a team to accomplish a

common goal; each person depends on all the others. No student can succeed

completely unless everyone works well together as a team. This "cooperation by

design" facilitates interaction among all students in the class, leading them to

value each other as contributors to their common task.

2. The Procedure of Jigsaw

The Jigsaw Classroom is very simple to use. According to Aronson (2008)

“there are ten steps considered important in the implementation of the Jigsaw

classroom

a. Divide students into 5- or 6-person jigsaw groups. The groups should be

diverse in terms of gender, ethnicity, race, and ability.

b. Appoint one student from each group as the leader. Initially, this person

should be the most mature student in the group.

c. Divide the day's lesson into 5-6 segments. For example, if you want

history students to learn about Eleanor Roosevelt, you might divide a short

biography of her into stand-alone segments on: (1) Her childhood, (2) Her

family life with Franklin and their children, (3) Her life after Franklin

contracted polio, (4) Her work in the White House as First Lady, and (5)

Her life and work after Franklin's death.

d. Assign each student to learn one segment, making sure students have

direct access only to their own segment.

e. Give students time to read over their segment at least twice and become

familiar with it. There is no need for them to memorize it.

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f. Form temporary "expert groups" by having one student from each jigsaw

group join other students assigned to the same segment. Give students in

these expert groups time to discuss the main points of their segment and to

rehearse the presentations they will make to their jigsaw group.

g. Bring the students back into their jigsaw groups.

h. Ask each student to present her or his segment to the group. Encourage

others in the group to ask questions for clarification.

i. Float from group to group, observing the process. If any group is having

trouble (e.g., a member is dominating or disruptive), make an appropriate

intervention. Eventually, it's best for the group leader to handle this task.

Leaders can be trained by whispering an instruction on how to intervene,

until the leader gets the hang of it.

j. At the end of the session, give a quiz on the material so that students

quickly come to realize that these sessions are not just fun and games but

really count”.36

The simple description of Jigsaw group is:

Home Teams

(five or six members grouped heterogeneously)

Expert Teams

The picture of Jigsaw Group

(Each expert team has one member from each of the home teams)37

36

http://www.jigsaw.org/steps.htm 37

Richard I. Arends, Learning to Teach, (New York: McGraw Hill, 2007),p.353

X X X

X X

X X X

X X

X X X

X X

X X X

X X

X X X

X X

X X X

X X

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Jigsaw is model learning technique of cooperative learning, with students

learn in small group consist of four or six person, diverse inter gender ethnicity,

race and ability, cooperative in positive interdependence and responsible to

present the task for each member.

D. Expository Technique

1. The Definition of Expository Technique

Expository technique is basically direct instruction. A teacher is in the

front of the room lecturing and students are taking notes. Students are being told

(expository learning), what they need to know. However, expository instruction

goes beyond just presenting students with the facts. It involves presenting clear

and concise information in a purposeful way that allows students to easily make

connections from one concept to the next. The structure of an expository lesson

helps students to stay focused on the topic at hand.

Expository technique is a teaching technique where the teacher presents

students with the subject matter rules and provides examples that illustrate the

rules. Examples include pictorial relationships, application of the rules, context

through historical information, and prerequisite information. Examples are

provided to give contextual elaboration and to help students see the subject matter

from many different perspectives.38

In expository technique teacher gives both the principles and the problem

solutions. According to Donald Johnson and Paul Stratton” a situation where the

teacher may give the priciple and problem solutions”. 39

In contrast to his role in is

to be learned in final form; the student is not required to make any independent

discoveries. The usual verbal instruction of the lecture hall exemplifies expository

38 Dr. V.K. Maheshwari, Ph.D ,2013, Expository Teaching – A Direct Instructional Strategy,India,

Formal Principal college,p.1 39

Prem Lata Sharma,2005, Discovery Teaching and Learning,New Delhi, Sarup & Son, p.46

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technique. The technique sometimes called deductive teaching because the teacher

often begins with a definition of concepts or principles, illustrates them, and

unfold their implications. The students, presumably, can only memorize the

lectures by constant review and repetition. Indeed, it is possible to present a body

of material so poorly that unless the students commit it to rote memory (as in the

case of nonsense syllables), students have no way of remembering it. Expository,

however, can present a rich body of highly related facts, concepts, and principles

which the students can learn and transfer. Textbooks are examples in teaching by

expository technique.40

2. The Procedure of Expository Technique

Expository technique is a lecture, presentation or telling strategy used during

instruction. The teacher is in control of presenting the subject matter and directs

the students through the lesson. A rule is presented with an example and then

practice is provided. The teacher focuses the students’ attention on the key points

of the subject and may use graphics, diagrams, or other representations to

elaborate on the subject.

Generally the expository begins with an introduction and overview of the

topic before providing more specific information and detail. This expository

strategy sets up the lesson and prepares the students for what’s to come. By

moving from the general to the specific, it allows students to understand the

increasingly detailed explanations of the information and link those explanations

to information that was presented previously as part of the general overview.

The expository have in common is that teacher provide transitions and

sometimes a storyline to lead students through the lesson. Expository instruction

involves an organized teaching method where information is presented in a

specific order. This helps to keep Students’ focus and attention, and lays out all of

the information students need to know in a way that helps students to remember it.

40

Ibid

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Once all of the new information has been presented, lessons typically end with a

summary. The summary serves as a quick review and points out the most

important facts to remember.

3. The Advantages and Disadvantages of Expository Technique

The Advantages are:

a. Relatively low cost(time, space, and personnel). Can cover more material

in shorter time, makes students more accountable for listening and taking

notes.

b. Can be completed by large number simultaneously.

c. Mimic professional environment.

d. And the modular friendly.41

Disadvantages are:

a. Slower learners get lost, generally most students will lose interest listening

to long lectures, lots of daydreaming.

b. Students don't learn to interact in discussion type of activities.

c. Little planning or interpretation required by students.

d. Little meaningful in learning.

e. The product over process.42

E.Teaching Narrative Text Using Jigsaw

The writer modifies these following steps concerning teaching narrative

text using jigsaw technique follow as:

41

Ingo Eilks and Bill Byers,2009, Innovative Methods of Teaching and LearningChemistry in Higher Education,Germany,RSC Publishing,p.90 42

Ibid.

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Step 1: The teacher introduce the schemata about the generic structures of the

narrative text and explains the procedure of the Jigsaw who would be helpful to

develop their reading comprehension of a story.

Step 2: Teacher making groups divided 5 or 6 person each home/ jigsaw group.

Teacher giving an article and each person of home/jigsaw group have different

parts appropiate with their own numbers. And then, teacher describes the students

the role in jigsaw group and distributes the text and asks the students to read the

whole text individually and silently.

Step 3: The teacher asks some students to read aloud the text, discuss the difficult

words as well as the content of the text. And then, teacher distributes Discussion

in their home/jigsaw group.

Step 4: The student group themselves into their expert groups who have same part

of article and discussing with experts group from other teams which functions to

write the expert group discussion result.

Step 5: The teacher ask the students to regroup themselves into their home/jigsaw

groups and discussion in their home/jigsaw groups. The teacher asks the

home/jigsaw groups to discuss the gathered information.

Step 6: The students do Presentation to the class, and teacher test the students

comprehension randomly. Teacher determines the students scores.

F. Relevant Study

There are two relevant studies that writer takes about narrative text. They

are Improving Students’ Ability in Reading Narrative Text Through Jigsaw

Technique, The Effectiveness of Jigsaw in Teaching Narrative Text.

The first relevant study is about Improving Students’ Ability in Reading

Narrative Text through Jigsaw Technique, a classroom action research in second

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grade of SMP Al-Hidayah Lebak Bulus written by Saputra. The objective of this

study is to know the use of jigsaw in improving students’ The subjects of this

resesarch are the second grade students of SMP Al- Hidayah, Lebak Bulus which

consists of one class and it is located in Lebak Bulus. The technique of data

collecting was done by observation, written test, interview, and questionnaire.

According to the result of statistical calculation of tt” (t-table), “t0” (t-observation)

is 18.18. Whereas the result of tt” (t-table) with degree of significance 5% is 2.05.

it means to is higher than both ttable. So, the hyphothesis of action is accepted. It

means that there is significant improvement in the result of teaching narrative text

through jigsaw technique. This means jigsaw technique was effective and it could

improve students’ reading ability in teading narrative text significantly.

The second is The Effectiveness of Teaching Reading Using Jigsaw

Technique to the first year students of SMP Al Islam Kartasura written by Suci

H(2009). She states that teaching reading using jigsaw technique of SMP Al Islam

Kartasura had good and effective result. There are some strengths that can be

found in reading class such as; the students have high interest in joining the

teaching and learning process, the students are motivated to do the task and to

reform in the class, and the students can improve their self esteem.

The previous study above can be a good reference for the writer in doing her

research. She will compare about the methodology of the research and the result.

Especially for the first previous study, it is similar to the current study.

G. Conceptual Framework

In learning English, the students sometimes have problems especially in

reading. Some students think that reading is difficult subject because students are

not familiar with the language.

According to Paula Flaming,” there are some typical causes which then arise

towards students’ difficulties in reading such as:

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1 Limited intelligence

2 Over emphasizes on word recognition

3 Over emphasizes on oral reading.

4 Insufficient background for reading selections.

5 Failure to adjust reading technique to reading purposes.

6 Lack of appropiate teacher guidance”.43

The achievement of materials depends on teachers’ technique in teaching

activities. In English language teaching, there are many kinds of technique that

can be used by teacher. One of the techniques is Jigsaw technique was developed

by Elliot Aronson. In Jigsaw process eoncourages reading, engagement, and

emphaty by giving each member of the group an essential part to play in the

academic activity.

To overcome this problem, the teacher should have an alternative method or

technique in teaching and learning reading especially Narrative text. In this case,

the writer proposes Jigsaw technique in teaching narrative text. By using Jigsaw

Technique the students are expected to enjoy, active and be easier to learn it.

H. The Hypotheses of Study

1. Alternative Hypothesis (Ha)

There is a significant difference of the students’ results between using Jigsaw

Technique and using Expository Technique in teaching Narrative Text.

2. Null Hypothesis (Ho)

There is no a significant difference the students’ results between using Jigsaw

Technique and using Expository Technique in teaching Narrative Text.

43

Paula Flaming, , op.cit,p.6

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this study,

including time and place of the research, population and sample, method of

research, instrument of research, technique of data collecting and technique of

analyzing data.

A. Place and Time of Research

This research was held in MTs Pembangunan Nurul Islam Tangerang Selatan,

which is located at Kp.Sarimulya RT03/01 Desa Setu Kecamatan Setu Kota

Tangerang Selatan. The research began by an observation in February.

Afterwards, the writer conducted experiment class using jigsaw on February up to

March 2012.

The research was done in 10 meetings. The writer gave the pre-test in the first

meeting. This pre-test is tried out to know the validity and reliability also. Then,

after 6 meetings the writer gave post test to both of the class. The test was same in

quality and quantity to keep the reliability of the test. It was given to know which

class got better learning achievement and how effective of Jigsaw technique

toward students’ narrative text.

B. Population and Sample

In this research the writer took the population of the second grade students of

MTS Pembangunan Nurul Islam Setu Tangerang Selatan, academic year

2011/2012. The sample was taken proposive; the writer took sample 20 students

from class VIIIA and 20 from class VIIIB, and total sample 40 students.

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C. Method of Research

The method which used in this study is experimental study which the

experiment class and control class were conducted by the writer. In this research,

the experimental class is taught using Jigsaw technique and the control class is

taught using Expository Technique.

D. Instrument of the Research

The instrument of the research was the test of narrative text to know students’

score in learning narrative text. The test had been given twice, the pre-test and the

post-test. It consists of 20 questions. The form of the test is multiple choice

questions with various items. The items are topic and main idea, pronoun referent,

vocabulary item, inference or implied information, restatement or stated detailed

information, and unstated detailed information, and schematic features.

Table 3.1

The Test Items

No Narrative text Question Number Total

1 Main idea 1,7,13 3

2 Pronoun referent 8,17 2

3. Generic structure 2,3,18 3

4 Social function 5 1

5 Restatement 4,6,12 3

6 Unstated detailed

information

11,15 2

7 Kind of text 20 1

8. Characters 9,10,14,19 4

9. Setting 16 1

20

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E. Technique of Collecting Data

The techniques of collecting the data used in this research are:

1. Test

The test used in this study is pre-test and post-test. The pre-test was done

before implementing the technique. It is to know the students’ ability and their

difficulties in reading narrative text. It was given to the students before giving the

treatment using jigsaw technique. Meanwhile, the post-test is implemented after

using the jigsaw technique. In this study, the test was used to know the students’

ability in reading the materials after being taught using jigsaw technique. The test

was done in form of multiple choices.

F. Technique of Analyzing Data

To analyze the data, the writer used t-test. The writer compared the score

between the experimental class and the control class. This technique is useful to

prove statistically which is more effective using Jigsaw technique or using

Expository Technique.

To find out the differences of students’ score in using Jigsaw compared to the

students’ score that used Expository Technique, the writer used t-test formula, as

follows:

to = M 1 – M 2

SEM 1 – M 2

to = t - Observation

M 1 = Mean of Variable X (Variable I)

M 2 = Mean of Variable Y (Variable II)

SEM 1 = Standard Error of mean Variable X

SEM 2 =Standard Error of mean Variable X

And after getting mean differences of variables, the writer had to find out the

standard of deviation of variable and standard error mean of variable by using

formula as follows:

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1. Determining Mean I with formula

Mean Variable I =

2. Determining Mean II with formula

Mean Variable II =

3. Determining of Standard Deviation of Variable I

SD x= √

4. Determining of Standard Deviation of Variable II

SDy= √

5. Determining Standard of Error Mean of Variable I

SEMx =

6. Determining Standard of Error Mean of Variable II

SEMy =

7. Determining Standard of Error Mean of Variable I

SEMx – My = √

8. Determiningtowith formula

to = M x – M y

SEMx – M y

9. Determining t – table in significance level 5% and 1 % with df.

df = (N2+ N1) – 2

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CHAPTER IV

RESEARCH FINDINGS

A. Data Description

To know the result of the tests (pre-test and post-test) the writer made the table

of students score from both classes (experimental class and control class). Here

the result of students’ scores in the control class through Expository Technique in

teaching narrative text.

Table 4.1

The Results of Pre-test and Post-Test of the Control Class

Students

(N) Pre-test

Post-

test

Gained

Score

1 65 70 5

2 60 70 10

3 40 60 20

4 50 70 20

5 70 75 5

6 60 70 10

7 50 55 5

8 30 60 30

9 50 60 10

10 55 65 10

11 80 85 5

12 75 80 5

13 60 60 0

14 50 60 10

15 30 55 15

16 40 60 20

17 55 60 5

32

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18 70 75 5

19 60 75 15

20 70 75 5

Total 1120 1340 210

Average 56 67 10,5

The table above describes the students’ score of the control class in learning

narrative by using Expository Technique at the second grade students of Madrasah

Tsanawiyah Setu Tangerang Selatan in odd semester. Based on table above, the

writer concluded that the average score is 56,3 for pre-test, 66,65 for post-test and

the gain score is 10,35.

The following table is the result of students’ score of the experiment class

through Jigsaw technique in teaching narrative text.

Table 4.2

The Results of Pre-test and Post-Test of the Experimental Class

Students

(N) Pre-test Post-test

Gained

Score

1 35 55 20

2 45 60 15

3 45 70 25

4 70 75 5

5 55 70 15

6 60 80 20

7 30 60 30

8 50 70 20

9 45 60 15

10 25 60 30

11 40 75 35

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12 40 55 15

13 40 50 10

14 70 85 15

15 55 70 20

16 65 80 25

17 50 80 30

18 60 85 30

19 55 65 10

20 75 80 5

Total 1010 1390 390

Average 50,5 69,5 19,5

The table above describes the students’ score of the experiment class in

learning narrative text by using Jigsaw technique at the second grade students of

Madrasah Tsanawiyah at Setu Tangerang Selatan in odd semester. Based on table

above, the writer concluded that the average score is 50,5 for pre-test, 69,5 for

post-test and 19,5 for the gain score.

The next table is the statistical calculation of the gain scores both the

experiment class through Jigsaw technique and the control class through

Expository Technique in Narrative text.

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Table 4.3

The Statistical Calculation of the Gain Score of Both

The Control and the Experimental Class

Student X Y X Y X2 y

2

1 20 5 0,5 -5,5 0,25 30,25

2 15 10 -4,5 -0,5 20,25 0,25

3 25 20 5,5 9,5 30,25 90,25

4 5 20 -14.5 9,5 210,25 90,25

5 15 5 -4,5 -5,5 20,25 30,25

6 20 10 0,5 -0,5 0,25 0,25

7 30 5 10,5 -5,5 110,25 30,25

8 20 30 0,5 19,5 0,25 380,25

9 15 10 -4,5 -0,5 20,25 0,25

10 30 10 10,5 -0,5 110,25 0,25

11 35 5 15,5 -5,5 240,25 30,25

12 15 5 -4,5 -5,5 20,25 30,25

13 10 0 -9,5 -10,5 90,25 110,25

14 15 10 -4,5 -0,5 20,25 0,25

15 20 15 0,5 4,5 0,25 20,25

16 25 20 5,5 9,5 30,25 90,25

17 30 5 10,5 -5,5 110,25 30,25

18 30 5 10,5 -5,5 110,25 30,25

19 10 15 -9,5 4,5 90,25 20,25

20 5 5 -14,5 -5,5 210,25 30,25

Total ∑X = 390

∑Y =

210 ∑X = 0 ∑Y = 0

∑X2 =

1445

∑Y2 =

1045

The table above describes the result calculation of the gain score of the

experiment class (X) and the control class (Y) in learning narrative text. Based on

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table above, it can be concluded that the total score of the experimental class (∑X)

is 390 and the control class (∑y) is 210.

Chart 4.1

The Pre Test, the Post Test, and the Gain Scores of

The Control Class and the Experimental Class

The diagram above describes the score of both classes in average level. It

shows that the students’ achievement in teaching narrative text using jigsaw

technique (experimental class) higher than using Expository Technique (control

class)

From the table above, the writer calculated them based on the steps of t-test

formula, as follows:

1. Determining Mean I with formula

Mean Variable I =

=

= 19.5

2. Determining Mean II with formula

0

10

20

30

40

50

60

70

Control class ExperimentClass

Pre-Test

Post-Test

Gain Score

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Mean Variable II =

=

= 10.5

3. Determining of Standard Deviation of Variable I

SD x = √

= √

= √ = 8.5

4. Determining of Standard Deviation of Variable II

SDy = √

= √

=√ = 7.228

5. Determining Standard of Error Mean of Variable I

SEMx =

=

√ =

=

= 1.949

6. Determining Standard of Error Mean of Variable II

SEMy =

=

√ =

=

= 1.658

7. Determining Standard of Error Mean of Variable I

SEMx – My = √

= √

= √

= √ = 2.558906 = 2.559

8. Determining towith formula(hasil observasi yg tlah dilakukan)

to = M x – M y

SEM x – M y

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= 19.5 – 10,5

2,559

= 9 = 3.516998 = 3.517

2.559

9. Determining t – table in significance level 5% and 1 % with df.

df = (N2 + N1) – 2

= (20 + 20 ) – 2

= 40 – 2 = 38

Because the value of 38 is not mentioned in the table, the writer use the value

that closer to 38 is 40 (df) degree of freedom.

1. The significance level of 5% tt (t-table) = 2.021

2. The significance level of 1% tt (t-table) = 2.704

10. The comparison between t-score with t-table:

T-score = 2.021 < 3.517 > 2.704

B. Hypothesis Testing

The statistic hypothesis states:

If to (t-observation) higher than tt (t-table), it means Jigsaw Technique is

effective in teaching narrative text. Ha is accepted and Ho is rejected.

If to (t-observation) lower than tt (t-table), it means Jigsaw Technique is not

effective in teaching narrative text. Ha is rejected and Ho is accepted.

The writer states the hypothesis is follows: (1) Ha:”There is a significant

difference between the students’ narrative text scores taught by Jigsaw Technique

and taught by Expository Technique”, (2) H0 = “There is no a significant

difference between students’ narrative text scores taught by using Jigsaw

Technique and taught by Expository Technique”.

C. Findings

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From the result of the statistic calculation indicates that the value of to is

3.517. The degree of the freedom (df) is 38 (obtain from (N1+N2-2) = (20+20-2))

in this skripsi, the writer used the degree of significance of 5% and 1%. In the

table of significance, it can be seen that on df = 38 and on the degree of

significance of 5% and 1%, the value of the degree of significance are 2.02 and

2.70.

The result of comparing the calculation of to with each values of degree of

significance is 2.02< 3.517 >2.70. It means that the result of calculating is higher

than tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho)

is rejected.

It means that the Jigsaw Technique has significance influence to teach

narrative text. It can be seen from the result of statistic calculation from both the

experimental class and the control class. It concluded that Jigsaw Technique has

good influence in teaching narrative text in the second grade students of Madrasah

Tsanawiyah Setu-Tangerang Selatan.

D. Discussion

Based on the explanations above, the Jigsaw Technique in teaching Narrative

text is effective to solve students’ problems about English Reading, especially in

reading Narrative text. Teaching narrative text using Jigsaw technique made

students be more activated, interested to participate actively and enjoy in group

activities. Jigsaw technique may become the alternative technique to teach

narrative text because it can be makes students are more motivated to comprehend

the material.

According to the result of hypothesis testing, it is known that using jigsaw

technique has significance influence to increase students’ understanding,

especially in learning narrative text. It can be shown from the score of the

experimental class which is higher than the control class. It means that teaching

narrative text by using jigsaw technique is more effective than using Expository

Technique.

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The application of Jigsaw technique in teaching narrative text that the writer

presented is for Second Grade of Junior High School students. And it will be

better if will be applied in Senior High School, because this technique was

evident to make students motivated and interested in learning and being active in

class.

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CHAPTER V

CONCLUSION AND SUGESTION

This chapter presents the conclusion and the suggestion. In this chapter the

writer would like to give some conclusion and offer some suggestions that may

have relation to the subject.

A. CONCLUSION

The result of the research reflects that jigsaw technique can overcome the

students’ difficulties in comprehending the reading material and teacher’s

difficulties in teaching reading. The conclusion drawn from the result of

research is follows:

It can be said that using Jigsaw technique in teaching narrative text is

effective. It showed from the students’ score of narrative text taught using

Jigsaw technique is higher than the students’ score of narrative text taught

using Expository Technique. It means that using Jigsaw technique is effective

to teach narrative text.

The result of the research, showed that the value of “t0” (t-observation) is

3.262 and the value of “tt” (t-table) from the df (40) on degree of significance

of 5% is 2.02. It means that the value of t0 is higher than the value of tt. So, the

alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected,

or it can be said that is effective using Jigsaw technique in teaching narrative

text.

B. SUGGESTION

There are some suggestions that can be given in relation to the writer’s

conclusion. The suggestions are follows:

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1. The English teacher should learn the teaching methods more and use it

such as Jigsaw technique to make the teaching learning process is more

effective.

2. The English teacher should give the students more chance to practice

English.

3. The English teacher should give motivation for students in learning

English by visual aids such as picture, to make students easier to

understand the material.

4. The English teacher should be aware that the students have a good

potential to comprehend the material, so teacher must give them more

activities.

5. The students should be aware for reading habit it can be improving their

language.

6. The students must be more practice their language through reading.

7. The researcher should improve her knowledge about teaching methods in

order to be creative and good teacher. And the researcher should practice it

in teaching.

Those are some suggestions as an addition to complete the way of teaching

learning process in the classroom.

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REFERENCES

Anderson, Mark and Kathy Anderson, text Types in English 2, South Yarra:

macMilan, 2007.

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

2000.

Aebersold, Jo Ann, From Reader to Teaching Reading,New York: CBS, 1982.

Attebery B, And Chatman,S, Reading Narrative Fiction.New York:

McMilan,1993.

Arends, Richard I, Learning to Teach, New York: McGraw Hill, 2007.

Bernhardt, Elizabeth B, Reading Development in a second language: Theoritical,

empirical, and Classroom Perspective,New Jersey: Ablex Publishing, 1991.

C, Verner,and Gary Dickinson, The Lecture. An Analysis and Review of Research,1967.

Depdiknas, Kurikulum 2004 standar kompetensi SMP dan MTs ,Jakarta:

Departemen Pendidikan Nasional , 2003.

Flaming, Paula, Better Reading Skills,Hong Kong: Oxford University Press, 1981.

Farris, Pamela J, Teaching Reading: A Balanced Approach For Today’s

Classroom.

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

Comprehension Exercises, Cambridge: Cambridge University Press, 1986.

Hudson,Tom, Teaching Second Language Reading,New York: Oxford University

Press, 2007.

Maheshwari Ph.D, V.K, Expository Teaching – A Direct Instructional Strategy,

India: Formal Principal college, 2013

Husna,Nida, Step by Step to Reading Skills, Jakarta: UIN Jakarta, 2005.

Longman, Dictionary of Contemporary English,London: Pearson,2004.

Nunan, David, Designing Task for the Communicative Classroom, Cambridge:

Cambridge University Press, 1989.

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46

Nuttall,Christine, Teaching Reading Skills in A Foreign Language, Oxford:

Hainemann, 1996.

Prince, Gerald, Narratology: The form and functioning of narrative,Berlin:

Mouton Publisher, 1982.

Rubin,Dorothy, A Practical Approach to Teaching Reading,New York: CBS,

1982.

Sharma,Prem Lata, Discovery Teaching and Learning,New Delhi: Sarup & Son,

2005

http://academic.cuesta.edu/acasupp/as/303.htm.Retrieved April 7, 2010

http://www.jigsaw.org/steps.htm

http://www.readingrockets.org/strategies/jigsaw/

http://en.wikipedia.org/wiki/Cooperative_learning

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RPP

(Rencana Pelaksanaan Pembelajaran)

Control Class

Expository Technique

Satuan Pendidikan : MTs Pembangunan Nurul Islam

Mata Pelajaran : Bahasa Inggris

Aspek/Skill : Reading

Alokasi Waktu : 4 x 45 menit

Sub-Theme : Narrative Text

Tahun Pelajaran :2011/2012

I. Standar Kompetensi

- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk

berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk

recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

III. Indikator

1. Membaca dengan baik sebuah teks narrative.

2. Menemukan berbagai informasi dalam teks narrative.

3. Menemukan berbagai arti kata dari teks narrative.

4. Menjawab pertanyaan tertulis mengenai teks narrative.

IV. Tujuan Pembelajaran

1. Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.

2. Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.

3. Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative.

V. Materi Pembelajaran

NARRATIVE TEXT is a text tells a story using spoken or written language. It can be

communicated using radio, television, books, newspapers, and computer files. Pictures,

facial expressions and camera angles can also be used to help communicate meaning. The

Purpose is to amuse/entertain the readers and to tell a story

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Generic Structure:

1. Orientation

2. Complication

3. Resolution

4. Reorientation

Dominant Language Features:

1. Using Past Tense

2. Using action verb

3. Chronologically arranged

Read the text below!

The Little Red Hen

Once upon a time there was a little red hen. She lived on a farm with her three friends; a

dog, a cat and a rat. The little red hen had a garden. She was very proud of her garden and loved

working there. In the garden there was an apple tree. It was the little red hen’s favourite tree,

and she looked after it very well.

One day, the little red hen wanted to water her apple tree. “Who can help me to water the

tree?” she asked her friends.

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you water the tree.”

So the little red hen watered the tree herself, and lots of lovely red apples grew on it.

Finally, the time came to pick the apples. The little red hen said to her friends, “Who will

help me to pick these beautiful apples?”

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you pick the apples!”

So the little red hen picked all the apples herself.

The little red hen decided to make a pie with the beautiful, shiny apples. “Who can help

me to make an apple pie?” she asked her three friends.

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you make a pie!”

So the little red hen made the pie all by herself. When it was finished, it smelled

delicious! The smell made everybody on the farm feel hungry. The dog, the cat and rat got up

and came into the kitchen. They could see a beautiful, brown apple pie with a delicious, crispy

crust standing on the kitchen table. The little red hen looked at them and said, “Who can help

me to eat the pie?”

“I can!” said the dog.

“I can!” said the cat.

“I can!” said the rat. “We’re not busy now!”

But the little red hen smiled at them and said, “No, you can’t! I shall eat it all myself!’ and she

did.

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VI. Langkah-Langkah Pembelajaran

1. Kegiatan Awal

- Berdoa, mengabsen dan mengkondisikan kelas

-

2. Kegiatan Inti

Eksplorasi

- Guru meminta siswa untuk menyebutkan berbagai cerita narrative yang siswa ketahui.

- Guru menjelaskan tentang definisi narrative text.

- Guru menjelaskan tentang generic structure narrative text.

Elaborasi

- Guru memberikan sebuah teks narrative kepada siswa.

- Guru meminta siswa untuk membaca teks yang telah diberikan.

- Guru memberikan pertanyaan pertanyaan mengenai teks yang telah dibaca.

Konfirmasi

Siswa menyimpulkan materi yang telah disampaikan oleh guru

3. Kegiatan Akhir

- Guru menarik kesimpulan dari materi yang telah disampaikan

- Guru memberikan tugas kepada siswa.

VII. Metode, sumber dan alat pembelajaran

Metode : expository technique

Sumber dan alat pembelajaran :

- Buku Paket

- LKS

- Hand out

VIII. Penilaian

- Penilaian proses : dilakukan pada saat proses belajar berlangsung

- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Setu, Februari 2012

Mengetahui,

Kepala Madrasah Tsanawiyah Guru Bahasa Inggris

Pembangunan Nurul Islam

TUTI SUMIATI, S.Ag.M.Pd MAYA INDRIYANI

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RPP

(Rencana Pelaksanaan Pembelajaran)

Control Class

Expository Technique

Satuan Pendidikan : MTs Pembangunan Nurul Islam

Mata Pelajaran : Bahasa Inggris

Aspek/Skill : Reading

Alokasi Waktu : 2 x 45 menit

Sub-Theme : Narrative Text

Tahun Pelajaran :2011/2012

I. Standar Kompetensi

- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk

berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk

recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

III. Indikator

- Siswa dapat membaca nyaring dan bermakna teks essai berbentuk narrative.

- Siswa dapat mengidentifikasi berbagai makna dalam teks narrative.

- Siswa dapat mengidentifikasi langkah langkah retorika dalam kelas.

- Mengidentifikasi berbagai informasi dalam teks narrative.

- Mengidentifikasi pesan / hikmah dari teks narrative yang dibaca.

- Mengidentifikasi karakteristik teks narrative.

IV. Tujuan Pembelajaran

- Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.

- Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.

- Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative

V. Materi Pembelajaran

The Generic Structure

1. Orientation: Introducing the participants and informing the time and the place

2. Complication: Describing the rising crises which the participants have to do with

3. Resolution: Showing the way of participant to solve the crises, better or worse

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VI. Langkah-Langkah Pembelajaran

1 Kegiatan Awal

- Berdoa, mengabsen dan mengkondisikan kelas

2 Kegiatan Inti

Eksplorasi

- Guru mendistribusikan hand out berisi reading teks pada siswa.

- Guru menginstruksikan pada siswa untuk membaca teks tersebut.

Elaborasi

- Guru menjelaskan arti teks tersebut perkalimat.

- Guru menerangkan arti narrative text dan menjelaskan ciri ciri narrative teks.

Konfirmasi

- Siswa mengerjakan latihan yang telah diberikan.

- Siswa menyimpulkan materi yang telah disampaikan oleh guru

3 Kegiatan Akhir

- Guru dan siswa membahas soal dan latihan bersama sama.

- Guru menarik kesimpulan dari materi yang telah disampaikan

VII. Metode, sumber dan alat pembelajaran

Metode : Expository technique

Sumber dan alat pembelajaran :

- Buku Paket

- LKS

- Hand out

VIII. Penilaian

- Penilaian proses : dilakukan pada saat proses belajar berlangsung

- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Setu, Februari 2012

Mengetahui,

Kepala Madrasah Tsanawiyah Guru Bahasa Inggris

Pembangunan Nurul Islam

TUTI SUMIATI, S.Ag.M.Pd MAYA INDRIYANI

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RPP

(Rencana Pelaksanaan Pembelajaran)

Experiment Class

(Jigsaw Technique)

Satuan Pendidikan : MTs Pembangunan Nurul Islam

Mata Pelajaran : Bahasa Inggris

Aspek/Skill : Reading

Alokasi Waktu : 4 x 45 menit

Sub-Theme : Narrative text

Tahun Pelajaran : 2011/2012

I. Standar Kompetensi

- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk

berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk

recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

III. Indikator

1 Membaca dengan baik sebuah teks narrative.

2 Menemukan berbagai informasi dalam teks narrative.

3 Menjelaskan isi cerita dalam teks.

4 Menjawab pertanyaan baik lisan maupun tertulis mengenai teks narrative.

IV. Tujuan Pembelajaran

1 Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.

2 Siswa dapat bekerjasama dan berinteraksi dengan siswa lain.

3 Siswa mampu menjelaskan isi cerita dalam teks yang telah dibaca.

4 Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative

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V. Materi Pembelajaran

NARRATIVE TEXT

Read the text below!

The Little Red Hen

Once upon a time there was a little red hen. She lived on a farm with her three friends; a

dog, a cat and a rat. The little red hen had a garden. She was very proud of her garden and loved

working there. In the garden there was an apple tree. It was the little red hen’s favourite tree,

and she looked after it very well.

One day, the little red hen wanted to water her apple tree. “Who can help me to water the

tree?” she asked her friends.

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you water the tree.”

So the little red hen watered the tree herself, and lots of lovely red apples grew on it.

Finally, the time came to pick the apples. The little red hen said to her friends, “Who will

help me to pick these beautiful apples?”

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you pick the apples!”

So the little red hen picked all the apples herself.

The little red hen decided to make a pie with the beautiful, shiny apples. “Who can help

me to make an apple pie?” she asked her three friends.

“Not me!” said the dog.

“Not me!” said the cat.

“Not me!” said the rat. “We are much too busy to help you make a pie!”

So the little red hen made the pie all by herself. When it was finished, it smelled

delicious! The smell made everybody on the farm feel hungry. The dog, the cat and rat got up

and came into the kitchen. They could see a beautiful, brown apple pie with a delicious, crispy

crust standing on the kitchen table. The little red hen looked at them and said, “Who can help

me to eat the pie?”

“I can!” said the dog.

“I can!” said the cat.

“I can!” said the rat. “We’re not busy now!”

But the little red hen smiled at them and said, “No, you can’t! I shall eat it all myself!’ and she

did.

VI. Langkah-Langkah Pembelajaran

1. Kegiatan Awal

- Berdoa, mengabsen dan mengkondisikan kelas

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- Guru memberikan gambaran materi yang akan dipelajari

2. Kegiatan Inti

Eksplorasi

- Guru menerangkan mekanisme aktifitas yang akan dilakukan ,dalam aktifitas ini masing

masing siswa secara individu harus memproduksi narrative teks yang mereka sukai.

Elaborasi

- Guru membagi siswa dalam 6 kelompok setiap kelompok diberikan sub bab yang berbeda

dari narrative teks.

- Setiap siswa dalam 1 kelompok mendapatkan nomor yang berbeda.

- Setiap siswa berkumpul menurut nomor yang mereka dapatkan.

- Setiap siswa wajib mengajarkan kepada teman yang lainnya dan mendapatkan sub bab

yang lain.

- Setelah diskusi siswa kembali ke kelompok awal dan mengumpulkan semua informasi

yang mereka dapatkan.

- Siswa diminta kembali kepada grup awalnya(home group)

- Guru meminta siswa untuk menjelaskan kepada anggota grupnya mengenai isi teks yang

telah diberikan dan didiskusikan.

Konfirmasi

- Setiap kelompok mengerjakan latihan yang berhubungan dengan teks yang mereka

dapatkan.

- Guru menunjuk beberapa siswa dari setiap kelompok untuk mempresentasikan hasil dari

diskusi.

- Guru meminta setiap grup untuk menyimpulkan isi cerita dengan singkat.

3. Kegiatan Akhir

- Guru menarik kesimpulan dari materi yang telah disampaikan

- Guru memberikan tugas kepada siswa mengenai teks yang telah diberikan.

VII. Metode, sumber dan alat pembelajaran

Metode : Jigsaw technique

Sumber dan alat pembelajaran :

- Buku Paket

- LKS

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- Hand out

VIII. Penilaian

- Penilaian proses : dilakukan pada saat proses belajar berlangsung(keaktifan dalam grup)

- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Setu, Maret 2012

Mengetahui,

Kepala Madrasah Tsanawiyah Guru Bahasa Inggris

Pembangunan Nurul Islam

Tuti Sumiati S.Ag, M.Pd Maya Indriyani

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RPP

(Rencana Pelaksanaan Pembelajaran)

Experimet Class

(Jigsaw Technique)

Satuan Pendidikan : MTs Pembangunan Nurul Islam

Mata Pelajaran : Bahasa Inggris

Aspek/Skill : Reading

Alokasi Waktu : 2 x 45 menit

Sub-Theme : Narrative Text

Tahun Pelajaran :2011/2012

I. Standar Kompetensi

- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk

berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk

recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

III. Indikator

- Siswa dapat membaca nyaring dan bermakna teks essai berbentuk narrative.

- Siswa dapat mengidentifikasi berbagai makna dalam teks narrative.

- Siswa dapat mengidentifikasi langkah langkah retorika dalam kelas.

- Mengidentifikasi berbagai informasi dalam teks narrative.

- Mengidentifikasi pesan / hikmah dari teks narrative yang dibaca.

- Mengidentifikasi karakteristik teks narrative.

IV. Tujuan Pembelajaran

- Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.

- Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.

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- Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative

V. Materi Pembelajaran

The Generic Structure

1. Orientation: Introducing the participants and informing the time and the place

2. Complication: Describing the rising crises which the participants have to do with

3. Resolution: Showing the way of participant to solve the crises, better or worse

VI. Langkah-Langkah Pembelajaran

4. Kegiatan Awal

- Berdoa, mengabsen dan mengkondisikan kelas

- Guru memberikan gambaran materi yang akan dipelajari

5. Kegiatan Inti

Eksplorasi

- Guru menerangkan mekanisme aktifitas yang akan dilakukan ,dalam aktifitas ini masing

masing siswa secara individu harus memproduksi narrative teks yang mereka sukai.

Elaborasi

- Guru menunjuk satu siswa untuk mempresentasikan hasil karyanya.

Konfirmasi

- Siswa pertama yang mempresentasikan karyanya menunjuk teman lainnya untuk

mempresentasikan hasil karyanya juga, dan seterusnya.

6. Kegiatan Akhir

- Guru menarik kesimpulan dari materi yang telah disampaikan

- Guru memberikan tugas kepada siswa mengenai teks yang telah diberikan.

VII. Metode, sumber dan alat pembelajaran

Metode : Jigsaw technique

Sumber dan alat pembelajaran :

- Buku Paket

- LKS

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- Hand out

VIII. Penilaian

- Penilaian proses : dilakukan pada saat proses belajar berlangsung(keaktifan dalam grup)

- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Setu, Maret 2012

Mengetahui,

Kepala Madrasah Tsanawiyah Guru Bahasa Inggris

Pembangunan Nurul Islam

Tuti Sumiati S.Ag, M.Pd Maya Indriyani

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Validity and Reliability of Pre-Test

Item

No. Group

Options DIF

(%) DES Status

A B C D

1 UG 1 6* 2 1

50% 0,2 Used LG 2 4* 2 2

2 UG 1 8* 1 0

60% 0,4 Used LG 0 4* 6 0

3 UG 1 2 7* 0

40% 0,6 Used LG 2 6 1* 1

4 UG 1 3 6* 0

20% 0,4 Used LG 2 5 2* 1

5 UG 4 6* 0 0

35% 0,5 Used LG 5 1* 4 0

6 UG 1 1 8* 0

55% 0,5 Used LG 1 2 3* 4

7 UG 0 1 2 7*

45% 0,5 Used LG 2 5 1 2*

8 UG 6* 2 2 0

40% 0,4 Used LG 2* 1 2 5

9 UG 1 4* 2 3

30% 0,2 Used LG 2 2* 2 4

10 UG 2 0 0 8*

50% 0,9 Used LG 7 1 0 2*

11 UG 2 6* 2 1

20% 0,4 Used LG 2 2* 5 0

12 UG 4 1 4* 1

25% 0,3 Used LG 0 5 1* 4

13 UG 1 8* 1 0

60% 0,4 Used LG 5 4* 1 0

14 UG 0 2 6* 2

40% 0,4 Used LG 8 0 2* 0

15 UG 4* 2 3 1

30% 0,2 Used

LG 2* 3 4 1

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16

UG 1 8* 1 0

60% 0,4

Used

LG 5 4* 1 0

17 UG 0 2 6* 2

40% 0,4 Used LG 8 0 2* 0

18 UG 4* 2 3 1

30% 0,2 Used LG 2* 3 4 1

19 UG 1 6* 2 1

50% 0,2 Used LG 2 4* 2 2

20 UG 1 8* 1 0

60% 0,4 Used LG 0 4* 6 0

Pedoman Penilaian

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low

-1 – 0,0 Bad DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 Good USED USED USED

0,6 – 1,0 Very Good USED USED USED

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Validity and Reliability of Post-Test

Item

No. Group

Options DIF

(%) DES Status

A B C D

1 UG 9* 0 1 0

75% 0,3 Used LG 6* 1 3 0

2 UG 1 9* 0 0

50% 0,8 Used LG 2 1* 5 2

3 UG 1 2 6* 1

40% 0,4 Used LG 4 2 2* 2

4 UG 1 1 0 *8

50% 0,6 Used LG 3 3 2 *2

5 UG 2 1 6* 1

40% 0,4 Used LG 4 2 2* 2

6 UG 0 *10 0 0

80% 0,4 Used LG 2 *6 2 0

7 UG 3 3* 1 3

20% 0,2 Used LG 2 1* 3 4

8 UG 0 1 1 8*

40% 0,8 Used LG 3 2 5 0*

9 UG 8* 2 0 0

60% 0,4 Used LG 4* 0 4 2

10 UG 0 1 0 9*

45% 0,9 Used LG 1 6 3 0*

11 UG 1 0 0 9*

80% 0,2 Used LG 1 0 2 7*

12 UG 2 0 *8 0

60% 0,4 Used LG 4 0 *4 2

13 UG 0 6* 2 2

40% 0,4 Used LG 1 2* 5 2

14 UG 1 *9 0 0

45% 0,9 Used LG 4 *0 1 5

15 UG 4 0 *5 1

30% 0,4 Used LG 3 0 *1 6

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16 UG 0 *10 0 0

80% 0,4 Used LG 2 *6 2 0

17 UG 6* 2 2 0

40% 0,4 Used LG 2* 1 2 5

UG 1 4* 2 3 30% 0,2 Used

LG 2 2* 2 4

19 UG 1 2 6* 1

40% 0,4 Used LG 4 2 2* 2

20 UG 2 1 6* 1

40% 0,4 Used LG 4 2 2* 2

Pedoman Penilaian

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low

-1 – 0,0 Bad DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 Good USED USED USED

0,6 – 1,0 Very Good USED USED USED

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PRE TEST INSTRI]1\{ENT

Text 1

Several centuries ago, the rnice held a meeting to consider their sad situation.

All the speakers agreed on the fact that it rvas all the fault of the cats, and they debated rvays

in rv*.f,'tfre1'could avoid being hunted by them'

Finaily, a solution was proposed and-everyone approved. It rvas decided ro arrach a

bell to every i"t to that the mice lvould hear them corning'

Thii larv is still in force, but unfortunately no mouse has come forrvard to volunteer to

put the bells on the cats'

l. What is the suitable title-of the text above?

a. A cat and mice b' the mice

c. the cat d. The bell on the cat

2. What did they debate in the meeting?

a. The rvaY to kill the catsh The ,',law avoid beine hunted by the catsV' L"' ' "J

:

c. Horv to have a nelv house

d. How to collect much food.

3. What should theY do to the cats?

a. Throrving them rvith stones

b. Attaching a bell to everl'catc. Hitting them rvitlt sticks

d. Avoiding them b1'hiding in the hole

4. 6.'har iioes the '*'ord ,/:e,r? !:r parsgraph 3 refer to?

a- The cats b' The mice

c. The cats and the mice d. a cat and a mouse

Text 2

The text is for questions number 5-9

Long time ago, there lived a king and his bdautiful and kind doughter in Sular.vesi Sea.

Manl' princes rvanted to marry the king's daughter and the king.rvas confused. He, then,

announce,J a conrest: rvhoever presented rvith the most valuable gift would marry her.

Takatuliang, a poor rvood carver, rvanted it but nothing he had. Then he went to the iorest,took the best tree anci carvstl iitio a doo!.lrlext, lre took an old piece of cloth and served it into

a dress for the doll. After that, he cut his own hair and glued it to the doll's head.

One day of the contest, everyone presented their gifts then came takatuliang's turn.

"What do 1'ou have?" asked the princess' -

"I bring ontl'u doll'''said Takatuliang softly'

"Ho$' i,un1: dolls do you have?"the King asked'

I

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"Onlt' this one", I carved myself and decorated ii rr ith m1

rrl'li.J *a this is the only thing he left rne. "He said."

ifr" p.in."ss was touched to hear Takatuliang's

They live haPPitY ever after'

.-,i,.n hair and m1'father's otd cloth.

sron'. She decided to marrY him.

5. $/hat did the King do to choose a h.usband tbr his darrghter?- ' '-;.

;"rved a doll b' Joined the contest

.. *utri"a the princess d' lvlade a contcst

6. Where did Takatuliang take the tree? -

a. castle b. Forest

c. village d' Sea

7. What is the message of the story'l

a'cut your hair before doing a thtng

6. Xindn"tt is giving expensive things

c. Valuable doesn't mean expenslve

d. an old cloth is the best gift

g...He died and this is the only thing he-left rne"' wl':at does the llord'ohe" refer to?^'-

u. iututuliang b' The Princess

". futututi'ng's father d' The contestant

9. What/who made the princess touched?' a.her father b' Her orvn life

c. ths contest d' Takatuliang's story

Text 3

itre text is for questions number 10-13

one day a rabbit rvas in the garden eating carrots' when he rvas about to go home he

sarv the farmer. ss he negded to hide. But *.hJe could he hide? The carrots are under the

gro.rind onry the ,.;; ,*,-#-.ou, He. cculd nor hid: there but the farmer ..vas comi*g croser to

him, then he had ^n'ia"u

,o dig a hore and cover the top of the hole rvith leaves and nvigs and

,""ii rrtir the farmer leaves'' *^r-^ -^,But the f;;. aid not leave because he neede'J some carrots to make soup' Then the

rabbit had anothe;; il;ourd dig under to the rettuce patch and go home. He will get

muddy if he did m"t uni that was the only want to go -hoP::

so he did it' By the tirne he got

home, he was,".y-*,aoyand tirel|. Sole:le1: to bed. \Vhen he got up, he took a.bath.

iil;; i" g", ouL he had a nice meaftvith his fanilv'

10. The story haPPens in""'a. a ioresic. at home

I 1. What does the \vord "he"

a. Farmerc. The rabbit

U. tllc Z.L!L!

d. a farm

in the first paragraph line I refers to' "'b. his famill'd. hole

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12.

t3.

" ,. ... .he was verv mudiil' and tired." The underiined x'ord means...

a. dirt1, b. haPPl

c. exhausted d. SleeP

From the text above , \ve can kno*'that...'a. a rabbit like eating carrots

b. the farmer has a rabbitc. the fanner knerr. that a rabbit $'as eating his carrots

d. the rabbit rvas tarttter pet

l'cxt 4

Thc text is for questions nuntbcr l4-16

One day a monkel.'rvanted to cross a rive. He sarv a crocodile in the rive, so he asked

the crocodile in the river, so he asked the crocodile to take him across the other side. l-lte

crocodile told the monkey' to jurnp on its back. Then the brocodile swam dorr'tt the river.

Now, the crocodile was very hungry, so u,hen it rvas in the middle of the river, itstopped and said to the rnonkey, ''tltonkey, my failrer is very sick- He lnust eat the heat of the

nronkey. The he will be strong again-"The monkey thought for a rvhile. Then he told the crocodile to swim back to the river

bank. .'What's for?" asked the crocodiie. "because I didn't bring my heart rvith me,"said ihe

monkey."l left it under the tree, near scme coconuts."So, the crocodile turned around anC

swam back to the bank of the rive. As soon as tlrey eached the river bank, the monkey jumped

off the crocodile's back and climed up to the top of a tree'

"rvhere is your lreart?" asked the crocodile.,.you are folish.'the moankey said to the crocodile."Norv I am free and you have

nothing."The monkey told the crocodile not to try to fool him again. The crocodile swam awa)',

hungry.14. The crocodile stopped in the nriddle of the river because "'

a his father waflted to eat a heart of a tnonkeY

b. he had to help the nronkel'c. his l'atl'rer was verl'sickd. he was hungry and rvanted to eat the monkey

15.'l'he monkey wanted to return to the river bank "a. in order to get his heart

b. as he talked to the crocodile.' d. so he could get some coconuts :

d. to run awaY tiom the crocodile

16. What a we learn from text?" ; ;;"iii""s; is everythingb. strength will rvin the game

c. strength wi!l defeat sll1a!"lness

d. smartness rtitlrout strengil-' is not!'lil'13

;+.., i'--

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Text 5

The text is for questions number 17-20

Liule Mantu lived in a village deep in the jungle where elephants helped tire men rvith

their rvork. These elophants were so big and strong. They could lift up the heaviest logs rvith

their trunks and toss them high in the air.'Now, Mantu had an elephant of his very orvn. His name was Opie. He rvas just a baby'

and Mantu loved him very much. Mantu rvhispered to Opie's ear that scrmeda)' he rvould

become the biggest, strongest and bravest elephant in the jungle. The other elepliants heard

this. They begin to laugh and made rude noises with their trunks. "We're so big and tall, but

you're so small. You're ncthing at all. "Said one of the big elephants

iUerrtu looked up at the huge elephant rvith a mischievous glint in Lis e1'e. "You're so tall

and.can see far away. We can see what is happening do'*'n here in the jungle. In fact, rve

would be the first to'see any slithering snakes that may be a danger. "After hearing the word

snakes, the elephants screeched and off their gwents thundering in fright'"Did I say there were snakes?" giggled Mantu.'No, I don't think so." smiled Opie.

MAntu then climbed upon his little friend's back artd rvent home to the village to tell

everyone about the foolish elephants.

17. The following information are incorect according to the text' except . '..a. Little Mantu live in village.b. There were not slithering snakes in the jungle'

c. Ivlantu saw'slithering snakes in the jungle'

d. Opie is Mantu's best friend.

18. Which is incorrect statement about the text?

a. Little Manfi lived in the village-b. The huge elephants rql away slithering snakes-

c. Opie is Mantu best friend.d. Mantu whispered that opie rvould not be a strong and big elephant.

19. What does the text above talk about?

a. Foolish elephantb. Junglec. Mantu's little elephant

20. What is the word "you" in the second line of the third paragraph refers to ....a. Opie '

b. Mantuc. The other elePhantsd. A big ahd strong elePhant

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t for no. 1-6

MONKEY AND CROCODILE

One day, a monkey wanted to cross a river. He saw crocodile in the river, so he askedcrocodile to take him across the other side. The crocodile told the monkey to jump on its

back. Then the crocodile swam down the river. Now, the crocodile was very hungry, so whenhewas in the middle of the river, it stopped and said to lhe monkey, "Monkey, my father isvery sick. He rnust eat the heart of the monkey. Then he will be strong again."

The monkey thought for a while. Then he told the crocodilb to swim back to the riverk. "What's for?" asked the crocodile. "Because I didn't bring rny heart with rne," said the.

qOOkey. "Because I didn't bring rny heart with me1', said the monkey. "I left it under the treeOei r some coconuts. So the crocodile tumed around and swam back to the bank of the river.

y'ns soon as they reached the river bank, the rnonkey jumped off the crocodile's back-andclimUea up to the top of the tree. "Wherels your heart?" asked the crocodile. "You are

foolish," the monkey said to the crocodile. "Now I am free and you have nothing."'T\e monkey told the crocodile not to try to fool him again. The crocodile swam away,hunery.

1. What is the story about?a- A smart crocodileb. A crocodile and a monkey's friendshipc. A srnart monkey and a foolish crocodiled. A crocodile's fathere. A monkey and a crocodile life l

2. Which one is the orientation part in this story?a. The monkey told the crocodile to swim back to the river bankb. The monkey wanted to cross a river then asked the crocodile to take him acrossc. The crocodile turned around and swam back to the bank of the riverd. The crocodile swam away, hungry.e. The monkey climbed up to the top of the tree

3. The generic structure of the text is..a. . orientation>resolution>conflictb. orientation>conflict>introductionc. orientation>conflict>reorientationd. orientaiion>complication>resolutione. introduction>conflict>reorientation

4. Why did the monkey ask the crocodile to help him when he saw the crocodile for thefirst time?a. Because the monkey couldn't cross the riverb. Because the crocodile was very kindc- Because the monkey wanted to look for the foodd. Because theywere old friendse- Because the monkey wanted to escape

5. What is the function of the text?

a. to inform about the monkey and the crocodile's friendship

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tb amuse the readerto describe about the wellto persuade the readerto describe how animals live

6. The crocodile tried to fool the monkey because he rvas..a. Sman-b. Hungry i .

c. Lazyd. Scarcde. Lonely

Text for no.7-1.2

MOMOTARO

Once upon a time, there lived in Japan a peasant and his wife. They were sad couplecause they had nochildren. They kept praying to their god pleading to give them a child.hile cutting woodiby a,stream one day, the man saw a iargipeach no"tLg

"n tt

" *uir.'n"

- r to pick it up. His wife was excited because she had neuer seen such a li'rge peach before.They were about to cut the peach when they heard a voice from inside.

The couples were surprised to do anything. The peach then cracked open, and thereulss a beautiful baby inside. The couples were very huppy, of course. They named the babyllenrotaro, which meant 'peach boy'.

Mornotaro grew up to be clever, courage young man. His parents loved him veryOuch.

One day, Momotaro told his parents that he was going to fight the pirates who always.. -acked

their village. These pirates lived on an island a f"* kiloireters u*"y. Mornotaro,sb6ther packed his food, and his father gave him a sword. Having blessed Momotaro, they

at him off on his joumeySailing on his boat, Momotaro met an eagle going in the same direction. They became

good friends; soon, both of them arrived on the island ofihe pirates.momotaro drew out the sacred sword his father had given him and began to fight the pirates.The eagle flew over the thieves' heads, pecking i't their eyes. Finally, the pirates were

:eated.

Momotaro brought horne all the goods that pirates had stolen. His parents were proudto him, and they were overjoyed at his victory and save return.

7. The main idea of paragraph one is..a. The peasant likes to cut the woodb. There livei a peasant and his wife who are sad because they had no childrenc. The peasant's wife had never seen such a large peach before.d. The peasant's wife often helped the peasant to cut the woode. There was a baby inside the peach

8. The pronoun "he" in line l l refers to..a. Thepeasantb. The piratec. Momotarod. The eaglee. The thief

b.

c.

d.

e.

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9. Based on the text, the supporting character of the story isa. Momotarob. The peasantc. The eagled. The peasant's wifee. The peach,boy

10. Who is called'the peach boy'?The eagle 'The peasantThe pirate

'

The thiefMomotaro

a.

b.c.

d.

e.

11. It is NOT stated in the text that Momotaro....

,a. was going to,figlt the pirates who always attacked their villageb. likes to help his father cutting the woodc. met an eagle on his way to the piratesd. grew up to be smart mane. won the fight with the pirates

12. Momotaro. was going to fight the pirates because..a. they attacked his villageb. they killed his motherc. he wanted to help the eagled. they stole his foode. he wanted to rescue his father

fbr no.lt-20

Maura, who liked to be thought of as the most beautiful and powerful queen nfia, had many suitors. One by one she discarded them, until her iirt ,ru, reduced to justs sheiks, all equally young and handsome, rich and sirong. It was very hard to decidewould be the best of them.

One evening, Maura disguised herself and went to the camp of the three sheiks, aswere about to have dinner, and asked them for something to eat.irst gave her some leftover food; the second gave her roir. unappetizing camel,s tail;rird shbik, who was called Hakim, offered heisome of the most tencler and tasty meat.'dinner, the disguised queen left the sheiks, camp. - '---.'--a

.p9 following uay the queen invited the threeiheiks to dinner at her palace. sheed her servants to give each one exactly what they had given her the ru"ning b"for".T, *19 received a plate of delicious meat, refusei to .ulit if the other two could notit with him, and this act finally convinced Queen Maura that he was the man for her.

rout question, Hakim is the most generous of you," she announced her choice to thes, "So, it is Hakim I will marry.',

13. What is the best title for the srory?a. The generous menb. The three sheiksc. The three sheiks and eueen offuabiad. Maura and her servantse. The Arabia Kingdom

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14. According to the text, who is the supporting character of the text?a. Servants

b. Three sheiks

c. Queen of Arabiad. Maurae. Hakim

:

15. one of the following is not included into the orientation of the story..a. The name of the queen is Maurab. The queen chose Hakim to be her husbandc. Maura had many suitors

e. Maura was the most beautifirl and powerful queen

l6' where did Maura invite the three sheiks to have dinner the day after her disguise..a. In the viilageb. At forestc. In thc campd. At her palacee. In hetroom

17. The word 'they' in line 6 refers to..

c. The suitorsd. Hakim and maurae. The three sheiks

18. What is the resolution of the story?a. Maura had many strong suitorsb. The quqgn went to the sheiks,campc. The queen would marry Hakimd. Maura ate unappetizing camel's taile. Maura disguised herself

19. Following are the characters of three sheiks, EXCEPT ....a. Richb. Handsomec. Youngd. Stronge. Arrogant

20. What is the kind of the text?a. Procedureb. Recountc. Descriptived. Expositione. Narrative

';\

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Key Answer Pre-Test

1. B 11. C

2. B 12. A

3. B 13. A

4. A 14. A

5. D 15. A

6. B 16. A

7. C 17. C

8. C 18. D

9. D 19. C

10. D 20. C

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Key Answer Post-Test

1. C 11. B

2. B 12. A

3. C 13. B

4. A 14. A

5. B 15.B

6. B 16. D

7. B 17. E

8. C 18. C

9. C 19. E

10. E 20. E