For students For schools For other researchers

48

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results and the interpretation of the data, it could be concluded that the result of T-test formula to test the hypothesis of the research supported the effectiveness of using jigsaw technique towards students’ reading ability on narrative text. The result showed that in significance degree of 5, the value of t-test t o t-table t t 17.1 1.991. It could be said that t-test was higher in the value 15.10 than T-table. So, the null hypothesis Ho was rejected. It means that the answer of research problem was proven that there was a significant difference between students’ reading comprehension in experimental class which was taught by jigsaw technique and in controlled class that was taught without using jigsaw technique. Based on the analysis results of the research, the conclusion drawn was jigsaw technique was effective and applicable for teaching narrative text and other kinds of text which are closest resemble genre at the eleventh grade students of 63 Senior High School towards students’ reading comprehension of narrative text. Jigsaw technique also could o vercome students’ difficulties towards reading comprehension on narrative text.

B. Suggestion

Based on the conclusions, some suggestions can be proposed that hopefully will be useful for students, teachers, schools, and other researchers.

1. For students

Students should be responsible for the discussion of the material given by the teachers. In addition, students should participate more actively in groups. When they are formed in groups, they should use their time wisely by discussing the material well because each student has a responsibility to master the material. 2 . For teachers In applying jigsaw technnique, teachers should use time as efficiently as possible because the teaching learning process by using jigsaw technique takes a quite long time so teachers should be able to manage the time. Teacher also should provide the material well because when the material provided is not really interesting, students will not get interested in involving in jigsaw technique process. The material can come from magazines, internet and books and it will increase students’ interest as well. Teachers should be well-prepared before coming to the classroom. It means that teachers need to know everything that potentially happens in the classroom not only consciousness but also under consciousness as jigsaw tehchnique is being applied.

3. For schools

The suggestion that may be useful and can be used as a consideration for schools is schools should provide supporting facilities that can enable teachers to teach well and effectively. The facilities can be a projector in the classroom and good books or magazines as learning sources.

4. For other researchers

Researchers should practice what they have known and learned about the knowledge in teaching. Researchers that want to conduct a research should also be well-prepared and make an ambience of teaching learning process to be as good as possible. 50 BIBLIOGRAPHY AFT Teachers. Teaching Reading is Rocket Science. Washington DC: AFT, 2004. Allington, Richard and Strange, Michael. Learning Through Reading in the Content Areas. Lexington: D. C. Heath Company, 1980. Anderson, J. Charles. Assessing Reading, Cambridge: Cambridge University Press, 2000. Anderson, Mark and Anderson, Kathy. Text Types in English. Selanor: MacMillan Education, 1998. Arends, Richard I., Learning to Teach, New York: McGraw-Hill, 2007. Aronson, Elliot. “Jigsaw Classroom”, http:www.jigsaw.orgtips.htm , October 28, 2013. Astuti, Eka Mulya. English Zone Senior High School Students Year X. Jakarta: Erlangga, 2010. Clouse, Barbara Fine. The Student Writer. New York: McGraw-Hill, 2006. Connecticut After School Network. 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A Course in Language Teaching. Cambridge: Cambridge University Press, 1991. Urquhart, A. H and C. J. Weir. Reading in a Second Language: Process, Product and Practice. New York: Longman, 1998. Silabus Bahasa Inggris KTSP Kelas XI Silabus Bahasa Inggris Kurikulum Satuan Tingkat Pendidikan KTSP KelasSemester: XI1 Standar Kompetensi Kompetensi Dasar Indikator Materi Pokok Pengalaman Belajar Penilaian Alokasi Waktu Sumber BahanAlat Jenis Teks Functional Text Contoh Teks SIKLUS LISAN SPOKEN CYCLE MENDENGARKAN Memahami makna dalam percakapan transaksional interpersonal resmi dalam konteks kehidupan sehari-hari. BERBICARA Mengungkapkan merespon makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan perasaan terkejut surprise, peringatan, memberimeminta saran, menyatakan permintaan permission, menyatakan perasaan relief, pain, pleasure, menyatakan perasaan takut scared, mengungkapkanmemin ta pendapat, menyatakan kepuasaanketidakpuasa an Mengungkapkan makna A. TINDAK BAHASA Bereaksi atau merespon dengan benar terhadap tindak tutur: menyatakan perasaan terkejut surprise, peringatan, memberimeminta saran, menyatakan permintaan permission, menyatakan perasaan relief, pain, pleasure, menyatakan perasaan takutscared, mengungkapkan meminta pendapat, kepuasaanketidak puasaan Melakukan berbagai  Menyatakan perasaan terkejut s urprise mis. A: Could you tell me how big is the blue whale?

B: Wow, that’s amazing