The effectiveness of using jigsaw technique in teaching narrative text

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

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.

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.

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

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

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

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

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

Chart 4.1The Pre Test, the Post Test, and the Gain Scores of the Control Class and the Experiment Class ... 38

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 ...

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

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

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.

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

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.

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

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

7

Christine Nuttall, Teaching Reading Skills in A Foreign Language, (Oxford: Hainemann, 1996), p.3.

8

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

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.

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

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

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

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

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

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

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

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

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.

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.

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

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

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.

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

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

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

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.

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

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:

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

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.

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

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:

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.

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

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

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.

Table 4.3

The Statistical Calculation of the Gain Score of Both The Control and the Experimental Class

Student X Y X Y X2 y2

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

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 Experiment Class

Pre-Test

Post-Test

MONKEY

AND

CROCODILE

One

day,

a monkey wanted to cross a

river.

He saw crocodile

in

the

river,

so he asked

crocodile

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 when

hewas

in

the

middle

of

the

river,

it

stopped and said

to

lhe monkey,

"Monkey,

my

father is very

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

river

k.

"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 tree

Oei 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-and

climUea

_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 crocodile

b.

A

crocodile and a monkey's friendship

c.

A

srnart monkey and a foolish crocodile

d.

A

crocodile's father

e.

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

bank

b.

The

monkey wanted to cross a river then asked the crocodile to take

him

across

c.

The

crocodile turned around and swam back to the bank of the

river

d.

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>conflict

b.

orientation>conflict>introduction

c.

orientation>conflict>reorientation

d.

orientaiion>complication>resolution

e.

introduction>conflict>reorientation

4.

Why

did

the monkey ask the crocodile to help

him

when he saw the crocodile

for

the

first

time?

a.

Because the monkey

couldn't

cross the

river

b.

Because the crocodile was very

kind

c-

Because the monkey wanted to look for the food

d.

Because theywere old friends

e-

Because the monkey wanted to escape

5.

What

is the function of the text?

Y-,!'

tb amuse the reader to _{describe about the}

_well

to persuade the reader to describe how animals

live

6. The crocodile tried to

fool

the monkey because he rvas..

a.

Sman-b. Hungry

i

.

c.

Lazy

d.

Scarcd

e.

Lonely Text

for

no.7-1.2

MOMOTARO

Once upon a time, there

lived in

Japan a peasant and his

wife.

They were sad couple

cause 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 there ulss a beautiful baby inside. The couples were very huppy,

of

course. They named the baby

llenrotaro,

which meant 'peach

boy'.

Mornotaro grew

up to

be

clever, courage

young man.

His

parents

loved

him

very

Ouch.

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,s

b6ther

packed

his food,

and

his

father gave

him

a sword.

Having

blessed

Momotaro,

they at

him off

on his

joumey

Sailing 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 proud} to 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 wood

b.

There

livei

a peasant and his

wife

who are sad _{because they had no children}

c.

The peasant's

wife

had never seen such a _{large peach before.}

d.

The peasant's

wife

often helped the peasant to cut the wood

e.

There was a baby inside the peach

8.

The pronoun

"he"

in

line

l

l

refers to..

a.

Thepeasant

b.

The pirate

c.

Momotaro

d.

The eagle

e.

The

thief

b.

c. d. e.

a.

Momotaro

b.

The peasant

c.

The eagle

d.

The peasant's

wife

e.

The peach,boy

10. Who is

called'the

peach boy'? The eagle '

The peasant The pirate ' The

thief

Momotaro

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

village

b.

likes to help his father cutting the wood

c.

met an eagle on his way to the pirates

d.

grew up to be smart man

e.

won the fight

with

the pirates

12. Momotaro. was going to

fight

the pirates because..

a.

they attacked his village

b.

they

killed

his mother

c.

he _{wanted to help the eagle}

d.

they stole his food

e.

he wanted to rescue his father fbr

no.lt-20

Maura, who liked to be thought

of

as the most beautiful and powerful queen

_nf

ia, had many suitors. One by one she discarded them,

until

her

iirt

,ru,

reduced to

just

s sheiks,

all

_{equally young and handsome,}

_rich

_{and sirong.}

_It

_{was very}

hard to decide would be the best of them.

One _{evening, Maura disguised herself and went to the camp of the three sheiks,}

as

were 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. she

ed 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 not

it

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 the}

s, "So,

it

is Hakim I

will

marry.',

13. What is the best

title

for the srory?

a.

The generous men

b.

The three sheiks

c.

The three sheiks and _eueen

_offuabia

d.

Maura and her servants

'qi

14. According _{to the text, who is the supporting character}

of the text?

a.

Servants

b.

Three sheiks

c.

_{Queen of Arabia}

d.

Maura

e.

Hakim

:

15.

one of

the

following

is not included into the orientation

_of

_{the story..}

a.

The name of the queen is Maura

b.

The queen chose Hakim to be her husband

c.

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 viilage

b. At

forest

c.

In thc camp

d. At

her palace

e.

In

hetroom

17. The word

_{'they' in}

_{line 6 refers to..}

c.

The suitors

d.

Hakim and maura

e.

The three sheiks

18. What is the resolution of the story?

a.

Maura _{had many strong suitors}

b.

The _{quqgn went to the sheiks,camp}

c.

The queen _{would marry Hakim}

d.

Maura ate unappetizing camel's

tail

e.

Maura disguised herself

19.

Following

are the characters of three sheiks,

EXCEPT

....

a.

Rich

b.

Handsome

c.

Young

d.

Strong

e.

Arrogant

20. What is the kind of the text?

a.

Procedure

b.

Recount

c.

Descriptive

d.

Exposition

e.

Narrative

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

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