The effectiveness of jigsaw technique in learning reading of exposition text: a quasi-experimental study at the second year students of SMAN 34 Jakarta.

By

KHARISMA RAGABUANA 109014000149

THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

“A Skripsi”

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

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

By

KHARISMA RAGABUANA NIM. 109014000149

THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

i

Department, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014

Advisor I :Dr. Alek, M.Pd. Advisor II : Devi Yusnita, M.Pd.

Keyword : Jigsaw Technique, Reading, Exposition Text

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

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

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

ii

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014

Pembimbing I :Dr. Alek, M.Pd. Pembimbing II : Devi Yusnita, M.Pd.

Kata Kunci : Jigsaw Technique, Reading, Exposition Text

Penelitian ini bertujuan untuk melihat efektifitas penggunaan teknik

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

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

Hasil yang didapat dalam penelitian ini membuktikan bahwa teknik

Jigsaw memiliki efektifitas pada pembelajaran membaca teks eksposisi. Berdasarkan hasil perhitungan statistik, dapat diketahui bahwa nilai rata-rata dari nilai perolehan pada kelas ekperimen adalah 4.74, dan nilai rata-ratadari nilai perolehan pada kelas kontrol adalah 4.23. Di samping itu, analisis data menunjukkan bahwa t-hitung (t0) adalah sebesar 0.203 dan t-tabel (ttable) pada taraf signifikansi 1% adalah sebesar 2.376. Hal ini berarti bahwa nilai t-hitung lebih rendah daripada nilai t-tabel yang mengindikasikan bahwa efektifitas teknik

Jigsaw pada pembelajaran membaca teks eksposisi memiliki signifikansi yang terbatas. Fakta bahwa nilai t-hitung berada di atas nilai 0 (nol) menunjukkan bahwa teknik Jigsaw memiliki efektifitas saat digunakan dan diaplikasikan, walaupun dalam taraf signifikansi yang terbatas, pada pembelajaran membaca teks eksposisi.

iii

writer abundant mercies, helps, and guidance so that he could complete this “skripsi” properly. Peace and blessing be upon the prophet Muhammad (peace be upon him), his family, his companions, and all of his followers.

This “skripsi” is presented to the English Education Department, the faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta in a partial fulfillment of the requirements for the degree of S.Pd. (S-1) in English Language Education.

Firstly, it is with immense gratitude that the writer acknowledge the support and help of his advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. who have sacrificed their valuable energy and time for the writer to have consultation sessions so that this “skripsi” would have remained a dream had it not been for their valuable guidance and advices.

It also gives the writer great pleasure in acknowledging the support and help of Drs. Syauki, M.Pd., the Head of English Education Department, Nida Husna, M.Pd., MA TESOL., the writer’s academic advisor, and all the English Education Department’s staff who have given many helps in completing this “skripsi”.

Moreover, the writer places on record his sincere appreciation to Drs. Ahmad Yani, MM. and Johari, S.Pd., the headmaster and the vice headmaster of SMAN 34 Jakarta, Dra. Hj. Yayah Shofiah and Drs, Muhammad Yusuf, the SMAN 34 Jakarta English teachers, and all the administration staff of SMAN 34 Jakarta who have provided all the facilities needed so that the writer could establish his research on SMA Negeri 34 Jakarta.

Last but not least, the writer shares the credit of his work with his many colleagues that this “skripsi” would not have been possible without their supports and many helps.

May Allah bless them for all what they have done, because only Allah who knows how much contributions and motivation received by the writer, and finally the writer admits that his writing is still far from being perfect; therefore he hopes some suggestions and critics from the reader of this “skripsi”that will be so valuable for him and for a better thing in the future. Amiin.

Jakarta, April 2014

v

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 3

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 6

A. Reading ... 6

1.Concept of Reading ... 6

2.Purpose of Reading ... 7

3.Kinds of Reading ... 8

4.Exposition Text ... 9

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

B. Jigsaw Technique ... 15

1.Concept of Jigsaw ... 15

2.Concept of Technique ... 16

3.Concept of Jigsaw Technique ... 17

4.Principles of Jigsaw ... 18

5.Procedures of Jigsaw Technique ... 19

vi

F. Relevant Studies ... 23

G. Research Hypotheses ... 24

CHAPTER III RESEARCH METHODOLOGY ... 25

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

B. Method of Research ... 26

C. Population and Sample ... 26

D. Instrument of the Research... 27

E. Technique of Data Collection ... 27

F. Technique of Data Analysis ... 27

G. Statistical Hypotheses ... 29

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION .. 30

A. Description of the Data ... 30

1.Pre-test Score ... 30

2.Post-test Score ... 32

3.Gain Score ... 33

4.Data Testing ... 35

5.Analysis of the Data ... 39

B. Testing of the Hypotheses ... 44

C. Interpretation ... 44

CHAPTER V CONCLUSION AND SUGGESTION ... 46

A. Conclusion ... 46

B. Suggestion ... 46

BIBLIOGRAPHY ... 48

vii

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

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

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

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

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

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

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

Table 4.8 Comparison of the Students’ Gain Score between Students in Experimental Class and Students in Control Class ... 39

Table 4.9 Group Statistics ... 42

viii

Appendix 2 : Control Class Lesson Plan ... 56

Appendix 3 : Students’ Worksheet ... 60

Appendix 4 : Item Test Analysis... 64

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

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

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

Appendix 8 : Reference Endorsement Sheet... 81

Appendix 9 : t-table... 84

Appendix 10 : Surat Bimbingan Skripsi ... 86

Appendix 11 : Surat Permohonan Izin Penelitian ... 87

1

Reading is considered as one of four major skills besides listening, speaking, and writing in English language teaching and learning that one should master. Reading, along with listening, is classified as one of the receptive skills. Receptive skills are the ways in which people extract meaning from the discourse they see or hear. As one of English receptive skills, reading occupies a significant role in English learning. It is one of the principle sources of knowledge and a tool to do a self-formation in accordance to gain knowledge. The purpose of reading is to read and understand the content of a text the reader can obtain a meaning from it. The mastery of this skill can help students understand the meaning of written English that are use widely by world’s society to communicate.

In Indonesia, the objectives of teaching and learning English, as stated in Standard Competence in the curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) 2006, the objective of teaching and learning reading in the second semester of second grade of senior high school is to understand the meaning of short functional text and simple essay in a form of report text, narrative text, and hortatory exposition in daily life context and to access knowledge. It is further described on the basic competence that the students should be able to respond the meaning and rhetorical steps in the essay that used accurate, fluent, and suitable written language in daily life context and to access knowledge.1

For those tasks to be done is not an easy thing to do. Based on the preliminary study held on 12th – 20th March 2013, several problems occurred on the learning of reading process itself. Firstly, many SMAN 34 Jakarta students claim reading English language text as a boring activity. Most SMAN 34 Jakarta students have a low interest in reading English texts. Each student does not have the same curiosity in reading exposition texts. Some students may like the text

1

BSNP (Badan Standar Nasional Pendidikan), Standar Kompetensi dan Kompetensi Dasar, (Jakarta: Departemen Pendidikan Nasional, 2006), p. 133.

because of their interest in the topic that is raised. Though, the others may feel troubled to understand the text because they do not know many unfamiliar vocabulary items that they find. This fact leads to students’ low interest in doing the activity.

In reading skill, it is imperative to comprehend the text to get the actual message that the writer tries to deliver. Building English reading comprehension is definitely harder than building Indonesian reading comprehension for most students in SMAN 34 Jakarta. To build comprehension in English reading, a student should build mastery on English vocabulary, structure, collocation, idiom, and so forth which are not their native language. Because of this difficulty in building reading comprehension, the effort to understand English written texts will automatically also harder for student to understand reading texts.

Moreover, various results about the process of teaching and learning reading in SMAN 34 Jakarta were found. The finding result showed that reading activities that were used by the teacher in the class that consist of 38 students are very monotonous. The teacher explained what analytical exposition is and how it is structured. And then he gave the students narrative text to be read. Students are asked to write the unfamiliar vocabulary items stated on the text to the whiteboard in order to be translated together. Later on, the teacher gave the meaning of the vocabulary items on the whiteboard. At the end of the lesson, students are asked to answer the questions given. As a result some students seemed to ignore the teacher’s explanation that leads to their inability to answer the questions. From the explanation above, it can be concluded that teaching reading skill to a class that contain big number of students is ineffective and causes gap in each student’s understanding because of the teacher’s failure to involve each student in the learning process.

Reading activities that were used by the teacher in delivering the materials do not allow students to promote vital social skills that needed in the real life. Students mostly worked alone to solve the problems that they faced in the learning, without having a chance to interact with their classmates and discuss about the material because teacher unconsciously delivered the materials only to

active students and ignore passive students. This technique surely promotes some students’ understanding, but not the social skills because students frequently asked to work alone.

Considering these facts, this research focuses to find out an alternative in teaching and learning technique as a solution to solve the problem and to design an interactive technique in conducting reading activity. In teaching and learning English, some technique has been adapted by teachers to make students get better ability in English skills. One of these techniques is Jigsaw technique. Based on observation done in some schools in South Jakarta and Depok, some teachers have tried to use the technique in the classroom and found several problems in implementing this technique. This technique often applied inappropriately because of teacher’s failure to consider the teacher’s and students’ role in this technique, the lack of meetings in giving the material to the students, and so on. In other words, Jigsaw technique has not applied appropriately in teaching and learning by English teacher in the classroom.

This research focuses on implementing Jigsaw Technique to help student understand reading materials and to promote students’ social skill. Theoretically, Jigsaw Technique has potential as a powerful teaching strategy in inclusive classrooms impacting both academic and social skills.2 Besides, students can also promote students’ positive interdependence and individual accountability by contribute effectively because each students have their own important roles in the group.

Based on the explanation above, the writer intended to conduct a quasi-experimental research entitled: “The Effectiveness of Jigsaw Technique in Learning Reading of Exposition Text (A Quasi Experimental Study at the Second Year Students of SMAN 34 Jakarta)”

B. Identification of the Problem

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

2

Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman Publishing, 2007), p. 13.

1. Reading was seen as a boring learning activity by most SMAN 34 Jakarta students because they do not have the same curiosity in reading English texts. 2. To comprehend English written text was not an easy thing for most SMAN 34

Jakarta students because to do so, students should build mastery on English vocabulary, structure, collocation, idiom, and so forth.

3. Expository technique used by most SMAN 34 Jakarta English teachers in the teaching reading was ineffective and causes gap in each students’ understanding because it failed to engage all the students in the class in the learning activity.

4. The whole class explanation technique in SMAN 34 Jakarta did not allow students to promote students’ social skill because students did not get sufficient opportunity to interact with others in this technique.

5. Jigsaw technique has not applied appropriately in teaching and learning by English teacher in the classroom because of teacher’s failure to consider the teacher’s and students’ role in this technique, the lack of meetings in giving the material to the students, and so on.

C. Limitation of the Problem

Based on the problems identified above, the problem of this research was limited on discussing the effectiveness of jigsaw technique in learning reading of exposition text.

D. Formulation of the Problem

Based on the limitation of problem above, the research question was formulated as: “Is jigsaw technique effective to be used in learning reading of exposition text?

E. Objective of the Study

The objective of this study was to get empirical evidence about the effectiveness of Jigsaw technique learning reading of exposition text.

F. Significance of the Study

The results of the research were expected to provide useful information and empirical significances about the use of Jigsaw technique in English language teaching and learning for teachers and students and also as another study about Jigsaw technique for future researchers that intend to conduct research with same theme not only theoretical, but also practical.

The theoretical significances firstly go to students, in which the result of this research is expected to help students to improve their comprehension of English especially on the understanding of exposition text. Later on, the result of this research is expected to give English language teachers theoretical knowledge and empirical evidence about the use of Jigsaw technique in the teaching English, especially in of exposition text. The result of this research is also expected to give other researchers theoretical knowledge and empirical evidence on how this research was done so that they can make improvement in the future research.

Moreover, the practical significances of this research is expected to give students a different learning atmosphere so they can be involved actively in the learning process. Consequently, the result of this research is expected to provide clues for English language teacher in implementing the teaching exposition text, especially in choosing the technique to deliver the materials to the students in the classroom. The result of this research is also expected to give other researchers illustration in establishing another research that related with the topic that was raised in this research so that the future research can complete and improve the result of this research.

6 1. Concept of Reading

Reading is an activity done by one to draw meaning from the printed materials. This activity requires the process of getting and interpreting the message sent by the authors appropriately through the printed materials, such as books, magazines, newspaper, and so on. Andrew P. Johnson points out that “reading is the practice of using text to create meaning”.1

In “The Practice of English Language Teaching”, Harmer states that “reading is an exercise dominated by the eyes and the brain”.2 It means that reading is an activity requires the role of two parts of body, eyes and brain. In this activity, eyes are used to physical form of the text while brain is used to absorb the messages contained in the text. Seravallo states that “reading is thinking and understanding and getting at the meaning behind a text”.3It is in line with Harmer’s statement, “the eyes receive messages and the brain then has to work out the significance of these messages”.4 It can be seen that reading process engages two important parts of body, which are eyes and brain where they should work together to run the reading process well.

Reading is more than a simple process that someone does. In this sense, Judi Moreillon mentions that “reading is an active process that requires a great deal of practice and skill”.5 This great deal of practice and skill is a necessity for readers to get the meaning of the text that they read. Zimmerman and Hutchins identify seven keys to get meaning in reading:

1

Andrew P. Johnson, Teaching Reading and Writing, (Maryland: Rowman & Littlefield Education, 2008), p. 3.

2

Jeremy Harmer, The Practice of English Language Teaching: New Edition, (New York: Longman, 1991), p. 190.

3

Jennifer Seravallo, Teaching Reading in Small Groups, (Portsmouth: Heinemann, 2010), p. 43.

4

Harmer, loc.cit. 5

Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact, (Chicago: American Library Association, 2007), p.10.

1. Activating or building background knowledge 2. Using sensory images

3. Questioning

4. Making prediction and inferences 5. Determining main idea

6. Using fix-up options 7. Synthesizing information6

In reading, it is important to relate the text that we read with our background knowledge to acquire the meaning of the text. In “Teaching Reading and Writing” Johnson explains that “during the act of reading, the visual information found on the page combines with the non-visual information contained in your head to create meaning”.7

In conclusion, reading is a process of identifying printed symbols in getting meaning or in understanding message. The essence of reading is a transaction between the words of the author and the mind of a reader. When readers read a text, readers’ automatically relate their background knowledge to get the actual meaning of certain text.

2. Purpose of Reading

Every person has their own purpose in reading a text. People read novels, comics, or magazines probably because they think that they can get pleasure from reading these kinds of reading text. Then, other people may read textbook, newspaper, journals, or scientific articles because they want to get factual information about things that they want to know.

Good readers are different with usual readers because good readers have a purpose for reading and use their experiences and background knowledge to make sense of the text. We don’t comprehend a text unless we make connections and are able to process the words that we read at the thinking level.

6

Susan Zimmermann and Chryse Hutchins, 7 Keys to Comprehension, (New York: Three Rivers Press, 2003), p. 4.

7

The purpose of reading is important to be understood by readers because it is closely linked to what the reader need to gain from the material.8 Basically, the essential purposes of reading are to get information and to get a pleasure. Readers read differently when they read for pleasure than when they read to answer a specific question or summarize key information from a textbook.

One purpose in reading is reading or pleasure. Reading for pleasure is different from the reading readers do to study because in reading for pleasure readers will not be tested about what they have read and remember every detail from the text. Mikulecky and Jeffries states that reading for pleasure can improve vocabulary an d reading comprehension, increase reading speed, give reader a chance to gain more knowledge, and provide examples of the many different ways people speak and write in English.9

The other purpose of reading besides to get pleasure is reading for information. Grabe and Stoller identify that reading purposes can be as: “reading to get simple information, to skim, to learn from text, to integrate information, to write and critique text, and reading for general comprehension”.10

Based on ideas above, it can be concluded that people read for various different purposes. One reads a textbook, encyclopedia, newspaper, and the like to get information or enhance knowledge. Other people read to get pleasure by reading novels, comics, magazines, and so forth. In brief, it can be believed that people commonly read to get pleasure or enjoyment and to get information and understanding.

3. Kinds of Reading

There are a lot of theorists that proposed several kinds of reading. One of them is Francoise Grellet who classifies kinds of reading as extensive reading and

8

Karen Tankersley, The Threads of Reading: Strategies for Literacy Development, (Alexandria: Association for Supervision and Curriculum Development, 2003), p. 94.

9

Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (Boston: Addison-Wesley Publishing Company, 1996), p. 7.

10

William Grabe and Fredericka L. Stoller, Teaching and Researching Reading: Second Edition, (New York: Routledge, 2013), p. 7—8.

intensive reading.11 Good readers involve both intensive and extensive reading in their reading activity. These two activities help readers to develop their ability in reading.

Extensive reading can be defined as reading a large quantity of text for general comprehension that helps vocabulary acquisition, content knowledge, familiarity with syntactic structure, knowledge of genres, and reading rate.12 The overall comprehension of characters and events rather than on the specific details of either language or story content is the main concern of this kind of reading. This activity encourages students to choose what they want to read and gives them some opportunities to share their reading experiences.

In contrast to this, intensive reading refers to the detailed focus on the construction of reading texts which takes account in the classrooms. It focuses on linguistic, grammar, or semantic details of reading to be analyzed by the readers. Intensive reading is characterized by study activities, such as the particular uses of grammar and vocabulary items.

Extensive reading and intensive reading are required by all readers to develop their ability in reading. Extensive reading can help readers to improve their vocabulary, content knowledge, familiarity with syntactic structure, knowledge of genres, and reading rate. On the other hand, intensive reading allows readers to improve their proficiency in linguistic, grammar, or semantic details of reading. It is important to employ these two kinds of reading in the reading activity so that readers can get maximum benefit or reading activity.

4. Exposition Text a. Concept of Exposition

Exposition etymologically means a definitive statement intended to give an explanation of a difficult material. Oxford Advance Learner’s Dictionary provides the meaning of exposition as a full explanation of a theory, plan, etc..

11

Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises, (Cambridge: Cambridge University Press, 1981), p. 4.

12

Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners, (New York: The Guilford Press, 2010), p. 183.

Exposition can be conveyed through a spoken or written language and can be found everywhere. Non-fiction books, magazines, or newspaper article generally categorized as exposition that used to inform the reader about the topic. At school, students are required to submit school exams and research papers, which are take form in an exposition, as a means for their teachers to grade their progress.

Moreover, people are required to produce business reports and memorandums to inform their superiors and co-workers about the occurrences that take place at other levels of the company by using exposition. In addition, oral exposition is primarily observed in oral academic presentations, business talks, and speeches that are delivered to a group of people.

In short, it can be simply concluded that exposition is an exposing of information or ideas. Exposition is one way writers and speakers can deliver their own thinking about certain topic explicitly to the readers or listeners so that the readers or listeners can infer what issue is being delivered.

b. Concept of Text

Text is defined by Peter Knapp and Megan Watkins as language as a system of communication which is organized as cohesive units.13 As stated in Webster II New Riverside University Dictionary, text is the words or wording of something written or printed.

There are two main categories of text, literary text and factual text. Different types of text have distinctive characteristics, depending on what they are made to do. A piece of poetry, for instance, is immediately and characteristically different from a scientific description because each is doing a vastly different thing with language.

Literary text is a text that used to entertain or elicit an emotional response by using language to create mental images. Literary texts often use language to create images in readers’ minds; the language enables readers to engage with the

13

Peter Knapp, and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing, (Kensington: UNSW Press, 2005), p. 29.

text and incorporate their own meanings and understandings with those of the writer.14 Literary text includes stories, movie script, poem, fairy tales, novels, song lyrics, soap opera, and so on. Literary texts are constructed to appeal our emotion and imagination. Mainly, there are three types of literary text, which are narrative, poetry, and dramatic.

On the other hand, factual text is a text that used to instruct or persuade readers by giving facts and information. Factual texts deal with the exchange of knowledge in all of the learning areas.15 Factual text included advertisement, announcement, debates, recipes, instructions, and so forth. The main text types in the factual text category are factual descriptions, information reports, factual recounts, explanations, expositions, procedures, and discussion.16

c. Concept of Exposition Text

Exposition text is a factual type of written discourse that is used to explain, describe, give information or inform. As stated by McCormack and Pasquarelli, an exposition text is a text that provides facts, gives true information, explains, informs, persuades, and/or describes various topics and phenomena.17 The topic of exposition text can be most anything, from a particular event or person to a scientific theory or political ideology.

Moreover, an exposition is a well-structured argument or persuasion. The point of view must be supported by facts and relevant information on that topic. An exposition needs to clearly state the point of view, use research to support that view, address other points of view, and defend that point of view from others. Newspaper editorials, letters to the editor, political speeches, advertisements, and debates are the examples of exposition text.

The purpose of an exposition essay is to express and explain the reasons for the writer opinion about certain case. It is in line with Anderson and Anderson

14

Ibid., p. 30. 15

ibid. 16

Gordon Winch, Primary Grammar Dictionary, (Sydney: New Frontier Publishing, 2003), p. 17.

17

Rachel L. McCormack and Susan Lee Pasquarelli, Teaching Reading: Strategies and Resources for Grades K-6, (New York: Guilford Press, 2010), p. 133.

statement in their book that states, the purpose of an exposition is to persuade the reader or listener by presenting one side of an argument, that is, the case ‘for’ or the case ‘against’.18

d. Characteristics of Exposition Text

The characteristics of an exposition text, as states by Anderson and Anderson, mainly consists of three parts, introductory statement, arguments, and the conclusion19 as described in details below.

The first paragraph is the introduction. This is where the writer states the topic that is addressed in the text. The introduction is important because this is where the writer establishes the point of view of the exposition.

The following paragraphs are used to present arguments, make different points, called claims, about the topic. Each paragraph addresses one part of the exposition topic. Each paragraph will make a point, give the reason for that point and then provide evidence for that point. To help support the point of view, visual elements can be used. These elements include charts, photographs, drawings or graphs. Visual elements often help the audience to better understand the topic.

The conclusion is the closing of an exposition. This is where the writer sums up the ideas discussed in the text. A conclusion can also address and respond to another point of view on the topic. In analytical exposition, the conclusion takes form in a reiteration. Reiteration is a restatement of writer's point of view on a certain topic that contained in the first paragraph. While in a hortatory exposition, the conclusion is written as a recommendation. In this recommendation, the writer propose a statement of what should or should not happen or be done based on the given arguments. This recommendation is used to argue a case for against a particular position or point of view and it purposes a suggestion in the end of the argumentation.

18

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

19 ibid.

e. Function of Exposition Text

As stated by Randall E. Decker in his book, Patterns of Exposition, there are some functions of exposition text, namely: 20

a. The primary function of exposition is to itself merely to explain. It means that the main function of an exposition is to explain the writer’s intention to the reader through a written material so that the reader can get what the reader or speaker intends to deliver.

b. To tell a story or relate a happening, because exposition often uses narration as one of many techniques. When exposition text uses narration in its delivering technique it is often used by the writer to tell a story or relate a happening so that the reader can get the correlation between parts of the story.

c. To create vivid pictures for the reader about a story. Exposition text which uses description in its delivering technique often used to help the reader get very clear images about the story that delivered through a written material. d. To convince or persuade the reader about the writer point of view. Exposition

text which uses logical argument and persuasion often used by writers to deliver their thought to the reader so that the reader can be convinced to agree the writer’s point of view about certain problem.

f. Features of Exposition Text

There are four important elements that take account on an exposition text as described in details below.

a. Formal tone – in an exposition text, the writer avoids slang and colloquialisms and uses formal language wherever possible.

b. Third person – in an exposition text, the writer should not use “I” because the writer should present the arguments from third person point of view.

c. Opinion – exposition text writing must present the writer’s opinion about the topic. The opinion should be presented in formal tone and use third person point of view.

20

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

d. Strict structure – exposition text should be written by considering a strict structure that will be discussed below.

g. Types of Exposition text

There are two types of exposition text, analytical exposition and hortatory exposition. As Goutsos notices, exposition is based on a thesis and supporting reasons or arguments and can be either analytical (“persuades that [the thesis is well formulated]”) or hortatory (“persuades to [do what the thesis recommends]”).21

Hortatory exposition is a type text that is intended to persuade the readers that something should or should not happen. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc.

Analytical exposition is a kind of text that presents one side of an issue in a form of arguments. The purpose of analytical exposition is to persuade the readers by presenting one side of an argument. Analytical exposition text can be found in legal defenses, spoken arguments, advertisement, announcement, radio commercial and leaflet.

In analytical exposition, the concluding paragraph, which is called reiteration, is used to give emphasize on the writer’s opinion by restating point of view. While in hortatory exposition, the concluding paragraph takes form as a recommendation that is used to give advice or such a suggestion to the readers to make a choice by considering the presented arguments.

Hortatory is similar to analytical exposition but if we have to differentiate both from one to each other, we have one useful tool by making analysis on the generic structure. What makes hortatory different from analytical exposition is the last finalizing step which analytical exposition is ended by a reiteration while hortatory exposition is finalized by certain recommendation.

21

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

5. How to Assess Reading Exposition Text

Assessing reading ability is regarded all over the English-speaking world as one of the most important ways of monitoring educational standards. The primary purpose of an assessment task is to collect relevant information for purposes of making inferences or decisions about individuals – which is not to say that the assessment tasks have no potential for promoting learning, but simply that this is not their primary propose.22

Many textbooks on language testing give examples of testing techniques that might be used to assess language. It is conceivable that different testing technique permit the measurement of different aspects of the ability being assessed. Therefore, it is important to consider what techniques are capable of assessing, as well as they might typically assess.

Multiple choice questions technique is one of the commonest ways of assessing reading. The technique even dominated textbooks for teaching reading and, in fact, some interesting exercises were developed with this technique. It is in line with Alderson’s point of view in his book, they (multiple choice questions) allow testers to control the range o possible answer to comprehension questions, and to some extent to control the students’ thought processes when responding.23

B. Jigsaw Technique 1. Concept of Jigsaw

Jigsaw is a tiling puzzle that requires the assembly of numerous small, often oddly shaped, interlocking and tessellating pieces. Each piece usually has a small part of a picture on it; when complete, a jigsaw puzzle produces a complete picture.

In jigsaw, each piece of puzzle is important and related to the other piece. Each piece of puzzle is needed because the whole picture of the puzzle will not be able to be seen if a piece is missing.

22

J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), p. 203.

23

In teaching and learning, jigsaw is defined as classroom activity which requires students to connect several pieces of information from their classmates to understand the material. In this activity, students are required to communicate with their friends and build good group work so they can understand the learning materials well.

2. Concept of Technique

Etymologically, as stated in Oxford Advance Learners’ Dictionary of Current English technique means a method of doing something expertly. Meanwhile, Webster II New Riverside University Dictionary defines technique as “the systematic procedure by which a complex or scientific task is accomplished”.

Before discussing further about the definition of technique, it is necessary to differentiate three terms in teaching and learning related with technique that often confuse people. These three terms is approach, method, and technique. Edward Anthony identifies these three terms as different levels of conceptualization and organization. It is further described by Richards and Rodgers, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice; technique is the level at which classroom procedures are described.24 Techniques must be consistent with a method, and therefore in harmony with an approach as well.25

It can be concluded that technique is implementation that takes place in the classroom, strategy that planned by the teacher to deliver the learning materials to the students to achieve the learning objective. It can be said that technique is a way of doing classroom activities and procedures which derived from an application of the principles. The technique itself should be based on the teacher’s assumption about language teaching and learning.

24

Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 2001), p. 15.

25

Edward M. Anthony, Approach, Method and Technique, 3 April 2014, www.sala.org (http://www.sala.org.br/index.php/artigos/615-approach-method-and-technique)

3. Concept of Jigsaw Technique

Wendy Jolliffe in her book, “Cooperative Learning in the Classroom”, defines Jigsaw technique as a technique in which students are distributed into groups and each member of a group learns an essential part of a whole of a topic by working with a focus group and then helps the home group to combine the knowledge to complete the task.26

In Spencer Kagan and Miguel Kagan’s Cooperative Learning, they divide classic cooperative learning method into four types: Jigsaw Designs, Cooperative Investigations, Mastery Designs, and Learning Together. The first Jigsaw concept was applied by Eliot Aaronson and his associates at the national training labs as teambuilding activities.27

Essentially, Jigsaw technique is a cooperative learning lesson design that takes the place the place of a lecture. Jigsaw technique is a cooperative learning technique that requires everyone’s cooperative effort to produce the final product. Just as in a jigsaw puzzle, each piece-each student’s part- is essential for the production and full understanding of the final product. If each student’s part is essential, then each student is essential. Teacher is not the sole provider of knowledge because most of the work is done by the students themselves which makes it an efficient way to learn.

There are a lot of variations in the design of Jigsaw technique. One of these variations that the writer tries to use in this research is Within-Team Jigsaw that was developed by Spencer Kagan and his associates. Unlike the variation of Jigsaw that was developed by Elliott Aaronson and his associates, this variation of Jigsaw works with existing curriculum. The concept of extrinsic rewards or points as proposed by Jigsaw II is also not included in this variation of Jigsaw. To create positive interdependence, Kagan Jigsaw relies on highly structuring interaction among students and intrinsically interesting learning tasks.28

26

Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman Publishing, 2007), p. 48.

27

Spencer Kagan and Miguel Kagan, Kagan Cooperative Learning, (San Clemente: Kagan Publishing, 2009), p. 17.2.

28

In Within-Team Jigsaw, each student on the team is given a balanced different section of the text to be read and analyze. Later, as an expert the student explains what he/she have learned to the other team member while the other team member take notes on the material that the expert explain.

Based on the explanation above, it can be synthesized that Within-Team Jigsaw is one of Jigsaw variations that developed by Kagan that does not reconstruct the curriculum and also does not include extrinsic rewards or points. This variation require student to master their part individually by reading and analyzing their part and later explain to the other team member.

4. Principles of Jigsaw

In applying Jigsaw group work in the classroom, most researchers agree that to be truly cooperative, learning should consist of key elements, which are: a. Positive interdependence. This requires each pupil in a small group to

contribute to the learning of the group. Pupils are required to work in a way so that each group member needs the others to complete the task. It is a feeling of ‘one for all and all for one’.29

b. Individual accountability. This means that each member of the group is accountable for completing his or her part of the work. It is important that no one can ‘hitchhike’ on the work of others. It requires each pupil in the group to develop a sense of personal responsibility to learn and to help the rest of the group to learn also.30

c. Small Heterogeneous Group. Group needs to be small in order to provide maximum opportunities for oral interaction. The group also should be organized into heterogeneous group for optimum learning.

d. Purposeful talk. Students need opportunities to explore, practice, and understand ideas through oral interaction. Oral interaction will help students to get and understand other members’ ideas.

29

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

5. Procedures of Jigsaw Technique

To run a Within-Team Jigsaw, firstly the teacher should divide the class into group of four or five depending on the quantity of the material that will be learned in the class. Each students on the team is given different section of the text or material that consisting different but related material with another team member.

Later, every member of the group read and analyze their part of the material individually and try to get as much notes as possible to be explained later to the other team member. After reading the material, each member should answer the questions that provided to ensure their understanding on the material.

Lastly, each team member as an expert explains their mastered material to the other team member in certain amount of time. While the expert explaining their material, other team member take notes to get an understanding from the expert. After every team member got their turn to explain the material, the material parts that are given by the teacher should be submitted back to the teacher.

6. Advantages of Jigsaw Technique

Teachers and students can attain some advantages if Jigsaw technique is applied in the classroom activities. Carolyn Kessler as quotes from Aronson identifies many advantages of Jigsaw, such as:31

a. Jigsaw provides an excellent learning environment for the acquisition of language through relevant content.

b. Jigsaw activity allows teachers to use several texts or information sources at different level of linguistic or conceptual difficulty in one class.

c. Jigsaw activity allows teacher to maintain the development of students’ academic skills through carefully structured reading and writing activities. d. Jigsaw provide opportunities for students to work in racially and culturally

mixed groupings

31

Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New Jersey: Prentice Hall, 1992), p. 137.

In her writing Carolyn Kessler also highlights some other advantages of jigsaw technique which can be categorized as cooperative learning in the use in the classroom, for instance:32

a. Jigsaw activity can increase active communication in the classroom. In traditional classroom, students just listen to teacher’s explanation in all activity. That activity causes students get fewer opportunities for talking in class or participate in class. Jigsaw activity requires student to communicate actively in the group so the group can get a good understanding of the material. b. Jigsaw activity allows students to increase their complexity of communication.

Linguistic complexity is increased through various means, such as increased stating of new information, giving explanation, offering opinion and showing integration of information. Complexity of communication is increased while processing group work activity.

c. Jigsaw activity can help students increase their comprehension. In jigsaw activity students must learn what other group members know. So they have to understand the explanation from other member of the group.

7. Disadvantages of Jigsaw Technique

Regarding to the theoretical and practical aspects of Jigsaw technique, some disadvantages of this technique may also exist. There are at least three disadvantages of Jigsaw technique, as follows:33

a. The Pressure of Accountability

For some students, the design of the jigsaw process that ensures that all students in the class are responsible for learning and for teaching what they have learned to others may create an overwhelming sense of pressure to perform when they get their opportunity to explain what they have learn. Students may worry about their second-language communication skills, learning difficulties, or social status, blocking their ability to contribute in their group’s understanding.

32

ibid., pp. 5—7 33

Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood Press, 1994), p. 47.

b. Fairness with Assessment and Evaluation

In Jigsaw activity, teachers cannot assign marks or grades to personal or social development because it may teach self-serving shrewdness and promote competition amongst students within the class.

c. Contrived Interdependence

Students’ certainty in the worth of their own contribution and in the worth of the contributions of other group members cannot be developed instantly that makes artificially created interdependence is a thing that teacher cannot easily make.

C. Concept of Effectiveness

The word effectiveness is a noun form of the word ‘effective’ which etymologically means producing the result that is wanted or intended producing a successful result. European Environment Agency defines effectiveness as “to what extent has the measure achieved its intended objectives, in relation either to outcomes, and/or impacts”.34

Evaluations of effectiveness must be based upon comparing the effects of a measure (i.e. outcomes and/or impacts) to its explicitly stated objectives. These objectives may be expressed in general or specific terms, but the most useful evaluations of effectiveness require objectives to be expressed as clearly as possible.

Evaluations of effectiveness can be undertaken only in relation to the explicit objectives of a policy, evaluations of utility seek to identify all the effects of the measure, intended and unintended, in relation to a wide range of issues – social, economic, environmental, cultural etc - with a view to arriving at some judgment about its contribution to overall social welfare.

In short effectiveness can be defined as a measure of the ability of a program, project or task to produce a specific expected or intended effect or result that can be qualitatively measured. In this case, the term ‘effectiveness’ will be

34

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

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

D. Concept of Ability

Ability is defined by David F. Lohman in his paper as “level of performance on a particular task or class of tasks”.35 The etymological definition of ability is the physical, mental, or legal power to perform something.

Widgor and Garner (1982) define ability as "systematic observation of performance on a task."36 There are thus as many different abilities as there are tasks that can be administered and on which performance can somehow be observed and scored. Since everyone could fail to accomplish a task, or could succeed at it, individual differences are not a necessary component of this definition of ability

To sum up, ability can be defined as the physical, mental, or legal power to do something, in this case to do a task, or to receive information which human have which can be increased by learning.

E. Theoretical Framework

Reading is an activity or process in which the readers make an effort to get information from what they read. Students’ purpose when they read a text is to comprehend the meaning and interpret the ideas from the text, so they can get the actual information and message that the writer tries to convey. Based on the idea above, it can be concluded that reading is a skill that English language learners need to acquire, due to the nature of reading as a skill to develop one’s knowledge and language skill.

In order to problems such as, vocabulary problem, grammatical problem, insufficient opportunity to develop social skill, and so on, teachers may use jigsaw

35

David F. Lohman, Issues in the Definition and Measurement of Abilities, (Iowa: The University of Iowa, 1997), p. 2.

36

A. K. Widgor & W. R. Garner (Eds.), Ability Testing: Uses, Consequences, and Controversies. Part 1. Report of the Committee, (Washington D.C.: National Academy Press, 1982), p. 9.

technique in the class to give the students opportunity to understand text they are reading by interacting with their friends about the text. The jigsaw activity allows the students to comprehend a text by understanding this text in their own group. The jigsaw activity also allows students to communicate with their teammate about the material so they can develop their reading skill, and also their communication skill.

In general, the Jigsaw technique is assumed by the writer as a technique that can help students to get better understanding in reading and also as a technique that can give students opportunity to develop their:

a. Positive interdependence, which means that every group member is reliant to their teammates’ understanding about a text to get a full comprehension about the text.

b. Individual accountability which means that each student is responsible to another group member’s understanding about a text, so that every group member should master their part well.

c. Communication skills in which students work in small heterogeneous group in jigsaw technique so that every student gets the same opportunity to make an oral interaction so that they get chance develop their communication skill. d. Purposeful talk which means that every student can get a better understanding

of the text because they get the explanation about the text from their own teammates’ which are using familiar English words to describe the concept.

F. Relevant Studies

In implementing the study, several relevant studies that discuss the effectiveness of certain technique in promoting students’ achievement are taken as a guideline.

First, a skripsi37 written in 2011 by Inayati entitled "The Effectiveness of Jigsaw Technique in Improving Students’ Reading Comprehension at the Eighth Grade of SMP Islam Parung". This research conclude to a result that the use of

37

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

jigsaw technique is more effective in teaching reading comprehension than the use of Grammar Translation Method that proven by the experimental class’ gain score which higher than control class’ gain score.

Consequently, a skripsi38 written in 2010 by by Solekha entitled “The Effectiveness of Interactive Learning in Teaching Narrative Text”. This study is purposed to describe the objective condition of the effectiveness of interactive learning in teaching narrative text at the second grade of SMA Muhammadiyah 8 Ciputat. The result of the study shows that teaching narrative text by using interactive learning is effective which can be seen from the students’ score in the data analysis.

Finally, a skripsi39 entitled “The Effectiveness of Group Work in Teaching Reading” by Ulfah from University Islam Negeri Syarif Hidayatullah, Jakarta. The results revealed that teaching reading by using group work is more effective than teaching reading without using group work.

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

skripsi was aimed to measure the effectiveness of a certain technique in teaching a material in English language teaching. On the other hand, unlike the previous researches that have been explained above, this skripsi was focused on the effectiveness of Jigsaw technique on students’ ability in exposition text.

G. Research Hypotheses

This research was aimed to find the empirical evidence whether or not Jigsaw technique is effective on students’ ability in reading exposition text. To accomplish this objective, two hypotheses were proposed to be tested, which are: H0 : Jigsaw technique has no significant effectiveness in learning reading of

exposition text.

Ha : Jigsaw technique has significant effectiveness in learning reading of exposition text.

38

Nur Ajeng Solekha, The Effectiveness of Interactive Learning in Teaching Narrative Text, (Jakarta: Department of English Education, 2010), p. iv.

39

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

25

This research is carried out for 5 (five) months started from December 2013 to April 2014. Meanwhile, the on school study was conducted on 29 January 2014 to 20 February 2014. The research took place in SMAN 34 Jakarta that located at Jl. Margasatwa Raya no. I Pondok Labu, Cilandak, South Jakarta, The first meeting was the meeting for the pre-test, the second, third, fourth, and fifth meeting was the meeting for the treatment, and the sixth meeting was the meeting for the post-test.

Table 3.1

The Time Allocation for the Research

no. Date Activity Description

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

2 30 January 2014 First Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

3 5 February 2014 Second

Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

4 6 February 2014 Third Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique

5 12 February 2014 Fourth

Treatment

The controlled lass is taught by using inappropriate technique and

the experimental class is taught by using Jigsaw Technique 6 13 February 2014 Post-Test The post-test is given to the

B. Method of Research

This research is categorized as a quasi-experimental which can be described as empirical research that is used to estimate how a target population can be affected by a causal impact of certain intervention (treatment). This quasi-experimental research was done in two classes which are given two different techniques. These two classes are the experimental class and the control class.

In the research, the experimental class was taught by using Jigsaw technique and controlled class was taught by using the lecturing technique. The research tried to analyze and describe the application of Jigsaw technique and its effectiveness on students’ ability in reading exposition text at the second year of SMAN 34 Jakarta.

This research was preceded by preliminary study which was aimed to gain data about problems faced by teacher and students in teaching-learning activities. The observation was conducted during the teaching and learning process on 12th – 20th March, 2013. The results of the preliminary study were used as basic information in planning the actions to be applied in the research.

C. Population and Sample

The study was conducted in SMAN 34 Jakarta which has 22 classes consisting of 891 students. These 22 classes are arranged into 8 first year classes, 7 second year classes, and 7 third year classes.

The population of the study was the second year students of SMAN 34 Jakarta which consist of 160 students from four Natural Science classes and 120 students from three Social Science classes. The sampling strategy to determine the sample used in this research is purposive cluster sampling. In this case, the XI IPA 1 and XI IPA 3 were chosen as the sample of this research because both of them are handled by the same English teacher. XI IPA 1 and XI IPA 3 consist of 40 students each, so the total students that is 80 students.

The experiment was done in two classes, in which the class of XI IPA 1 was employed as the experimental class meanwhile XI IPA 3 was employed as the control class. Only 39 students from each class were taken as the sample for

conducting the process of data analysis because one student from experimental class missed the pre-test while one student from the control class missed the post-test, so the total students is 78 students.

D. Instrument of the Research

The research instruments used by the writer to collect data in this research was written test. The test was divided into two parts; pre-test and post test, in order to see how well the students master reading exposition text through Jigsaw technique.

Before the test was administered, the reliability and the validity of the research of pre-test and post-test instruments were analyzed to find out whether the test is good to be used or not.

E. Technique of Data Collection

The technique of collecting data used in this research was test. The test meant here were pre-test and post-test. This test is one of the techniques that can be used in the quantitative research because test is quantitative data. Quantitative data is broadly used to describe what can be counted or measured and can therefore be considered as an objective research.

The pre-test was given to the experimental class and control class before the treatment is arranged in the experimental class. The pre-test was set up to the students after the validity and reliability of the test itself was analyzed. On the other hand, the post-test was given to the experimental class and control class after the treatment is set up in the experimental class.

F. Technique of Data Analysis

The analysis of data that was achieved from the pre-test and post-test was used in this quasi-experimental research to measure the effectiveness of Jigsaw technique on students’ ability in reading exposition text. The scores achieved from the pre-test and post-test was analyzed by using the t-test statistical analysis to test the hypothesis.

The pre-test and post-test scores obtained from the classroom tests were analyzed with statistical calculation in the following steps:

a. Determine the Mean of Variable X with formula: �� =��_�

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

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

���=��

x2

�1

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

��� =��

y2

�2

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

��� ��1−1

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

��� ��2−1

g. Determine the Standard Error of different Mean of Variable X and Mean of Variable Y with formula:

���� − ���� = �(����)2+ (����)2 h. Determine t0 with formula:

�0 =

�� − �� ���� − ����

i. Determine the degree of freedom (��) with formula: ��= �1+ �2 – 2 G. Statistical Hypotheses

To prove the hypothesis, the data obtains from experimental class and control classes were calculated by using ttest formula with assumption as follows:

H0 : �_� = �_� H1 : �� > ��

The criteria for the hypothesis testing are:

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

To prove the hypothesis, the obtained data from experimental class and control class were calculated by using ttest formula with assumption as follows:

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

and the Hypothesis Alternative (Ha) is rejected. It means that there is no significant effect of Jigsaw technique on students’ reading exposition text ability.

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

and the Hypothesis Alternative (Ha) is accepted. It means that there is a significant effect of Jigsaw technique on students’ reading exposition text ability.

30

The data from students’ pre-test and post-test was collected in this research as the main instrument. The pre-test was administered before the treatment is given to the experimental class and control class; meanwhile the post-test was administered after the treatment is given to the experimental class and control class. The data that can be used in this research is 39 students’ pre-test and post-test scores from experimental class and 39 students’ pre-post-test and post-post-test scores from control class. It was due to one experimental class student’s absence in pre-test and one control class student’s absence in post-pre-test. Table 4.1, 4.2, and 4.3 present the experimental class students’ pre-test score, post-test score, and gained score. Here are the descriptions:

1. Pre-test Score

In this part, the data of the pre-test score of experimental class and control class is provided. These are the description:

Table 4.1

Pre-test Score of Experimental Class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 85 1 1 55

2 2 75 2 2 80

3 3 70 3 3 80

4 4 50 4 4 70

5 5 80 5 5 75

6 6 75 6 6 80

7 7 85 7 7 65

8 8 60 8 8 80

9 9 75 9 9 75

10 10 80 10 10 65

11 11 85 11 11 70

Experimental Class Control Class

No Student Score No Students Score

13 13 80 13 13 55

14 14 70 14 14 70

15 15 70 15 15 60

16 16 85 16 16 65

17 17 80 17 17 55

18 18 75 18 18 75

19 19 75 19 19 65

20 20 55 20 20 75

21 21 70 21 21 65

22 22 80 22 22 65

23 23 85 23 23 60

24 24 60 24 24 45

25 25 70 25 25 75

26 26 75 26 26 70

27 27 75 27 27 90

28 28 60 28 28 70

29 29 65 29 29 85

30 30 55 30 30 75

31 31 85 31 31 80

32 32 80 32 32 80

33 33 70 33 33 55

34 34 85 34 34 75

35 35 80 35 35 75

36 36 80 36 36 50

37 37 85 37 37 70

38 38 75 38 38 75

39 39 80 39 39 70

∑ 2900 ∑ 2715

Mean 74.36 Mean 69.62

Based on Table 4.1, we can see that in experimental class, the highest pre-test score is 85 while the lowest pre-pre-test score is 50. On the other hand, in the control class, the highest pre-test score is 90 while the lowest pre-test score is 45. Moreover, in the experimental class, the average score or mean is 74.36, the mode is 75, and the median is 75.00. On the other hand, in the control class, the average score or mean is 69.92, the mode is 75, and the median is 70.00

From the students’ pre-test score mean, median, and mode, it can be assumed that students from the experimental class performed better than students from the control class in the pre-test. This assumption was tested using t-test in the next section.

2. Post-test Score

In this part, the data of the post-test score of experimental class and control class is provided. These are the description:

Table 4.2

Post-test Score of Experimental Class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 80 1 1 55

2 2 80 2 2 85

3 3 80 3 3 80

4 4 80 4 4 80

5 5 80 5 5 75

6 6 75 6 6 45

7 7 85 7 7 70

8 8 70 8 8 80

9 9 80 9 9 70

10 10 75 10 10 80

11 11 85 11 11 60

12 12 85 12 12 75

13 13 90 13 13 75

14 14 65 14 14 85

15 15 90 15 15 70

16 16 85 16 16 75

17 17 75 17 17 65

18 18 75 18 18 80

19 19 55 19 19 80

20 20 75 20 20 70

21 21 75 21 21 70

22 22 75 22 22 70

23 23 75 23 23 70

Experimental Class Control Class

No Student Score No Students Score

25 25 85 25 25 85

26 26 90 26 26 85

27 27 80 27 27 95

28 28 70 28 28 70

29 29 80 29 29 80

30 30 90 30 30 75

31 31 80 31 31 85

32 32 85 32 32 85

33 33 75 33 33 60

34 34 85 34 34 75

35 35 75 35 35 70

36 36 80 36 36 65

37 37 85 37 37 65

38 38 75 38 38 60

39 39 80 39 39 75

∑ 3085 ∑ 2880

Mean 79.10 Mean 73.85

According to Table 4.2, in the experimental class, the highest pre-test score was 90 while the lowest pre-test score was 55. On the other hand, in the control class, the highest pre-test score was 95 while the lowest pre-test score was 45. Moreover, in the experimental class, the average score or mean was 79.10, the mode is 80, and the median was 80.00. On the other hand, in the control class, the average score or mean was 73.85, the mode was 70, and the median was 75.00

From the students’ post-test score mean, median, and mode, it can be concluded that students from the experimental class gained an improvement in their test score due to Jigsaw technique. To know the significance of the improvement, t-test was conducted and reported in the data analysis.

3. Gain Score

Gain score is a score that is calculated by subtracting the post-test score with the pre-test score. Therefore, to get gain score students from the experimental group and the control group must follow the pre-test and post-test. These are the description:

Table 4.3

The Gain Score of Experimental class and Control Class

Experimental Class Control Class

No Student Score No Students Score

1 1 -5 1 1 0

2 2 5 2 2 5

3 3 10 3 3 0

4 4 30 4 4 10

5 5 0 5 5 0

6 6 0 6 6 -35

7 7 0 7 7 5

8 8 10 8 8 0

9 9 5 9 9 -5

10 10 -5 10 10 15

11 11 0 11 11 -10

12 12 10 12 12 5

13 13 10 13 13 20

14 14 -5 14 14 15

15 15 20 15 15 10

16 16 0 16 16 10

17 17 -5 17 17 10

18 18 0 18 18 5

19 19 -20 19 19 15

20 20 20 20 20 -5

21 21 5 21 21 5

22 22 -5 22 22 5

23 23 -10 23 23 10

24 24 20 24 24 40

25 25 15 25 25 10

26 26 15 26 26 15

27 27 5 27 27 5

28 28 10 28 28 0

29 29 15 29 29 -5

31 31 35 31 31 0

32 32 -5 32 32 5

33 33 5 33 33 5

34 34 5 34 34 5

Experimental Class Control Class

No Student Score No Students Score

36 36 -5 36 36 -5

37 37 0 37 37 15

38 38 0 38 38 -5

39 39 0 39 39 -15

∑ 185 ∑ 165

Mean 4.74 Mean 4.23

On Table 4.2, we can see that highest gain score from the experimental class was 35 and the lowest score was -20. Later on, from the control class the highest gain score was 40 and the lowest score was -35. This calculation result indicates that some students, both in experimental class and control class, performed better in their post-test than in their pre-test. But, in the other hand, some students performed worst in their post-test than in their pre-test.

In addition, based on the data on the Table 4.2, the average gain score for experimental class was 4.74, while the mode was 0, and the median was 0. Meanwhile, the average gain score for experimental class was 4.23, while the mode was 5, and the median was 5.

4. Data Testing

In this research, the test of normality distribution and homogeneity variances taken from students’ pre-test and post-test scores was performed before the calculation of ttest value. It was done to determine if the data set was well-modeled by a normal distribution and to compute how likely it is for a random variable underlying the data set to be normally distributed.

a. Normality of the Pre-test

The test of normality distribution of the pre-test data was analyzed by the use of Kolmogorov-Smirnov test in IBM SPSS Statistics 20. The result of the test can be seen as follows:

Table 4.4

Normality of the Pre-test

One-Sample Kolmogorov-Smirnov Test

PreScoreExp PreScoreCont

N 39 39

Normal Parametersa,b Mean 74.36 69.62

Std. Deviation 9.402 9.893

Most Extreme Differences

Absolute .194 .157

Positive .129 .096

Negative -.194 -.157

Kolmogorov-Smirnov Z 1.211 .978

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

a. Test distribution is Normal. b. Calculated from data.

The normality test above used One-Sample Kolmogorov-Smirnov Test. Table 4.4 shows that the absolute difference (D) of experimental class data was 0.194. It is smaller than Dtable with the closest Kolmogorov-Smirnov critical points of 40 with degree of significance = 0.05 which is 0.210, in other words, Dexperiment < Dtable (0.194 < 0.210). Meanwhile, the absolute difference (D) of control class data was 0.157, which is smaller than Dtable with the closest Kolmogorov-Smirnov critical points of 40 with degree of significance = 0.05 which is 0.210, in other words, Dexperiment < Dtable (0.157 < 0.210). The table also shows that the Kolmogorov-Smirnov Zexperiment was recorded at 1.211 which is bigger than Ztable of 0.05 or p > 0.05 and the Kolmogorov-Smirnov Zcontrol was recorded at 0.978 which is bigger than Ztable of 0.05 or p > 0.05. It showed that there is no difference between the theoretical distribution and the empirical distribution which means that the data from the experimental class and control class was normal.

b. Normality of the Post-test

The test of normality distribution of the post-test data was analyzed by the use of Kolmogorov-Smirnov test in IBM SPSS Statistics 20. The result of the test can be seen as follows:

Table 4.5

Normality of the Post-test One-Sample Kolmogorov-Smirnov Test

PostScoreExp PostScoreCont

N 39 39

Normal Parametersa,b Mean 79.10 73.85

Std. Deviation 7.059 9.898

Most Extreme Differences

Absolute .178 .144

Positive .142 .104

Negative -.178 -.144

Kolmogorov-Smirnov Z 1.112 .897

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

a. Test distribution is Normal. b. Calculated from data.

From the Table 4.5 it can be seen that the absolute difference (D) of experimental class data was 0.178 and the absolute difference (D) of control class data was 0.144. The absolute difference (D) of experimental class was smaller than the Dtable with the closest Kolmogorov-Smirnov critical points of 40 at the degree of significant 0.05 = 0.210 or Dexperimental<Dtable(0.178 < 0.210). Meanwhile, the absolute difference (D) of control class was also smaller than

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

significant 0.05 = 0.210 or Dcontrol<Dtable (0.144 < 0.210). The Kolmogorov-Smirnov Z score in table 4.5 above was used as the parameter to determine whether the data is normal or not. The experimental class Kolmogorov-Smirnov Z score was 1.112 which is bigger than Ztable of 0.05 or p > 0.05. Then again, the control class Kolmogorov-Smirnov Z score was also bigger than Ztable in the point 0.897 or p > 0.05. Therefore, it can be concluded that the data from both classes in the post test was normal.

c. Homogeneity of the Pre-test

The analysis of the homogeneity variances of both groups in the pre-test was done by employing Levene’s statistic test in IBM SPSS Statistics 20. Here are the results of the calculation:

Table 4.6

Homogeneity of the Pre-test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

PreScore

Based on Mean .090 1 76 .764

Based on Median .133 1 76 .716

Based on Median and with

adjusted df .133 1 75.971 .716

Based on trimmed mean .155 1 76 .695

Table 4.6 shows that the degree of significance based on the mean in the pre-test was 0.764, which is bigger than 0.05. Therefore, it can be concluded that both groups in the pre-test are homogenous.

d. Homogeneity of the Post-test

The analysis of the homogeneity variances of both groups in the post-test was done by employing Levene’s statistic test in IBM SPSS Statistics 20. Here are the results of the calculation:

Table 4.7

Homogeneity of the Post-test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

PostScore

Based on Mean 2.384 1 76 .127

Based on Median 2.324 1 76 .132

Based on Median and with

adjusted df 2.324 1 74.317 .132

Based on trimmed mean 2.393 1 76 .126

From the result of homogeneity test in the Table 4.7, it can be seen that the degree of significance based on mean was 0.127 which is bigger than 0.05. Therefore, it can be concluded that both groups in the pre-test are homogenous.

5. Analysis of the Data

The ttest formula was employed to find the empirical evidence statistically and to test the hypothesis of this research. In performing the ttest, manual calculation and SPSS calculation was used by the writer. SPSS calculation was used to verify the result of manual calculation and to provide better evidence of the calculation. The ttest was used to measure the effectiveness of Jigsaw technique on students’ ability in reading exposition text

In this calculation, to make the calculation easier, the symbol ‘X’ was used to represent the gain of experimental class student, meanwhile ‘Y’ is the symbol used to represent the gain of control class student. The manual calculation of the ttest formula is as follows:

Table 4.8

Comparison of the Students’ Gain Score between Student in Experimental Class and Student in Control Class

No Score x = X - � x² y= Y-� y²

X Y

1 -5 0 -9.744 94.938 -4.231 17.899

2 5 5 0.256 0.066 0.769 0.592

3 10 0 5.256 27.630 -4.231 17.899

4 30 10 25.256 637.886 5.769 33.284

5 0 0 -4.744 22.502 -4.231 17.899

6 0 -35 -4.744 22.502 -39.231 1539.053

7 0 5 -4.744 22.502 0.769 0.592

8 10 0 5.256 27.630 -4.231 17.899

9 5 -5 0.256 0.066 -9.231 85.207

10 -5 15 -9.744 94.938 10.769 115.976

11 0 -10 -4.744 22.502 -14.231 202.515

12 10 5 5.256 27.630 0.769 0.592

13 10 20 5.256 27.630 15.769 248.669

14 -5 15 -9.744 94.938 10.769 115.976

15 20 10 15.256 232.758 5.769 33.284

16 0 10 -4.744 22.502 5.769 33.284

17 -5 10 -9.744 94.938 5.769 33.284

18 0 5 -4.744 22.502 0.769 0.592

19 -20 15 -24.744 612.245 10.769 115.976

No Score x = X - � x² y= Y-� y²

X Y

21 5 5 0.256 0.066 0.769 0.592

22 -5 5 -9.744 94.938 0.769 0.592

23 -10 10 -14.744 217.373 5.769 33.284

24 20 40 15.256 232.758 35.769 1279.438

25 15 10 10.256 105.194 5.769 33.284

26 15 15 10.256 105.194 10.769 115.976

27 5 5 0.256 0.066 0.769 0.592

28 10 0 5.256 27.630 -4.231 17.899

29 15 -5 10.256 105.194 -9.231 85.207

30 35 0 30.256 915.450 -4.231 17.899

31 -5 5 -9.744 94.938 0.769 0.592

32 5 5 0.256 0.066 0.769 0.592

33 5 5 0.256 0.066 0.769 0.592

34 0 0 -4.744 22.502 -4.231 17.899

35 -5 -5 -4.744 22.502 10.769 85.207

36 0 15 -4.744 22.502 -9.231 369.822

37 0 -5 -4.744 22.502 -19.231 0.592

38 0 -15 -4.744 22.502 0.769 4976.923

39 0 5 -4.744 4447.436 0.000 85.207

∑ 185 165 0.000 22.502 10.769 369.822

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

a. Determine the Mean of Variable X with formula: �� =��_�

�−=185 39 �−= 4.74

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

�−=165 39 �−= 4.23

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

��� =��

x2

�1

��� =�

4447.436 39 ��� =√114.037

��� = 10.678

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

���=��

y2

�2

��� =�

4976.923 39 ��� =√127.613

��� = 11.296

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

��� ��1−1

���� =

10.678 √39−1 ���� =

10.678 √38 ���� =

10.678 6.16 ���� = 1.732

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

��2−1

���� =

11.296 √39−1 ���� =

11.296 √38 ���� =

11.296 6.16 ���� = 1.833

g. Determine the Standard Error of Difference with formula: ���� − ���� = �(����)2+ (����)2

= �(1.732)2_{+ (1,832)}2

= √3.0 + 3.359 = √6.359 = 2.522 h. Determine t0 with formula:

�0 =

�� − �� ���� − ����

�0 =

4.74−4.23 2.522 �0 =

0.51 2.522 �0 = 0.203

i. Determine the degree of freedom (��) with formula: ��= �₁+ �₂ – 2

��= 39 + 39– 2 ��= 78−2 ��= 76

From the result of statistical calculation above, it can be seen that the value of t0 or ttest is 0.203 and the degree of freedom (��) was 76. The value of t in the degree of freedomof 76 and at the degree of significance 1% or ttable of df 75 with

ɑ=0.01 is 2.376.

Subsequently, after the manual calculation was done, the calculation was verified by employing independent samples ttest in IBM SPSS Statistics 20. Here are the results:

Table 4.9 Group Statistics

Group N Mean Std. Deviation Std. Error Mean

GainScore

EXP 39 4.74 10.818 1.732

Appendix 8

:

Reference Endorsement Sheet

Appendix 8

:

Reference Endorsement Sheet

Appendix 11 :

Surat Permohonan Izin Penelitian

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia _{Hal : 1/1}

SURAT PERMOHONAN IZIN PENELITIAN

87

Nomor : Un.01/F.1/KM.01.3/.../2014 Jakarta, 6 Januari 2014

Lamp. : -

Hal : Permohonan Izin Penelitian

Kepada Yth. Kepala Sekolah SMAN 34 Jakarta

Jl. Margasatwa Raya No. I Pondok Labu Cilandak, Jakarta Selatan

Assalamu’alaikum wr.wb.

Dengan Hormat kami sampaikan bahwa,

Nama : Kharisma Ragabuana

NIM : 109014000149

Jurusan : Pendidikan Bahasa Inggris

Semester : IX (Sembilan)

Tahun Akademik : 2013/2014

Judul Skripsi : ” The Effectiveness of Using Jigsaw Technique

Towards Students’ Ability in Reading Exposition Text”

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa/i tersebut melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu’alaikum wr.wb.

a.n. Dekan

Kajur Pendidikan Bahasa Inggris

Drs. Syauki, M.Pd

NIP. 19680307 199803 1 002

Tembusan:

1. Dekan FITK.

2. Pembantu Dekan Bidang Akademik.