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4. Data of Test
Based on the result of students’ writing product, it was found out that the students’ writing in a narrative text was gradually improving. It
meant that the use of Jigsaw technique could increasingly help and motivate them to learn for better writing a narrative text. Thus, most of them
gradually gained good scores at the end of each cycle. The students’ average score in preliminary study was 56.3; in the first cycle the average score was
65.2; and the average score in the second cycle was 77.2. The students’
improvement in the writing narrative text from the preliminary study to the second cycle was recapped in Figure 4.4.
Figure 4.4 The Students’ Achievement in Writing Product
The overall finding of the study after accomplishing the classroom action research revealed the good results from implementing Jigsaw
technique in teaching narrative text.
The result of the study using Jigsaw technique indicated that there was an increase in students’ motivation in writing a narrative text from
79.3 in the first cycle to 89.3 in the second cycle. The implementation of Jigsaw technique gradually improved students’ motivation to write.
The result of this study also indicated that students’ writing product increased significantly from 56.3 in the preliminary study, 65.2 in
the first cycle, to 77.2 in the second cycle.
50 60
70 80
Writing 56.3
65.2 77.2
Preliminary 1st Cycle
2nd Cycle
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Furthermore, the interview implied that Jigsaw technique was a good technique in improving students’ writing and it could be an alternative
technique in teaching writing. Some points that can be concluded from the study are that Jigsaw
technique 1 stimulates the students to be active participants in English classes through a series of its activities, 2 increases students’ achievement
and motivation, 3 produces a live, interesting, and fun English class, and 4 activates the four language skills at the same time.
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