From the calculation, it could be seen that F F
αn1-1, n2-2
0.29 1.84 . Based on the criteria, it could be concluded that H
o
was accepted. It means that the sample in experimental class and controlled class were homogenous.
B. Hypothesis Testing
In this part, the calculation of the data was used to test the hypothesis whether there wa
s significant different between students’ achievement in experimental class which was given jigsaw technique
and students’ achievement in controlled class without using jigsaw technique. T-tes formula was used to
calculate the data. Two classes were compared, the experimental class was X variable and the controlled class was Y variable. The formula of T-test was
expressed as follows:
The calculation can be seen as follows: 1. Determining Mean of variable X:
∑
2. Determining Mean of variable Y: ∑
3. Determining Standard of Deviation Score of Variable X:
√
∑
√ √
4. Determining Standard of Deviation Score of Variable Y: √
∑ √
√
5. Determining Standard Error Mean of Variable X: √
√ √
6. Determining Standard Error Mean of Variable Y: √
√ √
7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:
√ √
√ √
8. Determining t
o
with formula:
9. Determining Degrees of Freedom df, with formula:
The value of df 78 at the degrees of significance 5 or t
table
is 1.991.
10. The Testing of Hypothesis
The statistical hypothesis of this research could be seen as: Ho : There was no significant difference
between students’ reading ability of narrative text taught by using jigsaw technique and without using jigsaw
technique. Ha : There was a significan
t difference between students’ reading ability of narrative text taught by using jigsaw technique and without using jigsaw
technique. And then, the criteria used as follows:
1. If t-test t
o
t-table t
t
in significant degree of 0.05, Ho null hypothesis is rejected.
2. If t-test t
o
t-table t
t
in significant degree of 0.05, Ho the null hypothesis is accepted.
C. Interpretation
In the description of the data which was taken from 40 students of experimental class and 40 students of controlled class. Table 4.1 showed the
description of the experimental class which had the mean of pre-test 66.6 before the implementation of jigsaw technique that was given as a treatment. After the
students were given four-time treatments in experimental class using jigsaw technique, the mean of post-test was 77.7 and the mean of gained score was 11.1.
The smallest score in the pre-test was 52 and the highest score was 88. The data shown in post-test that the smallest score was 64 and the highest score was 96. It
could be summarized that the lowest and the highest scores in post-test were higher than pre-test.
Meanwhile, from the description of score in controlled class which was shown in Table 4.2, the mean of pre-test was 68.4. In controlled class, there was
no implementation of jigsaw technique used in teaching. After four-time treatments without using jigsaw technique, the mean of post-test was 74.1 while
the mean of gained score was 5.7. The smallest score in the pre-test was 40 and
the highest score was 88. The data shown in post-test that the smallest score was 60 and the highest score was 88. The use of jigsaw technique could help students
to understand the material well due to an active participation with their friends in groups. Students could also be involved in the teaching learning process by
discussing and delivering ideas towards the material learned. It could be seen that after the treatment was implied in both experimental class and controlled class,
the result showed that the gained score of experimental class which jigsaw technique was being applied was 11.1. Meanwhile the gained score of the
controlled class without jigsaw technique was 5.7. It was clearly seen that the gained score in experimental class was higher than in controlled class.
Before testing the hypothesis, the steps that should be followed were analyzing the normality and homogenity of the data. The purpose of analyzing the
normality was to to see whether the data got in the research has been normally distributed or not. The result of normality could be seen by comparing the value
of T
max
to T
table
. Meanwhile, the purpose of analyzing the homogenity was to see whether the datasample in both experimental and controlled class were
homogenous or heterogenous. After analyzing the normality, the result showed that both the data of pre-test and post-test in experimental class were distributed
normally. According to criteria of the test, it could be seen in the result that T
max
pre-test and post-test T
table
0.1236 and 0.0986 0.161. Both the data of pre- test and post-test in controlled class also showed that they were distributed
normally. According to criteria of the test, it could be seen in the result that T
max
pre-test and post-test T
table
0.1076 and 0.1352 0.161. It means that all the data in both pre-test and post-test of experimental and controlled class were
distributed normally. The next result from the calculation of homogenity, the result showed that F F
αn1-1, n2-2
0.29 1.84. Based on the criteria, it means that the sample in experimental class and controlled class were homogenous.
The final calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there
was a significant different between students’ reading ability in experimental class
which was taught by jigsaw technique and in controlled class that was taught
without using jigsaw technique. T-test formula was used in the significance degree α of 5. The result showed that t-test t
o
t-table t
t
F F
αn1-1, n2-2
17.1 1.991. It means that t-test was higher in the value 15.10 than t-table. It means that alternative hypothesis H
a
was accepted that there was a significant difference
between students’ reading ability of narrative text taught by using jigsaw technique and without using jigsaw technique.
48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results and the interpretation of the data, it could be concluded that the result of T-test formula to test the hypothesis of the research
supported the effectiveness of using jigsaw technique towards students’ reading
ability on narrative text. The result showed that in significance degree of 5, the value of t-test t
o
t-table t
t
17.1 1.991. It could be said that t-test was higher in the value 15.10 than T-table. So, the null hypothesis Ho was rejected.
It means that the answer of research problem was proven that there was a significant difference
between students’ reading comprehension in experimental class which was taught by jigsaw technique and in controlled class that was taught
without using jigsaw technique. Based on the analysis results of the research, the conclusion drawn was
jigsaw technique was effective and applicable for teaching narrative text and other kinds of text which are closest resemble genre at the eleventh grade students of 63
Senior High School towards students’ reading comprehension of narrative text. Jigsaw technique also could o
vercome students’ difficulties towards reading comprehension on narrative text.
B. Suggestion
Based on the conclusions, some suggestions can be proposed that hopefully will be useful for students, teachers, schools, and other researchers.
1. For students
Students should be responsible for the discussion of the material given by the teachers. In addition, students should participate more actively in groups.
When they are formed in groups, they should use their time wisely by discussing the material well because each student has a responsibility to master the material.
