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CHAPTER III RESEARCH METHODOLOGY
A. The Research Design
In his research, the writer used a quantitative research design and he also used a quasi-experimental design for his research. The writer chose a quasi-
experimental design because a quasi experimental is designed to determine the cause and effect relationship and there is a direct manipulation of conditions.
1
In a quasi experimental research has characteristic as stated by Nunan that “quasi-experiment research has both pre-test and post-test and has experiment
class and controlled class, but no random assignment of subjects”.
2
It means that the writer took the sample from the existing class or the intact class to determine
which group that will be experiment class and which group that will be controlled class without giving a random assignment for each student in two classes. Thus,
there were two classes that the writer taught about learning verbs in different treatment. The group that received the new treatment was called the experiment
group or treatment group, and the group that received a different treatment or is treated as usual was called the controlled group. Therefore, in order to know the
effectiveness of using cooperative learning, the writer used two classes; one class as an experiment class and another class as the controlled class. In experiment
class, the writer used cooperative learning and specifically he used Jigsaw technique in teaching verbs; regular and irregular verbs. While in the controlled
class, the students did not receive any treatment by the writer. It was treated as usual and the students in controlled class learn the same material but the writer did
not apply cooperative learning. It means that the students in controlled class learn the materials individually.
1
James H. Mc. Millan and Sally Schumacer, Research in Education, Boston: Pearson Education, inc. , 2006, p. 24.
2
David, Nunan, Research Methods in Language Teaching, Cambridge: Cambridge University Press. 1992, p. 41.
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The teaching of verbs by using jigsaw technique was done by the writer in six meetings. Below are the brief explanations about the teaching and learning
verbs by using Jigsaw technique: 1
First meeting, the writer introduced the general concept of verbs. The writer explained to the students that verbs are consists of regular verbs and
irregular verbs. Afterwards, the writer emphasized on the students that they are going to learn the vocabulary of verbs for the next four meetings.
Then, the writer gave the students a multiple choice item test, which was called pretest. The writer gave the pre-test to the students in order to know
the students‟ competence in understanding the verbs based on the pre- test‟s result.
2 Second meeting, the writer divided the class into six groups and each of
the group must consist of 5 students. At this point, the writer applied the jigsaw technique in teaching verbs. After the writer divided the group, the
writer appointed one of the students in each group to be a leader for their group. Afterward, the writer gave a text, because according to Roger
Gower stated that “one of very effective way in introducing new
vocabulary is through listening or reading text ”.
3
Thus, he gave a recount or narrative text for every student and he asked the students to read the text
and the students have to find out the verbs in the text. In group, the first student found out the verbs only in paragraph one, the second students
found out the verbs only in paragraph two, and the third students found out the verbs only in paragraph three and etc. After that, the writer asked the
students to make an expert team. Then, the first students met the others first students, the second students met the others second students, and etc.
When they were in the expert group, the students did the task together and they could share with the expert group. Afterwards, the students did and
discussed the tasks, the students came back to the home group and then they have to share what they got from the expert group. In the last activity,
3
Roger Gower. et al., Teaching Practice: A Handbook for Teachers in Training, Thailand: MacMillan Education, 2005, p. 147.
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the writer gave some material about the rule of regular verbs and they may discuss with their friends. The last activity, the writer gave the task to each
student and they have to do it individually. 3
Third meeting, before learning the irregular verbs, the writer applied a fun activity which was
called “Jigsaw Word”. Firstly, the writer made the students into some groups and each of the groups must consist of four
students. Then, the writer gave the different clue cards for each of the students in the group, thus every student has different clue cards.
Afterwards, they have to share the clue cards to their friends in group in order to complete the Jigsaw Word. After conducting the jigsaw word, the
writer began the lesson, the writer divided the students into some groups and each of the group must consist of 5 students. In this term, the writer
gave the material about list of irregular verbs. The writer has already designed the material before, and already made the subtopic. In this term,
the writer gave the sub topic to the students. The first subtopic was assigned by the first students, the second subtopic was assigned by the
second students and the third subtopic was assigned by the third students and etc. At this point, the writer asked the student to share with their
expert group. After they discussed together with their expert group, the students may come back to the home group and discuss it. Afterwards, the
students explained and shared their tasks in the home group. In the last, the writer asked one of the students to present what they have known in
front of the class. 4
Fourth meeting, the writer began the lesson by giving a fun activity which was called Word Puzzle. The writer divided the students into some groups
and each of the group must consist of 4 students. Afterwards, the teacher gave the word puzzle jigsaw word, and every student has different word
puzzle, so they have to share the word puzzle to the other students. Word Puzzle is one of the activities that the teacher does before preparing the
class for jigsaw. After conducting the word puzzle, the writer divided the students into some groups and each of the group must consist of 5
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