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effective way to help the students’ writing. Beside it might be able to improve the students’ writing; it could be an alternative strategy and could
motivate the English teacher to use it. See appendix 2b for detail result of interview
From the explanation above, it could be drawn the general conclusion from the post interview that the teacher gave a positive response
toward the implementation of Jigsaw technique. In addition, have a good impa
ct to improve the students’ ability in writing narrative text.
b. The Result of Post Questionnaire
The post- questionnaire was conducted to know about the students’
response after learning writing through Jigsaw technique. The questionnaire had ten questions which revealed in five issues:
The students’ liking for Jigsaw technique number 1 6, the usefulness of Jigsaw technique
number 2 3, t he students’ response about teaching writing through
Jigsaw number 4 7, t he extent of the role of peers’ responses in
improving writing quality number 8 9, and the teacher’ style during
teaching writing through Jigsaw number 5 10. The questionnaire was given to the students in the second year of English 2 class on Monday,
February 7
th
2010. The table below showed the result of post questionnaire.
Table 4.5 The Result of Post Questionnaire
No Perception
Percentage Strongly
Agree Agree
So-so Disagree Strongly
Disagree 1
The students’ liking for Jigsaw technique item numbers 16
17.1 64.3
17.1 1.4
2 The usefulness of Jigsaw technique item
numbers 23 17.1
64.3 15.7
2.9 3
The students’ response about teaching writing through Jigsaw item numbers 47
15.7 54.3
27.2 2.9
4 The extent of the role of peers’ responses in
improving writing quality item numbers 89
14.3 48.6
32.8 4.3
5 The
teacher’s style during teaching writing through Jigsaw item numbers 510
20 60
15.7 4.3
Total 84.2
291.5 108.5
15.8 Mean
16.8 58.3
21.7 3.2
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The first issue in Table 4.5 was on the students’ perception of their
liking to write a narrative text using Jigsaw technique. It indicated that 17.1 students strongly agreed and 64.3 students agreed. Those neither
agree nor disagree comprised 17.1. It was clearly indicated in the table that most of the students were like to write using Jigsaw technique. The
second issue was on the students’ perception of the usefulness of Jigsaw technique. The Table 4.1 revealed that 17.1 students strongly agreed and
64.3 students agreed. Those neither agree nor disagree amounted 15.7. It indicated that most of the students agreed that Jigsaw technique could
motivate them to participate actively in writing class. The third issue was on the
students’ response about teaching writing through Jigsaw. It was indicated that 14.3 students strongly agreed
and 48.6 students agreed. Those neither agree nor disagree amounted 32.8 and those disagree comprised 4.3. No one strongly disagreed. The
fourth issue was on the extent of the role of peers’ responses in improving writing quality. The table 4.1 also indicated that 14.3 students strongly
agreed and 48.6 students agreed. Those were 32.8 students neither agree nor disagree. It showed that 4.3 students disagreed and no one strongly
disagreed. The last issue was on the students’ response about the teacher’s
style during teaching writing through Jigsaw. It was indicated that 20.0 students strongly agreed and 60.0 students agreed. Those neither agree nor
disagree amounted 15.7 and those disagree comprised 4.3. No one strongly disagreed.
To sump up, Table 4.5 indicated that 16.8 students strongly agreed that Jigsaw technique motivated them to write narrative text. Those
agreed amounted to 58.3. Those neither agree nor disagree comprised 21.7. It was also clearly indicated in the table that 3.2 students disagreed
and no students strongly disagreed. It meant that 75.1 students were motivated during the implemented Jigsaw technique in writing class. This
implied that the first criteria of success had been fulfilled. Details of the students’ perception on their motivation are presented in Appendix 6.
