32
be implemented in the classroom. Jigsaw is the technique that promotes both academic and social goals for the students. In jigsaw classroom, the students are
divided into four or five members, and the teacher gives the material for each student in group. Each student in group has different material, thus they have to
mastery the materials and they have to be an explainer for their group. Before they become an explainer in their group, the students should work and share with the
other students in the expert group who have the same materials. In jigsaw classroom, the teacher has to design the material before entering the classroom
and the teacher has to observe the student‟s ability when their students learn in group.
Based on the statements above, the writer would like to assume that cooperativ
e learning specifically using jigsaw technique can improve the students‟ understanding on verbs; regular and irregular verbs. Jigsaw technique is also
considered to be one of the effective teaching technique in teaching vocabulary of verbs at the second years students of 169 Junior High School Jakarta.
E. The Previous Study
A study entitled “The Effectiveness of Teaching Verbs by Using Collaborative Learning
”An Experimental Study at The Seventh Grade Year Student of SMP PGRI 1 Ciputat had been done by Tedy Dirhamsyah, a bachelor
of arts from Syarif Hidayatullah State Islamic University in Jakarta
54
. He conducted his research in 2012 and he also focused on the verbs. He conducted his
research in order to know the students‟ mastery of verbs. The research was proven that using collaborative learning is effective to mastery of verbs at the first year
student of junior high school. The data shown that t
o
t
t
or 5,40 was higher than1,67. In this term, the writer has the same dependant variable with the
researcher above. The dependant variable is the verbs; however there are some differences in conducting the research between the writer‟s research and Mr.
Teddy‟s research. The independent variable of the writer is Cooperative learning
54
Tedy, Dirhamsyah, The Effectiveness of Teaching Verbs by Using Collaborative Learning, Jakarta, 2012. p. 37
.
33
while that researcher used collaborative learning. The writer used jigsaw as the technique that was used in cooperative learning classroom, while Mr. Teddy used
work group as his technique in implementing his research. Another difference is about the sample of the research. The writer conducted his research in the second
year student of junior high school, while Mr. Teddy conducted his research in the first year students of junior high school.
The research which discussed about cooperative learning is the one conducted by M. Adrian entitled
“Teaching Vocabulary by using Cooperative Learning” An Experimental Study at the First Year of SMP Darussalam Ciputat
Tangerang.
55
He used Student Team Achievement Division at his approach in applying cooperative language classroom. He concluded that teaching vocabulary
by using cooperative learning is more effective and efficient than teaching by using traditional method. The writer used the same method that is cooperative
learning in conducting vocabulary; however there are some differences about the writer‟s research and the Adrian‟s research. Firstly, that researcher used the
general vocabulary, while the writer only focused on the vocabulary of verbs. Secondly, the researcher above selected a student team achievement division as
his teaching technique in cooperative learning classroom, while the writer chose jigsaw technique in applying cooperative learning classroom. Another difference
is the sample of the research that was used between the writer‟s research and the Adrian‟s research. The researcher above conducted his research in the first year
students of junior high school, while the writer conducted the research in the second year students of junior high school.
Another research which also discussed about vocabulary had been conducted by
Risa Rahmawati entitled “Teaching Vocabulary by Using Jigsaw Method”.
56
She took the sample and made the students into experiment class and controlled class. The research was proven that using jigsaw method is effective to
mastery of vocabulary at the fourth grade students of elementary school. The data shown that Alternative hypothesis was accepted and the null hypothesis was
55
Adrian, M, Teaching Vocabulary by using Cooperative Learning, Jakarta, 2011, p. 42.
56
Risa, Rahmawati, Teaching Vocabulary by Using Jigsaw Method. Bandung, 2012. p. 5.
34
rejected and it can be seen from the result stated that t t
t
or 3,91 was higher than 2,06 in the degree of freedom 5. The researcher above used the same
technique with the writer. She used Jigsaw technique in teaching vocbulary and she conducted her research in order to know the students‟ mastery of vocabulary.
The differences between Risa‟s research and the writer‟s research are the subject
of the study and the dependent variable of the research. She conducted her research in the fourth grade of elementary school while the writer conducted his
research in the second year students of junior high school. She taught vocabulary while the writer only focused on the vocabulary of verbs.
From all of the experiments that ever had, none of them described in detailed information about the teaching vocabulary of verbs by using jigsaw.
Thus, the writer chooses to conduct the new research in different context. The writer conducted the research with title
“The Effectiveness of teaching Verbs by Using Cooperative Learning.
”
F. The Research Hypothesis
The purpose of this study is to find out the empirical evidence for the students in learning the simple past tense whether using cooperative learning
especially using jigsaw is effective or not in building students‟ mastery of
vocabulary verbs. To get the answer of the hypothesis above, the writer proposes alternative
hypothesis H
a
and the null hypothesis H
o
as follows: H
a
: There is a significant difference of students‟ achievement between those who were taught by using cooperative learning in teaching
the verbs in experiment class and those who were taught without using cooperative learning in controlled class.
H
o
There is no significant difference of students‟ achievement between those who were taught by using cooperative learning in
teaching the verbs in experiment class and those who were taught without using cooperative learning in controlled class.
