Data of Test The Interpretation of the Data

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

It can concluded that the implementation of Jigsaw technique in the teaching of writing has successfully improved the second year students’ writing ability in narrative text at MTsN Tangerang II Pamulang. The improvement could be seen from the increase of students’ mean writing score from 56.3 in the preliminary study, and 65.2 in the first cycle, to 77.2 in the second cycle. Besides, the finding indicated that Jigsaw technique was effective in motivating and encouraging the students to participate actively in writing a narrative text. It was found that there were 79.3 students participated actively in the first cycle and 89.3 students participated enthusiastically in the second cycle. It was also supported by the result of the questionnaire given to the students in the end of the second cycle. After using Jigsaw technique in teaching writing, the students gave positive responses toward that action. Jigsaw technique could overcome their difficulty in term of generating and organizing ideas. They can share their ideas in writing a narrative text in both the expert groups and home groups. It can be concluded that Jigsaw 61 technique could make the classroom atmosphere more interesting and make students easier to write. Finally, the teacher’s response about the implementation of Jigsaw technique was positive and it would be alternative strategy in teaching writing. Therefore, Jigsaw technique could improve the students’ writing ability in narrative text.

B. Suggestion

There are some suggestions to offer to the English teachers and the other researchers based on the research findings, they are: 1. Based on the effectiveness of the implementation of the Jigsaw technique in the teaching and learning of writing narrative texts and improving student’s motivation, particularly in sharing ideas and describing the events in the picture, it is suggested that the English teachers implement the strategy as an alternative strategy in teaching English language. Yet, in applying this technique, the teacher should be active in monitoring the students’ activities in group discussion and the teacher should be creative in making the teaching and learning process alive so that students will never feel bored. 2. It is also recommended that the students use Jigsaw technique as one of their learning strategies to practice and improve their writing ability in narrative texts which can be done in their extracurricular activities. 3. To the future researcher teachers, particularly those who have the same problem and are interested in conducting research, it is suggested that they apply Jigsaw activity in the same field in their research or on the teaching of three other language skills, for instance listening. In listening, for example, students can hear the different parts of a text, and then exchange information with others in order to complete a task. The student can report the task orally or in a written form. 62 BIBLIOGRAPHY Anderson, Mark and Kathy Anderson. 1997. Text Types in English 2. South Yarra: Mcmillan. Axelord, Rise B. and Charles R. Cooper. 1985. The St. Martin’s Guide to Write. New York: St. Ma rtin’s Press. Braine, George and Claire May. 1996. Writing from Sources: A Guide for ESL Students. Mountain View, California: Mayfield Publishing. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy 2 nd ed.. White Plains: Addison Wesley Longman. Departemen Pendidikan Nasional. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Pusat Kurikulum, Balitbang Depdiknas. ————————————. 2006. Kurikulum Tingkat Satuan Pendidikan School Based Curriculum 2006: Standar Isi SD, SMP, dan SMA. Jakarta. Djamarah, Syaiful Bahri. 2006. Strategi Belajar Mengajar. Jakarta: PT. Bineka Cipta. Harmer, Jeremy. 2007. The Practice of English Language Teaching. Essex: Pearson Education. Hartono, Rudi. 2005. Genres of Texts. Unpublished, Semarang State University: English Department Faculty of Language and Art. Hedge, Tricia. 1990. Writing. Oxford: Oxford University Press. Hess, Natalie. 2001. Teaching Large Multiple Classes. United Kingdom: Cambridge University Press. Kember, David. 2000. Action Learning and Action Research. London: Kogan Page Ltd. Kessler, Carolyn. 1992. Cooperative Language Learning. Englewood Cliffs, New Jersey: Prentice Hall. Langan, John. 2001. College Writing Skills with Readings 5 th ed. New York: McGraw Hill. ––––––––––: 2006. English Skill. New York: Mc Graw Hill.