The Research Hypothesis THEORETICAL FRAMEWORK
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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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students. Then, the writer gave a recount 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 only found out the verbs in paragraph one, the second students found out the verbs only in paragraph
two, and etc. After that, the writer asked the students to make an expert team. Then, the first student met the others first student, 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 shared with the
expert group. After the students did and discuss the material, the students may come back to the home group and then they have to share what they
got from the expert group. The last activity, the teacher gave the students a task and they have to do it individually.
5 Fifth meeting, the writer gave the students a narrative text with the title of
The Story of Malin Kundang. At this point, the writer applied a jigsaw technique in teaching verbs. Afterwards, the students are divided into
some groups, and each of the students was assigned to find out the verbs in the text. The first student only found out the verbs in the first paragraph,
the second students only found out the verbs in the second paragraph, and etc. Then the students learn in the expert groups. While the students learn
the material in the expert group, the writer observed the students‟
performance. After they learn the material in the expert groups, the students may come back to the home groups and they may discuss each
other. When the students finished explaining the materials, the writer appointed out one or two students to present in the classroom. In the end
of the lesson, the writer gave a task and the students have to do it individually. The teacher gave the tasks to the students in order to know
the student individual‟s competence. 6
Six meeting, the writer reviewed what have been learned by the students about regular and irregular verbs. At the end of this meeting, the writer
conducted a test called posttest. The post test was designed to know how far students‟ understanding about verbs: regular and irregular verbs that