jigsaw technique is more effective in teaching reading comprehension than the use of Grammar Translation Method that proven by the experimental class’ gain score
which higher than control class’ gain score. Consequently, a skripsi
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written in 2010 by by Solekha entitled “The Effectiveness of Interactive Learning in Teaching Narrative Text”. This study is
purposed to describe the objective condition of the effectiveness of interactive learning in teaching narrative text at the second grade of SMA Muhammadiyah 8
Ciputat. The result of the study shows that teaching narrative text by using interactive learning is effective which can be seen from the students’ score in the
data analysis. Finally, a skripsi
39
entitled “The Effectiveness of Group Work in Teaching Reading” by Ulfah from University Islam Negeri Syarif Hidayatullah, Jakarta.
The results revealed that teaching reading by using group work is more effective than teaching reading without using group work.
The similarity of all the researches above with this skripsi is that this skripsi was aimed to measure the effectiveness of a certain technique in teaching a
material in English language teaching. On the other hand, unlike the previous researches that have been explained above, this skripsi was focused on the
effectiveness of Jigsaw technique on students’ ability in exposition text.
G. Research Hypotheses
This research was aimed to find the empirical evidence whether or not Jigsaw technique is effective on students’ ability in reading exposition text. To
accomplish this objective, two hypotheses were proposed to be tested, which are: H
: Jigsaw technique has no significant effectiveness in learning reading of
exposition text. H
a
: Jigsaw technique has significant effectiveness in learning reading of
exposition text.
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Nur Ajeng Solekha, The Effectiveness of Interactive Learning in Teaching Narrative Text, Jakarta: Department of English Education, 2010, p. iv.
39
Maria Ulfah, The Effectiveness of Group Work in Teaching Reading, Jakarta: Department of English Education, 2010, p. iv.
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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
This research is carried out for 5 five months started from December 2013 to April 2014. Meanwhile, the on school study was conducted on 29 January
2014 to 20 February 2014. The research took place in SMAN 34 Jakarta that located at Jl. Margasatwa Raya no. I Pondok Labu, Cilandak, South Jakarta, The
first meeting was the meeting for the pre-test, the second, third, fourth, and fifth meeting was the meeting for the treatment, and the sixth meeting was the meeting
for the post-test.
Table 3.1 The Time Allocation for the Research
no. Date
Activity Description
1 29 January 2014
Pre test The pre-test is given to the
student 2
30 January 2014 First Treatment
The controlled lass is taught by using inappropriate technique and
the experimental class is taught by using Jigsaw Technique
3 5 February 2014
Second Treatment
The controlled lass is taught by using inappropriate technique and
the experimental class is taught by using Jigsaw Technique
4 6 February 2014
Third Treatment The controlled lass is taught by
using inappropriate technique and the experimental class is taught
by using Jigsaw Technique 5
12 February 2014 Fourth
Treatment The controlled lass is taught by
using inappropriate technique and the experimental class is taught
by using Jigsaw Technique 6
13 February 2014 Post-Test
The post-test is given to the
students.
