1 Limited intelligence
2 Over emphasizes on word recognition
3 Over emphasizes on oral reading.
4 Insufficient background for reading selections.
5 Failure to adjust reading technique to reading purposes.
6 Lack of appropiate teacher guidance”.
43
The achievement of materials depends on teacher s’ technique in teaching
activities. In English language teaching, there are many kinds of technique that can be used by teacher. One of the techniques is Jigsaw technique was developed
by Elliot Aronson. In Jigsaw process eoncourages reading, engagement, and emphaty by giving each member of the group an essential part to play in the
academic activity. To overcome this problem, the teacher should have an alternative method or
technique in teaching and learning reading especially Narrative text. In this case, the writer proposes Jigsaw technique in teaching narrative text. By using Jigsaw
Technique the students are expected to enjoy, active and be easier to learn it.
H. The Hypotheses of Study 1.
Alternative Hypothesis H
a
There is a significant difference of the students’ results between using Jigsaw Technique and using Expository Technique in teaching Narrative Text.
2. Null Hypothesis H
o
There is no a significant difference the students’ results between using Jigsaw
Technique and using Expository Technique in teaching Narrative Text.
43
Paula Flaming, , op.cit,p.6
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this study, including time and place of the research, population and sample, method of
research, instrument of research, technique of data collecting and technique of
analyzing data. A.
Place and Time of Research
This research was held in MTs Pembangunan Nurul Islam Tangerang Selatan, which is located at Kp.Sarimulya RT0301 Desa Setu Kecamatan Setu Kota
Tangerang Selatan. The research began by an observation in February. Afterwards, the writer conducted experiment class using jigsaw on February up to
March 2012. The research was done in 10 meetings. The writer gave the pre-test in the first
meeting. This pre-test is tried out to know the validity and reliability also. Then, after 6 meetings the writer gave post test to both of the class. The test was same in
quality and quantity to keep the reliability of the test. It was given to know which class got better learning achievement and how effective of Jigsaw technique
toward students’ narrative text.
B. Population and Sample
In this research the writer took the population of the second grade students of MTS Pembangunan Nurul Islam Setu Tangerang Selatan, academic year
20112012. The sample was taken proposive; the writer took sample 20 students from class VIIIA and 20 from class VIIIB, and total sample 40 students.
