technique classroom work collaboratively. Hopefully, by using jigsaw technique, the students will enjoy their learning activities.
Based on the explanation above, the writer do a research in MTs Al- Ikhwan. The writer use jigsaw technique to teach simple past tense. The title
of this research is “The Effectiveness of Jigsaw Technique in Teaching Simple Past Tense
” An Experimental Research at Grade VIII of MTs Al- Ikhwan.
B. Identification of Problems
Based on the background of the study about the effectiveness of jigsaw technique in teaching simple past tense, the writer identify some condition
that promote the research problems these are: 1.
The students have low score in grammar. 2.
Teacher‟s method in learning simple past tense makes the students less of motivation or interest.
3. Some students think of grammar as boring subject.
4. The students difficult in memorizing form of regular and irregular verbs.
C. Limitation of Problem
To avoid misunderstanding in interpreting the study, it is important to set some limitation of the problems. The writer limits the study on the teaching
English that concerns on regular and irregular verbs of simple past tense by using jigsaw technique at grade VIII.A and VIII.B of MTs Al-Ikhwan.
D. Formulation of Problem
The writer formulates the research question as follows: “Is the jigsaw technique effective to improve students‟ ability in simple past tense?”
E. Objective of the Study
The objective of the study is to know whether or not jigsaw technique is effective to improve students‟ ability in simple past tense based on their
understanding of regular and irregular verbs.
F. Significance of the Study
The writer hopes the research will be useful for teachers, students, and for the writer. For teachers the result of this research will give contribution to
English teacher in teaching grammar, in this case Simple Past Tense, particularly to give an alternative way in selecting techniques will be used.
For students, the writer hopes it will make students know that study simple past tense is easy if the students study simple past using jigsaw technique.
And also the writer hopes this study will be useful for her to know this technique in teaching simple past by using jigsaw technique is effective or
not.
5
CHAPTER II THEORETICAL FRAMEWORK
This theoretical framework consists of two parts. The first part is simple past tense which covers the definition of simple past tense, the use of simple past
tense, and regular and irregular verbs. The second part is cooperative learning which covers the definition of cooperative learning, the elements of cooperative
learning, the principles of cooperative learning, and the definition of jigsaw technique.
A. Simple Past Tense
