questionnaire survey showed about 75 of the participants circled “4” and “5”, indicating that they were in favor or strongly favor of KWL strategy.
Based on the previous relevant study, the first study result that there is no effect in teaching reading by using K-W-L technique toward EFL learners.
Meanwhile, from the second study result that there is an improvement in both students’ reading comprehension and writing by using K-W-L technique.
Hence, the researcher is going to conduct K-W-L Plus technique with design of experimental study in teaching analytical exposition text compare with the
use of jigsaw technique.
E. Conceptual Framework
In reading a text, students meet many difficulties. For example, sometimes they tried hard to get the main idea especially in reading analytical exposition text.
Teacher to facilitate students’ learning activity use some strategy to support their learning, one of the techniques in cooperative learning is jigsaw.
In this study, the writer previously assumed that Jigsaw as one of cooperative learning techniques is better than KWL Plus in teaching reading
analytical exposition text. It is because jigsaw techniques can motivate students learning in social group. They can interact with other students in a group and
share their knowledge. Meanwhile, KWL Plus uses students’ schemata or their metacognition skill to comprehend a text. In applying KWL Plus students’ prior
knowledge is important to make a connection to the text given.
First Class is taught by using KWL Plus
Second Class is taught by Jigsaw
The score from both
classes are compared
Post-Test Pre-Test
F. Hypotheses of The Research
Based on the theory in conceptual framework above, the writer concludes the hypotheses could be formulated as follow:
1. Formulating alternative hypothesis Ha: The use of Know Want Learn Plus is more effective in teaching reading of
analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.
2. Formulating null hypothesis Ho: The use of Know Want Learn Plus is not more effective in teaching reading of
analytical exposition text than the use of Jigsaw in teaching reading of analytical exposition text.
CHAPTER III RESEARCH METHODOLOGY
A. Method of the Research
For this research, the writer used experimental method in quantitative study since it requires numerical data. She conducted experiment in two different
classes with two different techniques. The writer used Know Want Learn Plus in experiment class and Jigsaw in controlled class, in teaching analytical exposition
text. In analyzing the data, the writer used t-test to analyze the students’
achievement test, by holding a pre-test to know whether or not the two different classes are relatively at the same level, and post-test to know whether or not there
is any significant different achievement of using Know Want Learn Plus and Jigsaw techniques.
B. Place and Time of the Research
The research was conducted at SMAN 8 Tangerang Selatan. It was carried out from September to November, 2014 for six meetings which consisted of
giving pre-test, presenting materials and giving post-test in the last meeting.
C. Population and sample of the research
The population of this research was the eleventh grade of SMAN 8 Tangerang Selatan. The eleventh grade of this school consisted of four classes
with 35 students in XI MIA 1, 35 students in XI MIA 2, 35 students in XI MIA 3, and 38 students in XI MIA 4. So, the total numbers of the students in eleventh
grade were 143 students. The writer took the sample only two classes taken from class XI MIA 2
35 Students and XI MIA 3 35 students. The sample was taken by using purposive sampling technique. All the class were given the pre-test and two closer
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