the end of the activity, jigsaw technique in the teaching learning process is expected to be effective in teaching reading on narrative text.
F. Theoretical Hypothesis
If there is a difference in the main gains of the reading scores that taught by jigsaw technique and for those who were taught without jigsaw technique. It
means that jigsaw technique is effective towards students‟ reading comprehension on narrative text and it is an alternative hypothesis Ha.
If there is no significant difference in the main gains of students‟ scores who were taught by jigsaw technique and those who are taught without jigsaw
technique. It means that jigsaw technique is not effective towa rds students‟
reading comprehension on narrative text and it is a null hypothesis H
o
.
30
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
This research was conducted on March 6
th
2014 until March 22
nd
2014. The research took place in SMA Negeri 63 Jakarta that is located in AMD
Manunggal street V number 57, North Petukangan, South Jakarta.
B. Population and Sample
The population of this research was the whole students of eleventh grade students of SMA Negeri 63 Jakarta. There are six classes that consist of four
social science classes and two of science classes. Purposeful sampling was used to take the sample. McMillan stated that, “Purposeful sampling refers the selecting
particular elements from the population that will be representative or informative about the topic of the interest.
1
The classes chosen were XI Social 4 as the experimental class and XI Social 3 as the controlled class. Each class consists of
40 students so the total of the sample was 80 students.
C. Method of the Research
In this research, a quasi-experimental method was employed. The method of this research was a quasi-experimental research.
There were two different classes as the objects of the research and it was taught by different methods. Jigsaw technique was used in the experimental class
while Grammar-Translation Method was used in the controlled class. Before applying the treatment, the students in experimental and controlled
class were given a pre-test. It aimed to know if those two classes in experimental and controlled class have the same knowledge. At the end of the research, a post-
test was taken by the students in two classes and the achievement of the students
1
James H. McMillan, Sally Schumacer, Research in Education Evidence Based Inquiry 5
th
Edition, Boston: Allyn and Bacon, 2006, p. 24.
