Table 4.4 The Statistical Calculation of the Gain Score of Both the Experimental and the
Control Class
STUDENT X
Y X-MX
Y-MY
X-MX
2
Y-MY
2
1
10 2
-11.5 -9.36
132.25 87.6096
2
28 13
6.5 1.64
42.25 2.6896
3
21 9
-0.5 -2.36
0.25 5.5696
4
15 2
-6.5 -9.36
42.25 87.6096
5
23 7
1.5 -4.36
2.25 19.0096
6
19 5
-2.5 -6.36
6.25 40.4496
7
18 15
-3.5 3.64
12.25 13.2496
8
14 11
-7.5 0.36
56.25 0.1296
9
20 8
-1.5 -3.36
2.25 11.2896
10
31 13
9.5 1.64
90.25 2.6896
11
26 17
4.5 5.64
20.25 31.8096
12
27 20
5.5 8.64
30.25 74.6496
13
15 35
-6.5 23.64
42.25 558.8496
14
18 7
-3.5 -4.36
12.25 19.0096
15
27 5
5.5 -6.36
30.25 40.4496
16
20 4
-1.5 -7.36
2.25 54.1696
17
23 17
1.5 5.64
2.25 31.8096
18
30 10
8.5 -1.36
72.25 1.8496
19
23 8
1.5 -3.36
2.25 11.2896
20
16 10
-5.5 -1.36
30.25 1.8496
21
9 21
-12.5 9.64
156.25 92.9296
22
28 16
6.5 4.64
42.25 21.5296
23
17 11
-4.5 -0.36
20.25 0.1296
24
39 11
17.5 -0.36
306.25 0.1296
STUDENT X
Y X-MX
Y-MY
X-MX
2
Y-MY
2
25
17 7
-4.5 -4.36
20.25 19.0096
26
23 4
1.5 -7.36
2.25 54.1696
27
15 21
-6.5 9.64
42.25 92.9296
28
13 9
-8.5 -2.36
72.25 5.5696
29
32 5
10.5 -6.36
110.25 40.4496
30
28 18
6.5 6.64
42.25 44.0896
645
341 0.2
1445.5 1466.968
Mean
21.5 11.36
0.006667 48.18333
48.89893
The procedures of calculation are as follow: 1.
The mean of variable X M
x
= M
x
= M
x
= 21.5 2.
The mean of variable Y M
y
=
M
y
= M
y
= 11.36 3.
Determining standard of deviation score of variable X SD
x
=
√
SD
x
=
√
SD
x
= √
SD
x
= 6.9414 4.
Determining standard of deviation score of variable Y SD
y
=
√
SD
y
=
√
SD
y
= √
SD
y
= 6.9927 5.
Determining standard error of mean of variable X SE
x
=
√
SE
x
=
√
SE
x
=
√
SE
x
=
SE
x
= 1.2889 6.
Determining standard error of mean of variable Y SE
y
=
√
SE
y
=
√
SE
y
=
√
SE
y
=
SE
y
= 1.2985
7. Determining standard error of different mean of variable X and variable Y
SE
MX-My
=
√ SE
MX-My
=
√ SE
MX-My
=
√ SE
MX-My
=
√ SE
MX-My
=
1.8296 8.
Determining t
o
t
o
=
t
o
=
t
o
=
t
o
= 5.5420 9.
Determining t-table in significance level 5 with degree of freedom df df = N
1
+ N
2
– 2 df = 30 + 30
– 2 df = 60-2
df = 58
Thus, the degree of freedom df is 58 and the critical value of the df 58 by using the degree of significance 5 is 1.671 and the t
observe
is 5.5420 Clearly, it can be seen that the post-test score of experimental class is higher
than the score of controlled class. The result of the comparison between t
observe
and t
table
is 5.5420 1.671 = t
observe
t
table.
C. Interpretation
In this section, the writer describes the interpretation of the research finding and summarizes the hypotheses. The research is held to answer the question whether the
using of jigsaw technique give effect on students’ speaking ability at the second grade
of SMP 3 Tangsel. According to the analysis of the results above, there was a positive effect
between the post-test score in the experimental class and controlled class. The results show that the experimental class got higher post-test score than the controlled class.
Thus, there is a significant measurement score in the experimental class and the controlled class. The data are M
x
= 21.5, M
y
= 11.36, SD
x
= 6.9414, SD
y
= 6.9927, to = 5.5420. it can be concluded that teaching speaking through jigsaw technique had a
significanc e influence on students’ speaking ability. It was showed students’ oral test
achievement after given the treatment of using jigsaw technique were higher than students’ speaking ability before they were given the treatment
From the result above, it can be seen that the mean scores of control class both in pre-test and post-test were actually not significantly improved. The condition
happened because of several reasons. After the pre-test held, the control class did not get treatment of Jigsaw technique. Therefore, the control class students did not have
opportunity to learn some steps of Jigsaw technique in order to maximize their speaking learning.
On the contrary, the significant improvement happened in experimental class. their mean scores were improved as their scores of speaking components were also
improved significantly. after having treatment of Jigsaw technique, their speaking scores were increased. This improvement happened because the experimental
students received oppurtinities to improve their speaking skill by conversation and presenting in the class. It gave them the knowledge how and what the steps are, in
elaborating ideas in order to give, rebut, respond, and defend ideas. In elaborating their ideas, the students knew the correct pronunciation, grammar and vocabulary to
be used. It led to their comprehension and fluency got improved. They knew what they had to say and understood their friends speeches. While the treatment, the
researcher allowed students to know how to gain the sources to support their ideas. They were also tought to build a good teamwork to make their ideas presented in
well-ordered. So each student knew their jobs and what to say exactly. Jigsaw technique also allow the students to know how the steps to criticize an idea in
sequence of series so it can be easy to understand. From the data, it can be seen that the difficulty of experimental students was solved by having treatment of classroom
debate so their speaking scores were increased significantly. The result reports that the t-test is higher than t-table 5.5420 1.671. It can
be defined that teaching speaking in developing students’ speaking ability by using
jigsaw technique is more effective than teaching speaking in developing without jigsaw technique since alternative hypothesis Ha was accepted and the null
hypothesis Ho was rejected. In other words, the effctiveness of using jigsaw technique in developing students’ speaking skill gives positive influence on the
stu dents’ achievement of the second grade in SMP 3 Tangsel. In other words, jigsaw
technique is found to be helpful and effective in teaching speaking, especially the students of 3 Junior High School Tangsel.
46
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion. In this chapter the writer would like to give some conclusion and offer some suggestion that may
have relation to the subject.
A. Conclusion
Based on the statistical analysis, result and interpretation, it showed that the value the calculation of t
o =
5.5420, and the value of t
t
t-table from the df 58 on
degree of significance 5= 1.671. It means, can be seen that t
o
t
t
or H
a
there is a significant difference in teaching speaking by using Jigsaw technique to the
second grade is accepted and H
o
is rejected. It can be summed up that using jigsaw technique is effective. It showed
from the students’ score who are taught by using jigsaw technique is better than the students’ score who are not taught by using jigsaw technique. So can be drawn
the conclusion that the using of jigsaw technique in teaching speaking is very effective and applicable in teaching speaking English.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestion for teacher, students, school and other researcher as follows:
For Teacher
jigsaw technique can be used for create a communicative and active class in teaching speaking.
This technique can develop students habit and motivate the students to
speaking English For Students
develop speaking skill on the students
Built the confident, belief, interaction and work team to develop speaking
skill For Other Researcher
can be reference for other researcher who want to do a research about
speaking with jigsaw technique.