3. The third research was conducted by Hizbullah. The purpose of this
study is to find the empirical evidence whether or not there is significant difference between students‟ score in learning simple past tense by using
cooperative learning at second grade of MTs Pembangunan UIN Jakarta, especially using jigsaw technique and by using Grammar Translation
Method in teaching simple past tense. The research question of this study is “is there any significance for students in learning simple past tense by
using Cooperative learning, especially using jigsaw technique and by using Grammar Translation Method in teaching the simple past tense?”
He used experimental research design. From this research, the writer found that teaching simple past tense by using Jigsaw technique has
positive influence for students
22
.
F. Thinking Framework
Since grammar needs to be integrated into language skills, teachers need to have knowledge of various kinds of techniques in teaching and learning
English. The students of Junior High School are conveyed to learn some tenses including simple past tense.
The simple past indicates that an event, activity or situation happen at a particular time in the past. The simple past tense is related to narrative and
recount text. The students must study simple past tense because mastering simple past tense would help the foreign language learners to be better
understood in using English. In learning simple past tense using jigsaw technique, the students are
assumed very active and easy to learn simple past because they study together in a group. Jigsaw technique as one kind of techniques provides students to
study in group and interact with each other to acquire and practice simple past tense.
22
Hizbullah, “Teaching Simple Past Tense by Using Cooperative Learning”, Skripsi Universitas Islam Negeri Jakarta, 2010, unpublished.
The writer assumes that jigsaw technique as one kind of method is effective to be used in the teaching of simple past tense because the students
in jigsaw technique classroom work collaboratively, active, more relaxed, and easy to learn. As a result, the students can learn simple past tense easily and
the students will enjoy their learning activities.
G. Hypothesis
Ho Null Hypotheses = there is no effect of using jigsaw technique in teaching simple past tense µ = µ
o
. Ha Alternative Hypotheses = there is effect of using jigsaw technique
in teaching simple past tense µ ≠ µ
o
.
19
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
The research takes place at grade VIII.A and VIII.B of MTs Al-Ikhwan, academic year 20132014. The writer do the research for 2 months, started
from April up to May 2014.
B. Method and Design of the Study
