38
students. Then, the writer gave a recount text for every student and he asked the students to read the text and the students have to find out the
verbs in the text. In group, the first student only found out the verbs in paragraph one, the second students found out the verbs only in paragraph
two, and etc. After that, the writer asked the students to make an expert team. Then, the first student met the others first student, the second
students met the others second students, and etc. When they were in the expert group, the students did the task together and they shared with the
expert group. After the students did and discuss the material, the students may come back to the home group and then they have to share what they
got from the expert group. The last activity, the teacher gave the students a task and they have to do it individually.
5 Fifth meeting, the writer gave the students a narrative text with the title of
The Story of Malin Kundang. At this point, the writer applied a jigsaw technique in teaching verbs. Afterwards, the students are divided into
some groups, and each of the students was assigned to find out the verbs in the text. The first student only found out the verbs in the first paragraph,
the second students only found out the verbs in the second paragraph, and etc. Then the students learn in the expert groups. While the students learn
the material in the expert group, the writer observed the students‟
performance. After they learn the material in the expert groups, the students may come back to the home groups and they may discuss each
other. When the students finished explaining the materials, the writer appointed out one or two students to present in the classroom. In the end
of the lesson, the writer gave a task and the students have to do it individually. The teacher gave the tasks to the students in order to know
the student individual‟s competence. 6
Six meeting, the writer reviewed what have been learned by the students about regular and irregular verbs. At the end of this meeting, the writer
conducted a test called posttest. The post test was designed to know how far students‟ understanding about verbs: regular and irregular verbs that
39
have been learned and to know whether the use of jigsaw technique of teaching verbs is effective or not.
B. The Place and Time of the Research
The writer applied the research at SMPN 169 Jakarta which is located on Jl. Peta Utara No.11, Pegadungan, Jakarta. Below is the timetable that described
the schedule or learning activities when the writer conducted the research:
Table 3.1 The Schedule and the Agenda of the Research
No Time
Agenda
1 Monday, April 14
th
2014 Giving the validity test at VIII-A Class
2 Wednesday, April 23
th
2014 Giving the pre-test in both experiment
and controlled class. 3
Thursday, April 24
th
2014 Giving the first treatment in experiment
class 4
Friday, April 25
th
2014 The first meeting in controlled class
5 Wednesday, May 14
th
2014 The second treatment in experiment
class and the second meeting in controlled class
6 Wednesday, May 21
th
2014 The third treatment in experiment class
and the third meeting in controlled class 7
Thursday, May 22
th
2014 The fourth treatment in experiment class
8 Friday, May 23
th
2014 The fourth meeting in controlled class
9 Wednesday, May 28
th
2014 Giving the post-test in both two classes.
Based on the schedule above, the writer conducted the research on March 14
th
2014 and the research began for six meetings. It began by giving the validity test, giving the pre-test in the beginning of the research, applying the technique,
and giving the post-test in the end of the last meeting. The research was postponed in two weeks due to national examination try out and the national examination of
ninth grade. Therefore, the researcher continued his research after the national examination.
40
C. The Population and Sample of the Research
In this research, the writer took the second year of 169 Junior High School Jakarta as the population. The second grade of this school consists of six classes;
namely VIII-A until VIII-F. The amount of population in that school was about 216 students. The writer took one class to be the experimental class and one class
to be the controlled class. In this term, the writer chose the VIII-D as the experiment class and VIII-C as the controlled class. The consideration of choosing
those classes to be the experimental and the controlled classes was based on purposive sampling. In purposive sampling, the researcher chooses the sample
using his experience and knowledge of the group to be sampled.
4
In this term, their English teacher knew their students‟ English ability, and their English
teacher judged that those two classes have the same ability. It was also supported by L.R Gay stated in his book that “purposive sampling, referred to as judgment
sampling, is the process of selecting a sample that is believed to be representative of a given population”.
5
Therefore, the English teacher of SMPN 169 Jakarta; Mrs Santi suggested the writer to take those classes as the experiment class and
controlled class based on her judgment or assumptions in both of the two classes.
D. Technique of Data Collecting
The writer used the test to collect the data. The pre-test and post-test was given in both of the two classes. The pre-test was given before the writer began
the teaching and learning process in two classes. Meanwhile, the post-test was given in order to know the students‟ understanding in verbs; regular and irregular
verbs between the experiment class and the controlled class. The pre-test and post-test are multiple choice form and it was consists of
30 items. The teacher gave the 45 minutes in both of the two classes for finishing the pre-test and post test.
4
L.R Gay, Geoffrey E. Mills and Peter Airasian, Educational Research: Competencies for Analysis and Applications, 9
th
Ed., New Jersey: Pearson Edation, 2009, p. 134.
5
Ibid.
41
E. Technique of Data Analysis
The writer compared students‟ score of pre-test and post-test between the
experiment class and also the controlled class. If the experiment class gets the higher score than the controlled class, it means that Jigsaw as the teaching
technique gives the significant influence in teaching verbs of English vocabulary and it means, Jigsaw technique is effective to be applied in teaching vocabulary
verbs in this classroom The writer used t-test formula to prove the hypothesis of the research.
According to Prof. Anas Sudjiono Test-T is used to examine the hypotheses; null hypothesis H
o
and alternative hypothesis Ha. There are some statistical procedures which contain of several steps in which the writer does that lead into
the hypothesis testing. The formula of t-test will be used as follow:
t
o
= M
X
: Mean of post-test of Experiment Class M
Y
: Mean of post-test of Controlled Class SEM
X
: Standard Error of Experiment Class SEM
Y
: Standard Error of Controlled Class The procedures of the calculation as follows:
6
1 First, to know students‟ scores on the test of noun. The writer tried to seek
the average of students‟ post test scores in the experiment class as a variable X with the formula used is:
M
X
= Note:
M
X
: Mean of Post-Test of Experiment class ∑
X
: S um of frequency multiply the student‟s score
N
X
: Number of students of experiment class
6
Anas Sudjiono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 278.
42
2 After getting the average of students‟ post test score, the writer has to
determine the Standard Deviation score of experiment class variable X with formula used is:
SD
X
= SD
X
= Standard deviation score of Experiment class ∑
X 2
= Sum of squared of frequency multiply the student‟s score 3
Determining Standard Error Mean of experiment class variable X, with formula:
SE
X
= SE
X
= Standard Error mean of experiment class SD
X
= Standard deviation of experiment class 4
In order to know the difference of students‟ post test score between experimental and controlled class, the writer also determines students‟
score of controlled class variable Y, with the formula used is: M
Y
= M
Y
= Mean of post-test of Controlled class ∑
Y
= S um of frequency multiply students‟ score of controlled
class N
= Number of students of controlled class 5
Determining Standard Deviation Score of controlled class Variable Y, with the formula used:
SD
Y
= SD
Y
= Standard deviation score of controlled class ∑Y = Sum of squared of frequency multiply student‟s score
6 Determining standard Error of Mean of controlled class Variable Y, with
formula: SEM
Y
=
