Using jigsaw technique to improve students' narrative writing

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USING JIGSAW TECHNIQUE TO IMPROVE

STUDENTS’

NARRATIVE WRITING

(A Classroom Action Research in the Second Year of English 2 Class of MTsN Tangerang II Pamulang)

A ―Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in

English Language Education

By:

Ina Mayrina

106014000061

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Mayrina, Ina 2011. Using Jigsaw Technique to Improve Students’ Narrative Writing, Skripsi, Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Sunardi Kartowisastro, Dipl Ed.

Key words: Jigsaw Technique, Narrative Text, MTsN Tangerang II Pamulang This study was designed to improve the students’ narrative writing ability by using Jigsaw technique. The objective of the study was to find out how Jigsaw technique can be used to improve the narrative writing ability of the second year students’ of MTsN Tangerang II Pamulang.

The study was collaborative classroom action research in which the writer and the collaborative teacher worked together in conducting this study. The researcher acted as the teacher while the English teacher became the writer’s collaborator to observe the implementation of Jigsaw technique. This study was conducted in two cycles by following the procedures of the action research i.e. planning, implementing, observing, and reflecting. Each cycle consisted of three meetings. The data of the study were gathered through the following instruments– interview, observation checklist, questionnaire and test. The subjects of this study were 35 second year students of MTsN Tangerang II Pamulang of the 2010/2011 academic year. All students were taken as the subjects of the research.

The finding of the study indicated that Jigsaw technique was effective in enhancing the students’ motivation and participation. From the result of questionnaire, it showed that 75.1% students were motivated during the implemented Jigsaw technique in writing narrative text. In addition, it was found that there were 79.3% students participated actively in the first cycle and 89.3% students who participated in the second cycle. This implied that the first criteria of success had been fulfilled.

Furthermore, the finding of the study indicated that Jigsaw technique was successful in improving students’ writing narrative text. The improvement could be seen from the increase of students’ mean writing score from 56.3 in the preliminary study, and 65.2 in the first cycle, to 77.2 in the second cycle. If it calculated into class percentage, there were 5 students (14.3 %) who passed Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the pre test. Meanwhile, in the cycle 1, there were 10 students (28.6%) who passed KKM and it gained which was in the posttest cycle 2 there were 28 students (80%) who passed KKM. So, it indicated that the second criteria of success has been achieved.

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ABSTRACT

Advisor: Drs. Sunardi Kartowisastro, Dipl Ed.

Key words: Jigsaw Technique, Narrative Text, MTsN Tangerang II Pamulang

Penelitian ini dirancang untuk meningkatkan ketrampilan menulis teks narasi siswa dengan menggunakan teknik Jigsaw. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana teknik Jigsaw dapat digunakan untuk meningkatkan kemampuan menulis teks narasi siswa di MTsN Tangerang II Pamulang.

Penelitian ini menggunakan rancangan penelitian tindakan kelas yang bersifat kolaboratif dimana penulis dan guru bekerja sama dalam melaksanakan penelitian ini. Penulis berperan sebagai pengajar sedangkan guru bahasa Inggris menjadi kolaborator penulis untuk mengobservasi pelaksanaan teknik Jigsaw. Penelitian ini dilaksanakan dalam dua siklus yang mengacu pada prosedur penelitian tindakan yaitu, planning, implementing, observing, dan reflecting. Tiap siklus dalam penelitian ini terdiri dari tiga pertemuan untuk pelaksanaan teknik. Data penelitian dikumpulkan melalui beberapa instrumen yaitu wawancara, lembar observasi, kuisioner, dan hasil tes yang diberikan pada siswa. Subyek penelitian ini adalah 36 siswa kelas dua MTsN Tangerang II Pamulang pada tahun ajaran 2010/2011. Semua siswa menjadi subyek penelitian ini.

Hasil penelitian menunjukkan bahwa teknik Jigsaw sangat efektif dalam meningkatkan motivasi dan partisipasi siswa. Dari data hasil kuisioner diketahui bahwa 75.1% siswa termotivasi selama penerapan teknik jigsaw dalam menulis teks narasi. Selain itu, hasil penelitian juga menunjukkan bahwa 79.3% siswa berpartisipasi secara aktif di siklus pertama dan 89.3% siswa berpartisipasi di siklus kedua. Hasil tersebut menunjukan bahwa kriteria sukses yang pertama telah terpenuhi.

Hasil penelitian lebih lanjut menunjukkan bahwa Jigsaw efektif dalam meningkatkan kemampuan siswa dalam menulis teks narasi. Peningkatan dapat dilihat dari kenaikan nilai rata-rata menulis teks narasi siswa dari nilai studi awal 56.3; 65.2 di siklus pertama, dan 77.2 di siklus kedua. Jika dihitung dalam prosentase kelas, hasil studi awal menunjukkan hanya ada 5 siswa atau 14.3 % yang mencapai nilai Kriteria Ketuntasan Minimal (KKM), sedangkan dalam postes siklus 1 ada 10 atau 28.6% siswa mencapai nilai KKM dan 28 siswa atau 80.0% telah mencapai nilai KKM. Jadi, hasil tersebut menunjukan bahwa kriteria sukses yang kedua telah tercapai.

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ACKNOWLEDGEMENT

All praises be to Allah, Lord of the world, who has bestowed upon the writer in completing this ―skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

The writer would like to express her greatest thanks and deepest gratitude to the as follows:

1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd. as the head of English Department, and Neneng Sunengsih S.Pd. as the Secretary of English Department. Her gratitude also goes to all the lecturers of English Department who have transferred their knowledge and also for their valuable guidance and encouragement to the writer.

3. to her advisor, Drs. Sunardi Kartowisastro, Dipl Ed. for his valuable help, guidance, motivation, comments, and suggestion for the completion of this ―skripsi”. May Allah always bless and keep his health.

4. to her beloved parents, H. Mahmuddin and Hj. Asiah for their love and kindness, who have been getting involved in the writer’s life especially in education, and also her sisters, Susi Susanti, Nia Kurniawati and Ani Mayrani who always give their love, motivation, and support to the writer to finish her study.

5. The writer would express his gratitude to Drs. Suhardi, M.Ag. as the headmaster of MTsN Tangerang II Pamulang, Dra. Hj. Neneng Susilawati, M Pd. as the English Teacher of MTsN Tangerang II Pamulang and all teachers of that school who helped her in conducting the study.

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6. For all my friends in the English Department academic year 2006 of C class especially Nia, Teh Eni, Ulfa, Lala, Dila, Yuning, Abi, Mumut, Ibah and for the best friends, Irna Purnamasari, and Fuzy Aulia Haryani for giving more spirit to finish the ‗Skripsi’.

The writer does realize that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better. Hopefully, this ―skripsi” can give usefulness for the development of English teaching-learning.

Jakarta, February 2011

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Page

ENDORSEMENT SHEET ... i

ABSTRACT ... ii

ABSTRAK ... iii

ACKNOWLEDGMENTS ... iv

TABLE OF CONTENTS ... vi

LIST OF TABLES ... ix

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problem of the Study ... 5

C. Objective of the Study ... 5

D. Significance of the Study ... 5

E. Limitation of the Study ... 6

F. Definition of Key Terms ... 6

CHAPTER II THEORETICAL FRAMEWORK A. Writing ... 7

1. Nature of Writing ... 7

2. Process of Writing ... 9

3. Purposes of Writing ... 11

4. Problems of Writing ... 13

B. Narrative Text ... 15

1. Definition of Narrative Text ... 15

2. Purpose of Narrative Text... 15

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vii

4. Linguistic Features of Narrative Text ... 16

C. Jigsaw Technique ... 17

1. Definition of Jigsaw Technique ... 17

2. Procedure in Jigsaw Technique ... 19

3. Advantages of Jigsaw Technique ... 20

4. Disadvantages of Jigsaw Technique ... 21

D. Teaching Narrative Text by Using Jigsaw Technique .... 23

CHAPTER III RESEARCH METHODOLOGY A. The Research Design ... 26

B. Subject and Setting of the Research ... 29

C. The Classroom Action Research (CAR) Procedure ... 29

1. Planning Phase ... 31

2. Acting Phase ... 31

3. Observing Phase ... 32

4. Reflecting Phase ... 32

D. The Technique of Collecting Data ... 33

E. The Technique of Data analysis ... 34

F. The Criteria of the Action Success ... 37

CHAPTER IV RESEARCH FINDINGS A. The Description of the Data ... 38

1. Findings of the Preliminary Study ... 38

a. The Result of Pre Interview ... 38

b. The Result of Pre Questionnaire ... 40

c. The Result of Pre Test ... 41

2. Findings of the First Cycle ... 43

a. Planning ... 43

b. Acting ... 43

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d. Reflecting ... 46

e. Revision of the First Cycle ... 47

3. Findings of the second Cycle ... 48

a. Planning ... 48

b. Acting ... 48

c. Observing ... 49

d. Reflecting ... 53

4. Findings after Implementing CAR ... 53

a. The Result of Post Interview ... 53

b. The Result of Post Questionnaire ... 54

B. The Interpretation of the Data ... 56

1. Data of Observation ... 56

2. Data of Questionnaire ... 57

3. Data of Interview ... 57

4. Data of Test ... 58

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 60

B. Suggestion ... 61

BIBLIOGRAPHY ... 62

APPENDICES ... 65

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LIST OF TABLES

Page Table 3.1 The Schedule of the Classroom Action Research ... 32 Table 3.2 Analytic Scoring Rubric of Narrative Writing ... 36 Table 4.1 The Result of Pre Questionnaire ... 40 Table 4.2 Students’ Participation Result on the Teaching and

Learning in the 1st Cycle ... 44 Table 4.3 Students’ Participation Result on the Teaching and

Learning in the 2nd Cycle ... 49 Table 4.4 Students’ Writing Score of Pretest, Posttest 1, and Posttest 2 ... 52 Table 4.5 The Result of Post Questionnaire ... 54

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LIST OF FIGURES

Page

Figure 2.1 Trible’s Model of Writing ... 9

Figure 2.2 The example of Narrative Text ... 17

Figure 2.3 Grouping in Jigsaw technique ... 19

Figure 2.4 Division of students in Home group ... 24

Figure 2.5 Division of students in Expert group ... 24

Figure 3.1 Classroom Action Research Design of Kemmis & Mc Taggart ... 28

Figure 3.2 The Classroom Action Research Procedure ... 30

Figure 4.1 The Students’ Improvement in Writing Product in the First Cycle ... 46

Figure 4.2 The Students’ Improvement in Writing Product in the Second Cycle ... 51

Figure 4.3 The Students’ Participation during Teaching and Learning Process ... 56

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LIST OF APPENDICES

Page

Appendix 1a Interview for the English Teacher in the Preliminary Study ... 65

Appendix 1b The Result of Interview in the Preliminary Study ... 66

Appendix 2a Interview for the English in the last Classroom Action Research ... 68

Appendix 2b The result of Interview after Classroom Action Research ... 69

Appendix 3a Questionnaire for Students in the Preliminary Study ... 71

Appendix 3b The Result of Questionnaire in the Preliminary Study ... 72

Appendix 4a Questionnaire for Students in the Last Classroom Action Research ... 73

Appendix 4b The Result of Questionnaire in the Last Classroom Action Research ... 74

Appendix 5a Pretest ... 75

Appendix 5b Students’ Writing Narative Text Scores in the Preliminary Study ... 76

Appendix 5c The Sample of Students’ Writing Narative Text in the Preliminary Study ... 77

Appendix 6a Students’ Writing Narative Text Score in the Cycle 1 ... 78

Appendix 6b The Sample of Students’ Writing Narrative Text in the Cycle 1 ... 79

Appendix 7a Students’ Writing Narrative Text Score in the Cycle 2 ... 80

Appendix 7b The Sample of Students’ Writing Narrative Text in the Cycle 2 ... 79

Appendix 8a Observation Checklist for Students’ Participation in the Cycle 1 ... 82

Appendix 8b Observation Checklist for Students’ Participation in the Cycle 2 ... 88

Appendix 9 Photographs of the Students’ Participation in Writing Activities ... 94

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Appendix 10a Lesson Plan of the First Cycle ... 96 Appendix 10b Lesson Plan in the Second Cycle ... 110 Appendix 11a Sets of Pictures for Writing Narrative Text

in the Cycle 1 ... 123 Appendix 11b Sets of Pictures for Writing Narrative Text

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CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, the problems of the study, the objectives of the study, the significance of the study, the limitation of the study, and the definition of key terms are formulated.

A. Background of the Study

English is the language used by most countries among languages in the world. As Richards and Rodgers said, ―Latin was most widely studied as foreign language five hundred years ago. English has become the most widely studied foreign language today”.1 However, it can’t be denied that English language has become increasingly important as a medium language which people from a range of culture can share their knowledge.

The improvement of using English can’t be separated from the mastering of English because it has many roles in our life, such as in technology, economy, education, science, information, and many others.

Jack C. Richards and Thedore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 1

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S.K. Gill in Galuh Nur Rohmah’s book Facing the Complexities of Writing

said, ―There are now over 100,000 scientific journals in the world which are published in English”.2

So, mastering English is necessary for people. It is also needed by people to access many resources, knowledge and information from internet, newspaper, television, books, and other English literature.

From some reasons above, Indonesia’s National Education Department has decided that English, as foreign language, has to be taught at every level of school, from elementary school to university.3 But the writer will focus on teaching English at junior high school level.

One of text types that Junior High School students learn and should be mastered is narrative text. It has been obviously stated in the current curriculum KTSP 2006. Narrative text is a kind of text which tells a story based on a real or imagined event. It consists of orientation, complication, and resolution.

English is taught as a foreign language in Indonesia and its aim is to enable students to master the four English skills, i.e. listening, speaking, reading, and writing. All of the skills should be mastered by students to communicate with other people, understand them, talk to them, read what they have written and write to them. By communication, the students can express their ideas, thought, or feelings to others in an oral or written form.

Writing, unlike speaking is not a natural skill. Hess argues that reading and writing are social inventions that have to be taught and learned, practiced and mastered.4 It means writing as one of the four language skills, is not an ability the learners acquire naturally. The students need to get formal instruction in order to be able to write and have to learn consciously. Among the skills, writing is considered the most difficult and complicated

Galuh Nur Rohmah. Facing the Complexities of Writing, (Malang: UIN Malang Press, 2008), p. 10

Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran Bahasa Inggris di Indonesia.

Natalie Hess, Teaching Large Multiple Classes, (UK: Cambridge University Press, 2001), p. 77

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language skill to be learned compared to other language skills. It can be seen that the students make some serious problems when they try to translate a native language sentence word by word into a good written foreign language.

As it is known, writing is not easy. The difficulty lies not only in organizing and generating ideas, but also in translating these ideas into readable texts. The students have to pay attention on planning and organizing as well as spelling, punctuation, word choice, and so on.

However, learning how to write is important. People who lives in today’s growth world need to learn how to write for every reasons. Newcomers to a country soon have to start communicating through writing. They have to take down telephone messages. They have to fill out job applications and applications for health insurance. Students in school at all stages need to express themselves in writing to do well in school. Therefore, it should be obvious that writing helps fulfill our need to communicate.

Considering the importance of writing in people’s life especially in educational field, Indonesian government has included writing in the English syllabus stated in Competence Standard and Basic Competence. Ideally, according to Competence Standard–Standar Kompetensi (SK) and Basic Competence–Kompetensi Dasar (KD) of writing skill in the current School-Based Curriculum–Kurikulum Tingkat Satuan Pendidikan (KTSP), the competence standard of writing of Junior High School level is to express meaning in functional written texts and simple short essays in the form of

descriptive, procedure, narrative, recount, and report to interact with both the closer environment and the context of daily life.5

It becomes the reason why the students have to master writing as their need. But, there were still some difficulties faced by the students in learning writing. Based on the informal interview and writer’s observation during Praktek Profesi Keguruan Terapadu (PPKT) activities at MTsN

Departemen Pendidikan Nasional, 2006, Kurikulum Tingkat Satuan Pendidikan(School Based Curriculum) 2006: Standar Isi SD, SMP dan SMA. Jakarta.

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Tangerang II Pamulang, there were some difficulties faced by students especially in learning writing. First, they had problems to get started in writing. They took too much time to generate ideas and organize thoughts onto paper. Second, they were confused in using the right sentence structure, the use of appropriate grammar, vocabulary, punctuation, spelling, and so on. The last, they feel bored in writing class because the learning activities in writing are monotonous.

Considering the complexity of writing, especially in narrative writing, an English teacher should be an effective teacher, who can use variety of teaching methods and strategies to improve the students’ writing ability. The writing class should be facilitated with activities which motivate students to learn, for example the jigsaw technique where the students are working together and sharing the ideas within the groups.

There are a lot of methods and techniques to get the English teaching effectively. To make the teaching learning process effectively, the writer would like to propose an alternative technique which promotes cooperative and interesting activities, namely ―Jigsaw Technique”. Jigsaw is one of the cooperative learning strategies as one alternative strategy which engages students in learning to write. In Jigsaw technique, the students work in the same group of four to six members and each member in a team becomes an expert on a topic.6 This technique not only helped the students in generating ideas but they also feel enjoyed during the teaching and learning writing process.

Related to the benefits of Jigsaw technique, the writer involves the students in Jigsaw technique. The writer takes a title of this ―skripsi” “Using

Jigsaw Technique to Improve Students’ Narrative Writing in the

Second Year Students of MTs Negeri Tangerang II Pamulang”.

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B. Problems of theStudy

Referring to the background of the study, the research question is formulated as follows: Can jigsaw technique improve the students’ writing ability of narrative text? How does jigsaw technique improve the students’ writing ability of narrative text?

C. Objective of the Study

In line with the research problem, the objectives of this study are to know how jigsaw technique improves writing ability of narrative text for second year students of MTsN Tangerang II Pamulang.

D. Significance of the Study

The findings of this study can be useful for the English teachers, impartial as students, and other researcher teachers.

1. The findings of this study are useful for the English teachers at junior high school level to get an alternative way or technique in teaching students to write narrative texts.

2. For the school principal as a decision maker of junior high school level, he or she observe to the teaching learning strategies which are used in the teaching learning activities directly. Also, they can send the English teachers to join up grading with the aim to improve the teachers’ competencies.

3. The findings of this study are also useful for the students. They will learn a strategy expected to increase their motivation and improve their writing ability in narrative texts by working together and sharing the ideas within the groups.

4. For other researchers especially for those who have the same problem and are interested in carrying out a research in a similar field, this study can be implemented.

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E. Limitation of the Study

The research is focused on the teaching and learning process by involving the second year students of MTs Negeri Tangerang II Pamulang in Jigsaw technique to improve their writing ability in narrative texts. The improvement is focused on four components of writing namely content, organization, vocabulary, and grammar. To make a description of this ―Skripsi” deeper, the problems will be limited in:

1. The implementation of using jigsaw technique in teaching narrative text, and

2. The students’ improvement in learning narrative text by using jigsaw technique.

F. Definition of Key Terms

In order to avoid possible misunderstanding, the writer defines several important terms which are used in the present study as follows: (1) Jigsaw Technique means the teacher’s strategy which is intended to

improve students’ narrative writing in teaching learning process. In this study, Jigsaw refers to the one in writing conducted in a group in which each student is given a different specific picture sequencing to describe the events and share that description with his/her other members of group to make a whole story.

(2) Narrative Text means part of the story genre which tells a story and, in doing so, entertains or informs the reader or listener.7

(3) MTs Negeri Tangerang II Pamulang refers to Islamic Junior High School which is under the supervision of the National Education Department of Indonesia and where the writer was conducting the study.

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan, 1997), p. 8

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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. Nature of Writing

Writing, like speaking, is a way of communication, but writing makes its own special demands on the communicator. Hedge put it this way:

Compared with speech, writing requires a number of things: a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a style which is appropriate to the subject matter and the eventual readers.1

According to Hedge, it can be said that writing is a complex process that moves through a number of stages. On the other hand, speech is a spontaneous action which requires very little preparation. We open our mouths and out flow the words.

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Another idea about writing is expressed by Raimes. Learning to write is not ―natural” extension of learning to speak a language.2

It means that we do not need systematic instruction when we learn to speak our first language at home, while most of us had to be taught in school how to write that same language by using systematic instruction.

Moreover Harmer states that speaking is acquired naturally as a result of being exposed; the students do not need to get formal instruction, whereas in order to able to write, students have to have special instruction and have to learn consciously.3

After the explanation of definition of writing above, it can be stated that writing as a medium of communication is not a natural activity. All physically and mentally normal people start to speak from the very beginning of their life in natural way. On the other hand, all people have to be taught how to write in formal setting.

Writing also is a way of remembering and a way of thinking as well. Ryan states that thinking occurs at every stage in writing process.4 In addition, Brown argues that written product are often the result of thinking, drafting, and revising.5 When we write, we think from the topic to the final draft of the writing.

Beside these definition, Nunan states that two different views on nature of writing which have merged namely product approach and process approach.6 It means that, in recent years, the teacher sometimes applies the product and process approach on nature of writing. A product approach focuses on the end result of the learning process, while process approach

Ann Raimes, Technique in Teaching Writing, (New York: Oxford University Press, 1983), p. 4

Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p. 3 4

Vincent Ryan, The Art of Writing, (Unites States of America: Alfres Publishing, 1981), p. 3

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (New York: Addison Wesley Longman, 2001), p. 335

David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge: Cambridge University Press,1989), p. 35

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focuses on the various classroom activities which are believed to promote the development of language skills.7

2. Process of Writing

In some ways writing a paper is like building a house. There are some steps to follow in building a house. At the beginning, it starts by planning the kind of house until the last step is add finishing touches that make the house a pleasure to live in.8 So, writing a paper, like building a house is a process. Both of them are done in some stages. As Richards and Renandya mention the four stages of the process of writing: prewriting, drafting, revising, and editing.9

Tribble argues that the process of writing is not as a fixed sequence but as a dynamic and unpredictable process.10 Tribble’s model of writing is shown in Figure 1.

PREWRITING COMPOSING/ DRAFTING

REVISING EDITING

Figure 2.1

Tribble’s Model of Writing

David Nunan, Language Teaching Methodology: A Textbook for Teacher, (Englewood Cliffs: Prentice Hall, 1991), p. 86

George Brainey and Claire May, Writing from Sources: A Guide for ESL Students, (Mountain View, California: Mayfield Publishing, 1996), p. 17

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002), p. 315

Christopher Tribble, Writing Language Teaching: A Scheme for Teacher Education. (Oxford: Oxford University Press, 1996), p. 39

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From the figure above, it shows that the writing process is recursive. Recursive means that writing has several stages and these can be performed from the initial to the final stages, and can proceed through again, until the final product is presented. The writer at any point in the preparation of a text, they can return to see which is need to replan or revise stages they had completed.

a. Planning (Prewriting)

The first step in the writing process is to plan what kind of theme or topic of the paper. First, the writer needs to select a subject and then narrow the subject to a topic. At the same time, the writer thinks about the purpose of the theme of the paper, who it’s reader will be, and the research that the writer do to gather information.11

It can be stated that a careful planning is very important step in the writing process. It’s a very crucial step which can determine whether the writing is good or not. In a good writing, the writer should analyze the purpose of the paper as well as the readers’ knowledge and their interest about the paper.

Prewriting in Richard’s opinion is any activity in the classroom that encourages students to write. Group brainstorming, clustering, rapid free writing, and wh-questions are several variety activities provide the learning experiences for students.12 It is not only stimulates thoughts for getting started, but also motivates the students to write for gathering information during prewriting.

b. Drafting

Drafting is the stage where the writer focused on the fluency of writing and not worries yet about grammar, punctuation, or spelling. The writer’s goal is just to state the main idea clearly and develop the content of the paper with plenty of specific details.13 At this stage, the writer just writes down the information on the paper. Moreover, Hedge said that the

George Brainey and Claire May, Writing ….p.17 12

Jack C. Richards and Willy A. Renandya, Methodology… p. 316 13

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drafting process focuses primarily on what the writer wants to say.14 It means that the content that’s important for a draft to produce the final writing.

c. Revising

After drafting the paper, the next step in the writing process is revising. Revising means rewrite the paper, building upon what has already been done, in order to make it stronger.15 Stronger means the paper needs to be successful not only in the grammatical structure, but also in the content of the writing, so the writer’s purpose fulfills the reader’s expectation. So, it can be stated that revising a paper to correct any weaknesses is an important part of the writing process.

d. Editing

The last major stage in the writing process is editing. At this stage, the writer checking a paper for mistakes in grammar, punctuation, usage, and spelling.16 Richards also states that in the editing stage, the students engaged in tidying up their texts as they prepare the final draft for evaluations by the teacher. They edit their own or their peer’s work for grammar, spelling, punctuation, diction, and sentence structure.17

Based on the definition above, editing within process writing is meaningful because the students can see their ideas on the paper during the writing process has been written as clear as possible to the reader.

3. Purpose of Writing

When the writers do their writing, they certainly have some purpose. They have to consider the purpose of their writing since this will influence, not only to the type of text they wish to produce, but including the language they use, and the information that they choose.

Tricia Hedge, Writing…p. 23 15

John Langan, English Skill…p.29 16

John Langan, English Skill…p.33 17

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In general, the purpose of writing includes: (a) to clarify a thought, a feeling, an impression, or an experience for a reader or yourself; (b) to provide a reader with information; (c) to persuade a reader to accept an idea; (d) to create a piece of imaginative literature that a reader might enjoy.18

Furthermore, Jakobson provide a model of the written communication in six types of purpose, they are:19

a. Expressive purposes. One may write simply to express one's feelings, attitudes, ideas, and so on. This type of writing doesn't take the reader into consideration; instead, it focuses on the writer's feelings, experience, and needs. Expressive writing may take the form of poetry, journals, letters, and, especially, free writing.

b. Persuasive purposes. Persuasive writing seeks to persuade the reader or affect the reader emotionally.

c. Informative purposes. Informative writing refers to something external to the writing itself, with the purpose of informing the reader.

d. Poetic purposes. Poetic (literary) purposes focus on the message itself— on its language, on the way the elements of language are used, on structure and pattern both on the level of phrase and of the overall composition.

e. Phatic purposes. Phatic language (nonverbal communication) establishes and maintains contacts between writer and reader. Phatic purposes are intended to establish and maintain friendly contact.

f. Metalinguistic purposes. Comments on a piece of writing are metalinguistic. An author's preface to a book is an example of metalinguistic purpose in writing.

Rise B. Axelord and Charles R. Cooper, The St. Martin’s Guide to Write, (New York: St. Martin’s Press, 1985), p.13

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4. Problems of Writing

There are many problems of teaching learning writing skill. The problems appear not only from the students, but also from the teacher. The problems come from the students’ side because writing is a complex process which requires number of things, such as in using grammar correctly. This problem usually can cause some difficulties for the students in learning writing. According to Rozakis,the most common writing errors are:20

a) Grammar and Usage (such as wrong verb tense, and subject-verb agreement)

b) Sentences (fragments and run-ons), c) Spelling,

d) Punctuation, e) Capitalization, and

f) Proofreading (missing words).

The six common errors of writing above usually make some problems for the students. The first problem area is the students’ difficulties in using subject-verb agreement. Warriner states that some of the most common mistakes in speaking and writing are made when verb and subject do not agree.21 One of the mistakes in subject-verb agreement is sometimes made in the situations when a singular subject takes a plural verb or a plural subject takes a singular verb. For example, ―There is wild dogs in our neighborhood,” a verb in this sentence doesn’t agree with its subject in number. So, the right sentence is, ―There are wild dogs in our neighborhood.”

Next, the second errors in student writing are the sentence fragment and the run-on sentence. A sentence fragment is a group of words that do not express a complete thought. Most times, a fragment is missing a subject, a verb, or both.22 One types of fragments is a sentence that begin with a dependent-word. For example, ―I won’t leave the house. Until I hear

Laurie Rozakis, English Grammar for the Utterly Confused, (New York: McGraw Hill, 2003), p. 78-79

John E. Warriner, English Grammar and Composition, (New York: Harcourt Brace Jovanovich Publisher, 1982), p. 117

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from you,” the italic sentence is a fragment. It doesn’t make sense standing

by itself. Another common writing fault is run-on sentence. A run-on sentence is two complete thoughts that are run together with no punctuation at all to mark the break between the thoughts.23 For example, ―Mario told everyone in the room to be quiet his favorite show was on.”

The third problem in writing is spelling. Students often misspell words because they mispronounce them. One of the common mistakes is dropping a letter or syllable when we say a word. For example, a word ―asked” gets mangled as ―ast”or even ―axed.”24

Most common punctuation errors are missing commas or extra commas, missing or misused apostrophes, misused exclamation marks, and misused semicolons. For example, ―You will need a pencil, and plenty of paper,” this sentence is incorrect. When the items in the series are separated by conjunctions, there is no need for commas.25

Two types of capitalization errors are proper nouns not capitalized, and errors in titles. For example, incorrect capitalization of ―louisa adams,” it should be written ―Louisa Adams.”26

The last problem regarding ability in writing is the missing words (proofreading errors). This is a simple rule, but many students run out of time before they can proofread their writing.

Based on the explanation above, it can be said that writing is the most difficult and complicated language skill to be learned compared to other language skills.

The other problems appear from the teacher. The problems of the writing teacher are related to the problems faced by the students above. The teacher should find appropriate approach, and learning strategy of teaching learning practice in the classroom in order to overcome the problems.

John Langan, College Writing Skills with Readings 5th ed, (New York: McGraw Hill, 2001), p. 432

Laurie Rozakis, English Grammar…p. 83-84 25

John E. Warriner, English Grammar…p. 200 26

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The students should be challenged and stimulated by interesting and fun activities during the teaching and learning process. Teaching writing is not just opening the book, giving assignments, and grading paper. The students are not just writing based on the topic given and collecting the product at the end of a lesson. According to Brown, one of the challenges of becoming an effective writing teacher is by facilitating the students in learning writing. As the facilitator, the teacher must offer guidance in helping students to engage in the process of writing.27

B. Narrative Text

1. Definition of Narrative Text

A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener.28 While Woodson states narrating is when you tell a story, when you describe actual or fictional events.29 Also, narrative whose purpose is mainly to inform often contain large passages arranging the events in a story strictly in chronological order. Narrative can be imaginary or factual (fairy tales, mysteries, fables, romances and adventures stories, myths and legends). Anderson and Anderson describe many different types of narrative namely humor, romance, crime, real–life fiction, historical fiction, mystery, fantasy, science fiction, diary-novel, and adventure.30

2. Purpose of Narrative Text

People write narrative text might be basically for pleasure, to gain and hold the reader’s interest in a story. It means that they like to write any kinds of stories to entertain or even to teach the readers about the writer’s reflections on experience. This is equal to Anderson’s explanation that

H. Douglas Brown, Teaching by Principles…p. 340 28

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan, 1997), p. 8

Linda Woodson, From Cases to Composition, (Glenview, Illinois: Scott, Foresman and Company, 1982), p. 145

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narrative is used to present a view of the world that entertains or informs the reader or listener.31

3. Schematic Structures of Narrative Text

The generic structures of narrative texts are orientation, complication, resolution, and re-orientation. A more detailed generic structure of a narrative text has been proposed by Anderson and Anderson who argue that a narrative text includes (a) orientation that sets the scene (when & where) and introduces participants/character (who), (b) complication where a crisis arises and something happened unexpectedly, (c) resolution when the crisis is resolved in which the characters finally sort out the complication, and (d) a coda which is closing to the narrative (an optional step).32

4. Linguistic Features of Narrative Text

The language features usually found in a narrative are (a) specific characters, (b) time words that connect events to tell when they occur, (c) verb to show the action that occurs in the story, and (d) descriptive words to portray the characters and setting.

In the following is the example of schematic structure and language features of narrative text.33

Mark Anderson and Kathy Anderson, Text Types…p. 6 32

Mark Anderson and Kathy Anderson, Text Types…p. 8 33

Departemen Pendidikan Nasional Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTs, Jakarta: Pusat Kurikulum, Balitbang Depdiknas: 2003

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SNOW WHITE Schematic

Structures

Language Features

Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.

One day she heard her Uncle and Aunt

talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she

ran away from home when her Aunt and Uncle were having breakfast. she ran away

into the woods.

She was very tired and hungry.

Then she saw this little cottage. She

knocked but no one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, ‗My name is Snow White’.

Doc said, ‗If you wish, you may live

here with us”. Snow White said, ‗Oh could (I)

?Thank you’. Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.

Orientation Major Complication Resolution Complication Resolution Complication

Major Resolution

Specific participants Past tense action Samples of temporal sequence Figure 2.2

The Example of Narrative Text

C. Jigsaw Technique

There are many developed learning techniques that can be applied to help the students learn effectively and more quickly in language teaching and learning. One of those techniques is jigsaw.

1. Definition of JigsawTechnique

Jigsaw is one of the alternative strategies which engage students in learning to write. The strategy is an efficient teaching method that also encourages listening, engagement, interaction, teaching, and cooperation by

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giving each member of the group an essential part to play in the classroom activity.

The purposes of Jigsaw are to develop teamwork and cooperative learning skills within all students, to help the students develop a depth of knowledge which is not possible if students were to try and learn all of the material on their own, and to expose students’ own understanding of a concept as well as reveal any misunderstandings because students are required to present their findings to the group in Jigsaw learning.

There are many ways of grouping that can be used by the teacher. The teacher can choose students randomly from attendance list, account off, and can group the students according to the result of starting scores.

In jigsaw technique, grouping is very essential. It means that the application of student groups is one of the keys to successful cooperative learning. Successful Jigsaw technique also needs effective implementation of student groups.

The organization in the jigsaw activities, first of all, the students should work in the expert groups. In this group, students work in the same group of four to six members and each member in a team becomes an expert on a topic. After mastering the material and sharing the information, the students present and teach their material to the new group. Then, each student tells the other members of the group about the topic. After information sharing and discussion, the groups have an opportunity to review the material before taking a quiz.34

The figure below shows the illustration of the group in the jigsaw technique.

Carolyn Kessler, Cooperative Language Learning, (Englewood Cliffs, New Jersey: Prentice Hall Regents, 1992),p. 143

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Figure 2.3

Grouping in Jigsaw Technique

This technique is not only aimed at motivating and helping the students in generating ideas but it is also to make students feel enjoy during the teaching and learning writing process.

2. Procedure in JigsawTechnique

The general procedure to follow when using the jigsaw technique in the teaching of writing includes the following steps: (1) Divide students into 5 or 6 person Jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. (2) Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. (3) Divide the day’s lesson into 5-6 segments. (4) Assign each student to learn one segment, making sure students have direct access only to their own segment. (5) Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. (6) Form temporary ―expert group” by having one student from each Jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their Jigsaw group. (7) Bring the students back into their Jigsaw groups. (8) Ask each

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student to present her or his segment to the group. Encourage others in the group to ask questions for clarification. (9) Float from group to group observing the process. (10) At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.35

Procedure in implementing the Jigsaw technique according to Parker is: (1) Students are divided up into groups. The number in each group depends on the number of subtopics. (2) Each member of the group is assigned a section or portion of the material. (3) Each student meets with the members of the other groups who have the same assigned section forming an expert group. (4) The expert group learns the material together and decides on how to teach the material to the original groups. (5) Students later return to their original groups, whose members are each now an expert in one of the different areas of the topics being studied, and teach their area of expertise to the other group members. (6) A quiz is given in the end. At that time no team members may help each other.36

3. Advantages of JigsawTechnique

There are several benefits of applying Jigsaw technique in language teaching and learning activities. First, the Jigsaw strategy supports the communicative approach in language teaching because it offers a highly interactive learning experience.37 But even more important, the jigsaw process encourages students work cooperatively by giving each member of the group an essential part to play in the activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. Also it is a remarkably efficient way to learn the material.

35_{http://en.wikipedia.org/wiki/Jigsaw_(teaching_technique)} 36_{Jill_parker@ceo.cudenver.edu}

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Second, it improves students’ motivation. Related to the technique, the students achieve success as a consequence of paying attention to their peers, asking questions, helping each other, teaching each other, and helping each other to teach in a group work. The affective benefit of small-group work is an increase in students’ motivation. For instance, if small-group and individual performances are components of the final assessment, individuals are motivated not only to learn the material but also to encourage all group members to understand the basic of the knowledge. No student can succeed completely unless everyone works well together as a team. Being motivated, students will participate actively during the lesson.

Third, it increases enjoyment of the learning experience. There is less boredom in Jigsaw classroom than in traditional classroom. Students in Jigsaw classes report better while being in the position of the teacher and it can be an exciting change of place for all students. If smart students are encouraged to develop ―the intellect teacher”, the learning experience can be transformed from boring task into an exciting challenge.

In the Jigsaw classroom, an additional benefit to teacher and students is availability of study materials at different levels of difficulty. This technique allows the teacher to use several texts or information sources at different levels of linguistic or conceptual difficulty in one class.38

4. Disadvantages of JigsawTechnique

Many researchers demonstrate numerous advantages of Jigsaw technique; this does not mean that implementing Jigsaw is problem free. The problems are considered as the disadvantages for carrying out the technique. According to Aronson, there are several disadvantages of using Jigsaw technique; 39

a. The problem of the slow student. The slow student need more time than others to understand and absorb the information. The problem for the

Carolyn Kessler, Cooperative Language…p. 138 39

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poor students are that they need to catch up which may cause tension because others are pulled back or delayed.

b. The problem may be dominated by smart students. Not everyone has an equal voice in a group. One person may dominate the group while others feel left out. Some students do not trust the abilities of others in the group which results tension and refusal to cooperate.

c. The problem of bright students becoming bored. It usually happens to the bright students in jigsaw situation. They become impatient, bored, or resentful of the slower students. Moreover, because their minds are so quick, the bright students tend to be among the most easily bored if the activities are moving too slowly for them.

d. The last problem of the jigsaw classroom is noisy. The students are scattered around the room. Everybody is talking at the same time. A non-jigsaw teacher might be thought that the jigsaw teacher must be an undisciplined person, unskilled, and ineffective for overcoming such as how students learn in such noisy atmosphere.

All the problems above do occur in implementing the Jigsaw technique if the jigsaw teacher who is not creative enough to tackle and handle the problems. There are several tactics a teacher can do to solve the problems. For example, the teacher involves the students in the expert group. This is one of the strategies for helping the poor readers and the bright students. In this way, poorer students are helped by their peers who have the same topic. Meanwhile the bright students eliminate their boredom by teaching others. By developing the mindset of a teacher, the bright students can turn into exciting challenge otherwise slower students are faced experience by this activity for solving problem. In addition, to reduce the noisy class, the jigsaw teacher should maximally acts as a facilitator, moves around the class, from Jigsaw group to Jigsaw group, listening, observing, and keeping alert for many problems arise.

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D. Teaching Narrative Text by Using JigsawTechnique

Before involving students in jigsaw technique, first of all the teachers introduce the concept of jigsaw technique together with the benefits students get. Then, the teachers explain to the students that jigsaw technique would be helpful to develop their writing ability of a story. Then explain the basic rules in applying jigsaw technique in writing narrative text. Next, explain that narrative texts, as one of the text types learned through four stages, starts from the building knowledge of the field on the characteristics of narrative text followed by the model of narrative texts with its features.

The following is steps in teaching narrative text using jigsaw technique:

1. Distribute the story to the students as reading text to build the students’ knowledge of the story and language input in vocabulary, grammatical usage, and the generic structure of narrative text.

2. Ask everyone to read the story and pay attention to vocabulary and sentence structure or language feature of narrative text in the story. 3. Ask students some questions to ensure that the students have

understood about the story and generic structure of narrative text. 4. Prepare different several copies (as many copies as there are groups)

of the picture sequence to stimulate and help students describe the events. The picture sequence should be cut into a specific picture of sequence for distribution to individual students.

5. Put students into groups of six to seven. The diagram below shows the arrangement of the group.

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Figure 2.4

Division of Students in “Home group”

6. Give each member of group one of specific picture, so everyone in the group has the different picture.

7. Reorganize the class into Expert group. The rearrangement can be shown diagrammatically in Figure 2.5

Figure 2.5

Division of Students in “Expert group”

Group 1 Group 2 Group 3

Group 4 Group 5 Group 6 : Picture A

: Picture B : Picture C S1 S2 S3 S4 S5 S6 S1 S2 S4 S3 S6 S5 S2 S1 S4 S3 S6 S5 S5 S6 S1 S2 S3

S4 S6

S5 S1

S2 S4 S3 S6 S5 S1 S2 S4 S3

Group A Group B Group C

Group A Group B Group C : Picture A

: Picture B : Picture C

S2 S1 S2

S1 S3

S4 S4 S3

S3 S5

S6 S6 S5 S6 S5 S1 S2 S1 S2 S1 S2 S3 S4 S4 S3 S4

S3 S5

S6 S6

S6 S5

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8. Assign students to discuss and describe the events in the picture become an "expert" in their part of the story.

9. Collect the pictures.

10. Reorganize the class into Home groups after each student has a summary of a part of the story or a description of one picture. The rearrangement can be shown in Figure 2.4

11. Ask each student to present and share her or his part of the story to the group, in order to get the whole story.

12. Ask students to write the complete story individually so that students quickly come to realize that these sessions are not just fun and games but really count.

13. Ask students to revise their draft on content and organization using the revising guide.

14. Give students a chance to edit their writing in terms of grammar, spelling, capitalization, and punctuation using editing guide.

15. Submit the students’ final draft and completed versions by reading aloud at the end of the session.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses research design, subject of research and setting, and the Classroom Action Research (CAR) procedures which includes preliminary study, planning the action, implementing the action, observing the action, and reflecting on the results of the action, technique of collecting data, technique of data analysis, and the criteria of the action success.

A. The Research Design

The research design in this study was the classroom action research which focused on a particular group of students in a certain classroom. Mills defines action research as any systematic inquiry conducted by teacher researchers, principals, and school counselors in the teaching and learning environment to gather information about (a) how their particular school operates, (b) how teachers teach, and (c) how well their students learn.1

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill Prentice Hall, 2003), p.5

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In line with Kember who stated that action research has several major characteristics; (1) action research is concerned with social practice which it involves direct interaction of teacher and group of students (2) action research is aimed towards improvement (3) action research is a cyclical process which involves some phases of planning, acting, observing, and reflecting (4) action research is pursued by systematic inquiry (5) action research is participative.2

According to Ebbutt, action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their owns reflection upon the effects of those actions.3

Moreover, Carr and Kemmis define classroom action research as a form of self reflective inquiry undertaken by participants in social situation in order to improve the rationality and justice on their own practices, their understanding of these practices, and the situations in which these practices are carried out.4

Considering the definitions above, it can be concluded that classroom action research carried out as a device to overcome problems in learning activity in the class in order to improve the quality of teaching and learning process.

The writer applied classroom action research model, as a cyclic process, proposed by Kemmis and Mc Taggart, which consists of four steps, namely, planning, implementation, observation, and reflection. Planning stage focuses on how to set up a teaching and learning strategy to be used to overcome problems which occurs in the class. During the acting stage, the practitioner tries out the strategy. The observation stage includes collecting data on the results of the strategy. Finally, during the reflection stage,

David Kember, Action Learning and Action Research, (London: Kogan Page Ltd, 2000), p.24-28

Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan Teori-Aplikasi, (Jakarta: Bumi Aksara, 2007), p.70

David Nunan, Understanding Language Classrooms, (United Kingdom: Prentice Hall, 1989), p. 12

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conclusions are drawn and the original plan revised based upon the conclusions so that a new cycle can begin (see Figure 3.1).

Figure 3.1

Classroom Action Research Design of Kemmis & Mc Taggart Model

The action research in this study was a collaborative classroom action research, means that the writer was assisted by one of the English teachers as her collaborator in conducting this study. Together with her, the writer did at all of the research activities starting from the planning of the action, the implementation of the action, the observation of the implementation and the reflection of the implemented action. The writer acted as a teacher who taught writing using Jigsaw technique, while the collaborator acted as the observer who observed the implementation of action and the whole process of teaching and learning.

According to Brown, this kind of the action research design is called a systematic process of collaboration that in which one teacher observes and gives feedback with some form of reciprocity to another

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teacher.5 The use of this design was targeted to develop the teaching strategy in order to solve the classroom’s problem in the teaching of writing. The writer employed the activities in Jigsaw technique as one of cooperative learning technique in this study.

B. Subject and Setting of the Research

The subject of this study is students at grade VIII English 2 class of State Islamic Junior High School Tangerang II Pamulang, academic year 2010/2011. The number of students consists of 35 (thirty five). This class is chosen based on observation and interview with the English teacher, it had the lowest achievement on writing test compared with other second grade classes. Therefore, their writing ability needs to be developed by using effective strategy.

The setting of this study is jigsaw technique to improve students’ writing ability in terms of narrative text.

C. The Classroom Action Research (CAR) Procedures

In conducting the research, the researcher followed a number of steps. The steps included preliminary study to analyze and identify the problems as the preparation, followed by planning the action, implementing the action, observing, analyzing, and reflecting.

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (New York: Addison Wesley Longman, 2001), p. 441

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Figure 3.2

The Classroom Action Research Procedure

A preliminary study was conducted to get data about the factual conditions of the problems faced by the teacher and students in the teaching and learning process of writing. The result of the preliminary study was used to set up a plan of action at the first cycle. An action plan was established in order to solve the problems. Then, it was followed by

Implementing

Carrying out the planned activities of Jigsaw technique

Preliminary Study

Interviewing the English teacher, giving questionnaire to the students, and the students’ writing narrative text at the VIII year classes of MTs Negeri Tangerang II Pamulang

Analysis and findings

Analysis : Analyzing the result of preliminary study

Finding : Result of students’ writing narrative text is not satisfactory. Causes :

1. The students have difficulty to start their writing and to organize and translate the ideas into readable texts.

2. The teaching–learning writing strategy is ineffective. 3. The students have low motivation to write.

Planning

1. Designing lesson plan.

2. Preparing the model of Jigsaw technique 3. Preparing the materials and media. 4. Setting the criteria of success.

Observing

Observing and ensuring the achievement of the targeted success criteria

Reflecting

1. analyzing the collected data 2. determining whether or not

the action is successful

Succeed Fail

Conclusion and report Revise the plan and

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implementing the action, observing and reflecting what has been done during the action.

1. Planning Phase

In this phase, the writer and the collaborator made a plan based on the findings. The step of planning was done on the basis of the Jigsaw technique, the 2006 Standard of Content, and the students’ problems. The planning were focused on designing lesson plan, preparing the activities of Jigsaw technique, preparing materials and media, and determining criteria of success.

2. Acting Phase

The implementation of the action was focused on what has been proposed in the lesson plan. The researcher acted as a practitioner who carried out the Jigsaw technique in teaching of writing, while the collaborator acted as an observer who observed the students’ activities and participation during the teaching and learning process of writing using Jigsaw technique.

The implementation of the action recovered three meetings in each cycle. The steps of the implementation of this strategy in every cycle were described as follows.

Pre-activity; the teacher explained the activities that the students were supposed to do in the classroom. The students were asked to read and discuss the story in order to build and enrich their knowledge and language input such as vocabulary and sentence structure or the language feature of narrative texts. The students were arranged in groups of four for ―home group”. Then, they were reorganized into ―expert group”.

Whilst-Activity; the main activities of this stage were (1) discussing and describing the events on the picture in the ―expert group”, the students were asked to use words showing actions or activities in the past (2) the students shared their part of story which they had learned to others in the ―home group” in order to get the complete story, and (3) writing the story individually; a) composing a rough draft, b) identifying topic sentence,

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adding or deleting, and ordering details using a revising guide, c) editing for correctness in spelling, capitalization, and punctuation using a editing guide, and d) publishing the final product by reading the story in front of the class and displaying it on wall magazine.

Post-Activity; in the closing activity, the teacher reflected the activities that had done in the class and asked students to complete a questionnaire after they had finished their writing a narrative text recursively in the last meeting. The time table of the implementation of the action can be seen in Table 3.1.

Table 3.1

The Schedule of the Classroom Action Research

Meeting Date Theme/Sub Theme

Preliminary

study January 24 th

, 2011 Teenage/The Hare and the Tortoise Cycle I

1 January 26th, 2011

Teenage/The Wind and the Sun and The Man, the Boy and the Donkey 2 January 28th, 2011

3 January 31st, 2011 Cycle II

1 February 4th, 2011

Teenage/Little Red Riding Hood 2 February 7th, 2011

3 February 9th, 2011

3. Observing Phase

Observing was the process of recording and gathering all relevant data about any aspect occurred during the implementation of the action. The researcher involved herself in the teaching and learning process in the class, while the collaborator observed the students’ activities and participation during the teaching and learning process of writing using Jigsaw technique.

4. Reflecting Phase

Reflecting was proposed to see the success or the failure of what has been done in previous action or during the action. In reflecting, the researcher and the collaborative teacher discussed together the implementation and observation during the teaching and learning process in the classroom. If the collected data in the first cycle revealed that the criteria

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of success have been fulfilled, there would be no more cycle to conduct. On the contrary, if the conclusions proved the criteria of success have not been fulfilled, it needs to move to the next cycle concerning planning, re-acting, and re-observing.

D. The Technique of Collecting Data

Before conducting the research, the researcher prepared some instruments. The instruments in this study were observation checklist, interview, questionnaire sheet, and test (pre-test and post-test).

1. Observation Checklist

Observation checklist was a sort of guidelines used to obtain information concerning the activities done by the students during the teaching and learning process in the class. Observation checklist was used to check whether the students did the scenario they were supposed to do in the jigsaw technique planned and whether they were enthusiastic, a sign of being highly motivated, in doing activities. The observation checklist was given to the collaborator who observed and ticked the students’ involvement during the teaching and learning process.

2. Interview

Before implementing CAR the writer asks the teacher to know students’ difficulties in writing skill, students’ condition involving in writing activity, and the method or kinds of strategies usually adopted by the teacher in teaching writing. The interview also will be carried out after accomplishing CAR to know the teacher’s response toward the idea of jigsaw technique.

3. Questionnaire

Questionnaire was a written of questions to be answered by the students. This instrument took all students as the respondents. It was applied both at the preliminary study and at the end of second cycle.

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4. Test

The test used in this study is pre-test and post-test. The pre-test is done before implementing jigsaw technique. It is to measure students’ ability in writing narrative text at first. Meanwhile, the post-test is implemented after using jigsaw technique. The test is held on every second action of each cycle.

E. The Technique of Data Analysis

The techniques of data analysis consists of data from observation, data from interview, data from distributing questionnaire, and data from the test (pre-test and post-test). The analysis qualitative data is used to measure data from observation and interview, while the analysis quantitative data is used to measure data from questionnaire and tests.

In analyzing numerical data, the writer finds out the average of students’ writing score per action within one cycle. It uses the formula:6

X : mean

Xi : individual score n : number of students

Next, to know the class percentage which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70, the writer uses the formula:7

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67 7

Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43

n xi

X 

P = 100%

N F

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P : the class percentage F : total percentage score N : number of students

The last, after mean of students’ scores per action is gained, the writer analyzes whether there is or there is no improvement scores on writing from pre-test up to post-test score in cycle 1 and cycle 2. She uses the formula:8

P : percentage of students’ improvement y : pre-test result

y1 : post-test 1

P : percentage of students’ improvement y : pre-test result

y2 : post-test 2

The formula used to analyze data from the percentage of questionnaire result:

n = number of students who answered the option N = number of all students in the class

For assessing students’ writing, the researcher used analytical scoring to get students’ score in writing. According to Weigle, there are four aspects that will be specific purpose in scoring. It was used a scale to reflect the instructional focus.9

David E. Meltzer, The Relattionship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Departmentof Physic and Astronomy, 2008), p.3

Sara Cushing Weigle, Assessing Writing, Cambridge: Cambridge University Press, 2002), p. 116

P = 1 100%

y y y

P = 2  100%

y y y

100

% 

N n

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Table 3.2

Analytic Scoring Rubric of Narrative Writing

Components

of Writing Scores Indicators

Content

4 relevant to the topic and easy to understand 3 rather relevant to the topic and easy to understand 2 relevant to the topic but is not quite easy to understand 1 quite relevant to the topic but is not quite easy to understand

Organization

4 most of the sentences are related to the main idea 3 some sentences are related to the main idea 2 few sentences related to the main idea 1 the sentences are unrelated to each other

Vocabulary

3 some errors in words choice 4 few errors in words choice 2 occasional errors in words choice 1 frequent errors in words choice

Grammar and Mechanics

4 few errors in past tense.

few errors of spelling, punctuation, and capitalization. 3 some errors in past tense.

occasional errors of spelling, punctuation, and capitalization. 2 numerous errors in past tense.

frequent errors of spelling, punctuation, and capitalization. 1 frequent errors in past tense. _{no mastery of conventions, dominated by errors of spelling,}

punctuation, and capitalization.

The score is the student’s score which is calculated from the score obtained by the student, divided with maximum score and multiplied by 100%. The obtained score is the score which is gained by every student in the aspects of content, organization, grammar, and vocabulary. And the maximum score is the highest score when the student writes correctly based on the four aspects determined.

While the data on students’ response to the implementation of Jigsaw technique in writing a narrative text obtained through questionnaire is analyzed in the form of percentage.

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Furthermore, the interview implied that Jigsaw technique was a good technique in improving students’ writing and it could be an alternative technique in teaching writing.

Some points that can be concluded from the study are that Jigsaw technique (1) stimulates the students to be active participants in English classes through a series of its activities, (2) increases students’ achievement and motivation, (3) produces a live, interesting, and fun English class, and (4) activates the four language skills at the same time.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

It can concluded that the implementation of Jigsaw technique in the teaching of writing has successfully improved the second year students’ writing ability in narrative text at MTsN Tangerang II Pamulang. The improvement could be seen from the increase of students’ mean writing score from 56.3 in the preliminary study, and 65.2 in the first cycle, to 77.2 in the second cycle. Besides, the finding indicated that Jigsaw technique was effective in motivating and encouraging the students to participate actively in writing a narrative text. It was found that there were 79.3% students participated actively in the first cycle and 89.3% students participated enthusiastically in the second cycle.

It was also supported by the result of the questionnaire given to the students in the end of the second cycle. After using Jigsaw technique in teaching writing, the students gave positive responses toward that action. Jigsaw technique could overcome their difficulty in term of generating and organizing ideas. They can share their ideas in writing a narrative text in both the expert groups and home groups. It can be concluded that Jigsaw

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technique could make the classroom atmosphere more interesting and make students easier to write.

Finally, the teacher’s response about the implementation of Jigsaw technique was positive and it would be alternative strategy in teaching writing. Therefore, Jigsaw technique could improve the students’ writing ability in narrative text.

B. Suggestion

There are some suggestions to offer to the English teachers and the other researchers based on the research findings, they are:

1. Based on the effectiveness of the implementation of the Jigsaw technique in the teaching and learning of writing narrative texts and improving student’s motivation, particularly in sharing ideas and describing the events in the picture, it is suggested that the English teachers implement the strategy as an alternative strategy in teaching English language. Yet, in applying this technique, the teacher should be active in monitoring the students’ activities in group discussion and the teacher should be creative in making the teaching and learning process alive so that students will never feel bored.

2. It is also recommended that the students use Jigsaw technique as one of their learning strategies to practice and improve their writing ability in narrative texts which can be done in their extracurricular activities. 3. To the future researcher teachers, particularly those who have the same

problem and are interested in conducting research, it is suggested that they apply Jigsaw activity in the same field in their research or on the teaching of three other language skills, for instance listening. In listening, for example, students can hear the different parts of a text, and then exchange information with others in order to complete a task. The student can report the task orally or in a written form.

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Using jigsaw technique to improve students' narrative writing