The Objectives of Narrative Text

4. The Grammatical Features of Narrative Text

Narrative text usually includes the following grammatical features. Here the writer explains the grammatical features of narrative text with the example taken from the text on the previous page. They are: a. nouns that identify the specific characters and places in the story e.g. farmer, hunter, village, man, goose, egg b. adjectives that provide accurate descriptions of the characters and settings e.g. poor farmer, old man, long grey beard, expensive thing, ordinary egg, golden egg, lazy, arrogant, greedy farmer c. verbs that show the actions that occur in the story e.g. lost, prayed, passed, took pity, gave, help, found, forgotten, laid, too late d. time words that connect events, telling when they occurrede.g. long time ago, one day, few days later, a week later, thereafter. 40

C. Jigsaw Technique

1. The Understanding of Jigsaw Technique

Jigsaw is one of technique in cooperative learning method. The idea of cooperative learning is that if student want to succeed in a team, he must help his team-mates in doing the task that they have to solve. 41 It means that the students have to cooperate in order they can get a whole picture of the lesson material. Because if one of them do not help the other, he will miss one pieces of the material. In a classroom using cooperative learning, students work on activities in small, heterogeneous group, and they often get some rewards for the overall of their performance. 42 Jigsaw is one of interesting technique of cooperative learning method that is very simple to apply in a classroom. In Jigsaw technique, students are assigned to five or six member heterogeneous study teams. Academic materials are presented to the students 40 Anderson, 2003, Loc.Cit. 41 Robert E Slavin, Cooperative Learning: second edition, Needham Heights: A simon and Schuster Company, 1995, p. 4. 42 Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society: Seventh edition, New York: Mc Graw Hill, 2005, p. 98. in text form, and each has the responsibility to learn a portion of the material. 43 To sum up, jigsaw is a cooperative learning technique that has each participant responsible for completing and understanding one part of the whole. Each participant must share his or her knowledge effectively with the group to complete the „puzzle’. No one individual can do it all alone, so each student is responsible for his own success through the success of the team.

2. The Role in Jigsaw Technique

Before the teachers teach the students using jigsaw, they must know what roles are for them and for their children and the roles which the materials have. As the result, the teachers know what they and their children must do to apply this technique. Also, they know how materials they must design in applying it.

a. The Teachers’ Roles

The role of the teachers in jigsaw is very different from the teachers’ role in traditional teacher-fronted lesson. According to Johnson in Richards and Rodgers, the teacher has to create a highly structured and well organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, selecting materials and time. Also the teacher provides broad questions to challenge thinking, prepares the tasks for the students, and assists them in learning the task. 44 In addition, an important role for the teacher is facilitator of learning. In this role, the teacher must move around the class helping students and groups. According to Harel in Richards and Rodgers, during this time, when the teacher being a facilitator of learning, the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates and 43 Richard I. Arends, Learning to Teach 7 th edition, New York: McGraw-Hill, 2007, p. 325. 44 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, Cambridge: Cambridge University Press, 2001, p. 199.