Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didnt apologize. Malin Kundang just laughed and really set sail. In the
quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his
ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
Narrative Analysis on Generic Structure Orientation; the first paragraph is set to be the story introduction. Reading
the orientation, reader will know that the story is characterized with Malin Kundang and his mother. Wes Sumatra is set as the place.
Complication; this is the main element of narrative story. From the Malin
Kundang myth, we know that there are more than one complication. Many stories are composed with multi complications. They are minor
complication and major complication. When Malin Kundang and her mother did life hard, it can be the minor complication. this hard life in the
first time was solved by his successful trading as new merchant. However this narrative story is more interesting when we see the major complication
among the participants- Malin Kundang denied his mother after being successful merchant. In every story, complication must be ended; happy
ending or sad one
Resolution; this is the end of the story, the sad ending one. Malin
Kundang faces his curse of turning into a stone.
4. The Language Features of Narrative Text
In narrative there are some linguistic features such as:
a. Specific characters of participants
b. Time words that connect events to tell when they occur, the use of simple
past tense and past continous tense. c.
Verbs to show the actions that occurs in the story.
d. Relational verbs to describes the characters and settings.
e. Connectives or conjunctions to sequence the story.
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In conclusion, the language features play significant role to assist in getting the meaning of a story. For instance, through past tense appeared, it tells
the readers exactly as a major feature of a story used. Next, the use of conjunction is relatively necessary to describe the characters and settings. Hence, all of the
language features are conveyed to construct the story more alive.
C. Jigsaw Technique
1. The Understanding of Jigsaw
Cooperative Learning has recently been at the focus of education research. It has several types, one of them is Jigsaw technique. The jigsaw technique is very
simple to apply. It is observe that Jigsaw technique used in cooperative learning effects increasing the academy success in addition to the social and intellectual
abilities of the students. Various research have shown that especially at the primary, secondary and university level that using jigsaw technique is effective in
leaning process of theoretical course, in the development of critical thinking process of students, not only in their ability to express themselves, but also in their
communication skill. In Jigsaw technique, student may enjoy from time to time getting away from usual pattern of reading the story or article aloud at sight. This
is particular true of better readers; what may be undesirable as routine procedure has real value as an occasional variation. By seeing the problem, it is important
that study English especially reading should be done.
Jigsaw is a cooperative learning strategy that enables each student of a home group to specialize in one aspect of a topic for example, one group
studies habitats of rainforest animals, another group study predators of rainforest animals. Students meet with members from other groups who are assigned the
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Mark Anderson, Text Types in English 2, South Yarra:MacMillan,2003,p.8
same aspect, and after mastering the material, return to the home group and teach the material to their group members. With this strategy, each student in the
home group serves as a piece of the topics puzzle and when they work together as a whole, they create the complete jigsaw puzzle.
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Jigsaw is a teaching technique use in small group instruction. Student of a normal sized class 26 to 33 students are divided into competency group of four
to six students, each of which is given a list of sub topic to research. Individual members of each
group then break off to work with the “expert” from other group, researching a part of the material being studied, after which they return to their
starting body in the role of instructor for their subcategory ”.
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Jigsaw was developed and tested by Elliot Aronson and his colleagues. Using jigsaw, students are assigned to five or six member heteregenous study
teams. Academic materials are presented to the students in text form, and each student is responsible for learning portion of the material. For example, if the
textual material was on cooperative learning, one student on the team would be responsible for STAD, another for jigsaw, another for group investigation, and
perhaps the other two would become experts in the research base and history of cooperative learning. Members from different teams with the same topic
sometimes called the expert group meet to study and help each other learn the topic. Then students return to their home teams and teach other members what
they have learned. Following home team meetings and discussions, students take quizzes individually on the learning materials.
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Jigsaw technique differents with traditional team work. In jigsaw technique, each member of the group has unique information heliping to promote
equal status that they must share with group matters in order to the group to achieve its common goal. In traditional team work, the students not master a
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http:www.readingrockets.orgstrategiesjigsaw
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http:en.wikipedia.orgwikiCooperative_learning
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Richard I. Arends, Learning to Teach, New York: McGraw Hill, 2007,p.352
