17
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 Jigsaw Technique
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
18
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.
34
Carolyn Kessler, Cooperative Language Learning, Englewood Cliffs, New Jersey: Prentice Hall Regents, 1992,p. 143
