The effectiveness of jigsaw technique in teaching simple past tense

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THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN

TEACHING SIMPLE PAST TENSE

(An Experimental Research at Grade VIII of MTs Al-Ikhwan)

By

Siti Farida Ridwan

1110014000003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Siti Farida Ridwan (NIM: 1110014000003). THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN TEACHING SIMPLE PAST TENSE; An Experimental Research at Grade VIII of MTs Al-Ikhwan. Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

This research entitled “The Effectiveness of Jigsaw Technique in Teaching

Simple Past Tense”. It aimed to find out whether jigsaw technique is effective to

improve students‟ ability in simple past tense. The sample of this study is consisted of 25 students at Grade VIII of MTs Al-Ikhwan.

The method used in this study was experimental research design. This research consisted of two classes, VIII A is the experiment class and VIII B is the control class. The instruments of this research are pre-test and post-test. The writer used T-test to analyze the data.

The result of the study showed that the result of statistic calculation where the value t0 = 3.43 is higher than ttable = 2.00, or 3.43 > 2.00, it means that alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Therefore, it can be concluded that jigsaw technique is effective to improve students‟ ability in simple past tense at grade VIII of MTs Al-Ikhwan.

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ABSTRAK

Siti Farida Ridwan (NIM: 1110014000003). THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN TEACHING SIMPLE PAST TENSE; An Experimental Research at Grade VIII of MTs Al-Ikhwan. Skripsi Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Penelitian ini berjudul “The Effectiveness of Jigsaw Technique in Teaching Simple Past Tense”. Penelitian ini bertujuan untuk melihat apakah teknik jigsaw efektif dalam meningkatkan kemampuan siswa dalam simple past tense. Sampel penelitian ini terdiri dari 25 siswa kelas VIII di MTs Al-Ikhwan.

Metode yang di gunakan dalam penelitian ini adalah penelitian eksperimen. Penelitian ini terdiri dari 2 kelas, kelas VIII A adalah sebagai kelas eksperiemen dan kelas VIII B adalah sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah pre-test dan post-test. Penulis menggunakan T-test dalam menganalisis data.

Hasil penelitian menunjukkan bahwa hasil dari perhitungan statistika dimana nilai t0 = 3.43 lebih besar dari nilai ttabel = 2.00, or 3.43 > 2.00, yang artinya bahwa Ha di terima dan H0 di tolak. Oleh karena itu, bisa di simpulkan bahwa teknik jigsaw efektif dalam meningkatkan kemampuan siswa dalam simple past tense pada kelas VIII di MTs Al-Ikhwan.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

Praise be to Allah, and Allah‟s Peace and Blessings be upon His Final

Messenger the prophet Muhammad (p.b.u.h.), his family, his companion, and all those who follow them with righteousness until the Day of Judgment.

In arranging this “skripsi”, the writer would like to express her great and deep gratitude to her mother; Rihanah, her father; Ridwan Nurdin, her sister; Hanifah Ridwan, her brother; Abdul Hamid Ridwan and the whole of her family who had given the writer support and the best wishes.

The writer also expressed her great gratitude to her advisor, Zahril Anasy, M.Hum and Ertin, MA TESOL who had given suggestions, critical remarks and

patiently guided her in writing this “skripsi”.

The writer also realizes that she would never finish this “skripsi” without the

help of some people. Therefore, the writer would like to give special thanks to: 1. All lectures at English Education Department, for their knowledge,

motivation and patience during her study at Faculty of Tarbiyah and

Teachers‟ Training Syarif Hidayatullah State Islamic University.

2. Dra. Nurlena Rifa‟I, MA. Ph.D., the Dean of Faculty of Tarbiyah and

Teachers‟ Training.

3. Drs. Syauki, M.Pd, the Head of English Education Department.

4. Zaharil Anasy, M.Hum, the Secretary of English Education Department. 5. Didin Nuruddin Hidayat, MA TESOL as the writer‟s academic advisor for his

support and motivation during finishing this “skripsi”.

6. Asep Awaludin, S.Pd.I, the headmaster of MTs Al-Ikhwan, who has the writer permission to conduct the research.

7. The students of VIII A and VIII B of MTs Al-Ikhwan who cooperated during the research.

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8. Her best friend, Ruhdana who has given his support for her.

9. All of students of A class academic year 2010 in English Education Department.

10. And any other people who cannot be mentioned one by one for their any

contribution to the writer in finishing this “skripsi”.

Finally, the writer realizes that this “skripsi” is not perfect yet. Therefore, the writer would like to welcome and constructive suggestion and criticism to make

this “skripsi” better.

Jakarta, November 17th 2014

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APPROVAL ... i

ENDORSEMENT SHEET ... ii

SURAT PERNYATAAN KARYA ILMIAH ... iii

ABSTRACT ... iv

ABSTRAK ... v

AKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLE ... viii

LIST OF APPENDICES ... ix

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

B. Identification of Problems ... 3

C. Limitation of Problem ... 3

D. Formulation of Problem ... 3

E. Objective of the Study ... 4

F. Significance of the Study ... 4

CHAPTER II: THEORETICAL FRAMEWORK A. Simple Past Tense ... 5

1. Definition of Simple Past Tense ... 5

2. The Use of Simple Past Tense ... 6

3. Regular and Irregular Verbs ... 7

B. Cooperative Learning ... 9

1. Definition of Cooperative Learning ... 9

2. Principles of Cooperative Learning ... 10

C. Jigsaw Technique ... 13

1. Definition of Jigsaw Technique ... 13

2. Usage of Jigsaw Technique ... 13

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E. Relevant Study ... 16

F. Thinking Framework ... 17

G. Hypothesis ... 18

CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Study ... 19

B. Method and Design of the Study ... 19

C. Population and Sample ... 19

D. Technique of Collecting Data ... 20

E. Instrument ... 20

F. Technique of Statistical Requirement ... 21

1. Testing Data Normality ... 21

2. Testing Data Homogeneity ... 21

G. Technique of Data Analysis ... 21

H. Statistical Hypothesis ... 23

CHAPTER IV: RESULT AND DISCUSSION A. Description of Data ... 24

B. Test of Statistical Requirement ... 28

C. Analysis of Data ... 32

D. Testing of Hypothesis ... 34

E. Interpretation of Data ... 35

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusions ... 36

B. Suggestions ... 36

BIBLIOGRAPHY ... 38

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LIST OF TABLES

Table 2.1: List Forms of Regular Verbs... 7

Table 2.2: List Forms of Irregular Verbs ... 8

Table 4.1: Result of the Students‟ Score in Experiment Class (X) ... 24

Table 4.2: Result of the Students‟ Score in Control Class (Y) ... 25

Table 4.3: Result of the Calculation of the Test Both Experiment Class (X) and Control Class (Y) ... 27

Table 4.4: Tests of Normality (Pre test) ... 28

Table 4.5: Test of Homogeneity of Variances (Pre test) ... 29

Table 4.6: Tests of Normality (Post test) ... 30

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LIST OF APPENDICES

Appendix 1: RPP 1 (Experimental Class) ... 40

Appendix 2: RPP 2 (Control Class) ... 47

Appendix 3: Instrument (Test) ... 54

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CHAPTER I

INTRODUCTION

A. The Background of Study

In Indonesia, English becomes the subject that students should master and that is examined in national examination in Junior High School1. English is specified as a compulsory subject, part of the basic curriculum.

In learning English, the students must capable or master not only the four skills, those are speaking, listening, reading, and writing, but also language components, such as grammar, pronunciation and vocabulary.

Structure is important part of language components. The structure of a language sometimes refers to as grammar. Learning English grammatically

enable students‟ language to use linguistic form accurately, meaningfully, and appropriately.

Grammar consists of many parts that should be learned by the students. One of the important one is tense. Tense has fundamental role in the English language, so the inappropriate uses of tenses may obscure the meaning. By tense, the students know when the action occurs, and understand or know the correspondence between the form of the verb and their concept of time.

The students of Junior High School are extended to learn some tenses including simple past tense. The simple past indicates that an activity or situation began and ended at a particular time in the past. The simple past tense is related to narrative and recount text. The students must study simple past tense because mastering simple past tense would help the foreign language learners to better understanding in using English.

However, after the writer observed teaching and learning grammar at MTs Al-Ikhwan on 25 February 2014, the writer found that in learning and teaching process, the students have low score in grammar, teacher‟s method in learning simple past tense makes the students less of motivation or interest,

Prof. Dr. Khairil Anwar, Kurikulum 2013 untuk Tingkat Sekolah Menengah Pertama/Madrasah Tsanawiyah, (Jakarta: PT. Binatama Raya, 2013), p. 7.

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some students think that grammar a boring subject, and the students got difficulty in memorizing form of regular and irregular verbs.

Teaching method in explaining the materials could cause students difficulties in using the correct structure of simple past tense. In other words, the Indonesian students may find difficulties in memorizing irregular verbs. This might be because the students are influenced by teaching method.

Based on the situation of learning simple past tense in that school, the writer thinks that it is important to create suitable techniques related to

students‟ condition. The teachers have to make the correct way for students to make them not only get the material, but also can appropriate method. The students need to be delivered a technique that makes them intended to learn actively in learning simple past tense. In this research, the writer will use cooperative learning by using jigsaw technique as an alternative way in teaching simple past tense.

Cooperative Learning is not a new idea in education. There are a few teachers use this method. In cooperative learning, students make a small group and work together to meet common goals. The students can interact with each other to acquire and practice a subject. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.

There are many techniques in Cooperative Learning but the writer chooses jigsaw technique in teaching simple past tense. In jigsaw technique, students are assigned to five or six member study teams. Materials are presented to the students in text form, and each student is responsible for learning the material. Then, when the students finish learning material in expert team, they have to return to their home teams and teach other members what they have learned.

The writer assumes that jigsaw technique is one of the techniques which

can improve the students‟ achievement and will enable students to

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technique classroom work collaboratively. Hopefully, by using jigsaw technique, the students will enjoy their learning activities.

Based on the explanation above, the writer do a research in MTs Al-Ikhwan. The writer use jigsaw technique to teach simple past tense. The title

of this research is “The Effectiveness of Jigsaw Technique in Teaching Simple Past Tense” (An Experimental Research at Grade VIII of MTs Al -Ikhwan).

B. Identification of Problems

Based on the background of the study about the effectiveness of jigsaw technique in teaching simple past tense, the writer identify some condition that promote the research problems these are:

1. The students have low score in grammar.

2. Teacher‟s method in learning simple past tense makes the students less of motivation or interest.

3. Some students think of grammar as boring subject.

4. The students difficult in memorizing form of regular and irregular verbs.

C. Limitation of Problem

To avoid misunderstanding in interpreting the study, it is important to set some limitation of the problems. The writer limits the study on the teaching English that concerns on regular and irregular verbs of simple past tense by using jigsaw technique at grade VIII.A and VIII.B of MTs Al-Ikhwan.

D. Formulation of Problem

The writer formulates the research question as follows: “Is the jigsaw technique effective to improve students‟ ability in simple past tense?”

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E. Objective of the Study

The objective of the study is to know whether or not jigsaw technique is

effective to improve students‟ ability in simple past tense based on their

understanding of regular and irregular verbs.

F. Significance of the Study

The writer hopes the research will be useful for teachers, students, and for the writer. For teachers the result of this research will give contribution to English teacher in teaching grammar, in this case Simple Past Tense, particularly to give an alternative way in selecting techniques will be used. For students, the writer hopes it will make students know that study simple past tense is easy if the students study simple past using jigsaw technique. And also the writer hopes this study will be useful for her to know this technique in teaching simple past by using jigsaw technique is effective or not.

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CHAPTER II

THEORETICAL FRAMEWORK

This theoretical framework consists of two parts. The first part is simple past tense which covers the definition of simple past tense, the use of simple past tense, and regular and irregular verbs. The second part is cooperative learning which covers the definition of cooperative learning, the elements of cooperative learning, the principles of cooperative learning, and the definition of jigsaw technique.

A. Simple Past Tense

1. Definition of Simple Past Tense

The simple past indicates that an activity or situation began and ended at a particular time in the past2. Simple is not complicated or easy to understand and used to describe the present or past tense of a verb that is formed without using an auxiliary verb3. The past tense places an event definitely in the past. The time of the action is identified such as yesterday, last summer, after work on Friday, etc. From this definition the writer argues that simple past is used to an event, situation or activity that happen in the past.

According to Marcella Frank, the simple past tense represents definite past. It refers to event that was completed before the statement is made. It is often accompanied by such expressions of definite past as yesterday, last year, two weeks ago4. The writer identifies that the simple past indicates event in the past, use definite past, and the activity was completed.

Betty Azar Schrampfer, Understanding and Using English Grammar, (New Jersey: Prentice Hall Regents, 1989), p. 24.

A.S. Hornby, Oxford Advanced Learner’s Dictionary International Student’s Edition, (Oxford: Oxford University Press, 2000), p. 1248.

Marcella Frank, Modern English: Exercise for Non-native Speakers, Part I: Parts of Speech, (New Jersey: Prentice Hall, 1997), p. 49.

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Therefore a past event should be presented in past tense and past tense use definite past such as last month, yesterday, two days ago, etc.

2. The Use of Simple Past Tense

The use of the simple past verb form is as follows5:

a. To refer to actions that happened at a definite time in the past. a) He completed his laboratory experiment yesterday.

(Yesterday indicates the time of the action.) b) John built this house in 1947.

(In 1947 indicates the time of the action) c) How did you break the window?

(The time of action is not mentioned here but the action obviously took place in the past.)

d) He completed his laboratory experiment two days ago.

(Note: The word ago is usually associated with the simple past tense. It points to a date or period of time which is measured back from the present.)

b. To refer to actions which happened over a period of time in the past. a) She lived in the city for a long time.

b) All last year, they travelled round the world. c. To refer to a past habit.

a) Smiths never drank coffee. b) They always drove to work.

According to Elaine Kim, the simple past tense is used to talk about completed past events and activities6. In conclusion, there are three use of simple past tense. It is to tell habit in the past, event in the definite time in the past, and period time in the past.

Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage, (Singapore: Longman, 1992), p. 297.

Elaine Kim and Darcy Jack, Interactions 1 Grammar, (New Jersey: prentice-Hall, Inc, 1989), p. 24.

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3. Regular and Irregular Verbs

There are two kinds of verbs in simple past tense. They are regular and irregular verbs:

a. Regular Verbs

Regular verbs are the simple past and past participle ends in –

ed7. Regular verbs have predictable past tense forms, –d or –ed is added to the end of the base form8. From this definition the writer argues that regular verb is easy to change because verb of the past tense end in –ed. The following Table 2.1 is the list with past tense and past participle forms of regular verbs:

Table 2.1

The List with Past Tense and Past Participle Forms of Regular Verbs

Base Form Past Tense Form Past Participle Form

Walk Walked Walked

Love Loved Loved

Ask Asked Asked

Play Played Played

Help Helped Helped

Wash Washed Washed

Finish Finished Finished

Betty Azar Schrampfer, loc. cit. 8

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b. Irregular Verbs

According to Betty, irregular verbs are the simple past and past participles do not end in –ed9. A small number of verbs, among them some of the most commonly used verbs in the language, have forms that differ from the regular tense forms shown in the paradigms we have given earlier10. In order to use the tense forms of these irregular

verbs, the speaker of English must know their “principal parts”.

The first principal part of the verb is the simple form of the verb. The second principal part is the past tense. The third principal part is the past participle. And the fourth principal part, if it is given, is the present participle.

The writer identifies that irregular verb is more difficult than regular verb because the change of verb of each principal part is different. Verb of four principal parts must be remembered because there is no rule in changing verb. The following Table 2.2 is the list with past tense and past participle forms of irregular verbs:

Table 2.2

The List with Past Tense and Past Participle Forms of Irregular Verbs

Betty Azar Schrampfer, loc. cit.

Ibid., p. 7.

Simple Form Simple Past Past Participle

Arise Arose Arisen

Be Was, were Been

Bear Bore Borne/born

Beat Beat Beaten/beat

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From the explanations above, it can be seen that regular verb and irregular verb have different rules in changing verb. Regular verbs are simple past just end in –ed and irregular verbs have different form in the four principal parts.

In the writer suggestions, there are several ways how to cope with regular and irregular verbs:

a) For regular verbs, the past tense and past participles forms are spelt by adding –d or –ed to the base form, eg study becomes studied.

b) For irregular verbs, the past tense and past participles must be memorized because irregular verbs have unpredictable past tense and past participle forms. So, the easiest way is just memorize forms of irregular verbs.

B. Cooperative Learning

1. Definition of Cooperative Learning

Cooperative learning is a technique where students study in a group and each group consists of five or six members. The students will active and participate in the group.

Catch Caught Caught

Deal Dealt Dealt

Dig Dug Dug

Eat Ate Eaten

Fall Fell Fallen

Give Gave Given

Hang Hung Hung

Keep Kept Kept

Let Let Let

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Cooperative Learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. With cooperative learning, students work together in groups that usual size is two to four members11. Therefore, cooperative learning is a technique of teaching and learning process that the students study together in a group.

2. Principles of Cooperative Learning

Cooperative learning principles are tool which is used by teachers to encourage mutual helpfulness in the groups and the active participation of all members12.

The teacher must know the principles of cooperative learning because it can help the teacher to understand benefit of using cooperative learning in the classroom. There are eight principals of cooperative learning, such as13:

a. Positive interdependence

Students are encouraged to think in terms of positive interdependence, which means that the students are not thinking competitively and individualistically, but rather cooperatively and in terms of the group.

b. Work together

Students often say together in the same groups for a period of time, so they can learn how to work better together. The teacher usually assigns students to the groups so that the groups are mixed or males and females or different ethnic groups and or different proficiency levels. This allows students to learn from each other and also gives

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 52.

12 Ibid.

Diane Larsen Freeman, Technique and Principles in Language Teaching, (New York: Oxford University Press, 2000), p. 167-168.

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them practice in how to get along with people different from themselves.

c. Social skills

Social skills such as acknowledging another‟s contribution, asking

others to contribute, and keeping the conversation calm need to be explicitly taught.

d. Language acquisition

Language acquisition is facilitated by students interacting in the target language.

e. Individually accountability

Although students work together, each student is individually accountable.

f. Responsibility

Responsibility and accountability for each other‟s learning is shared.

g. Leadership is distributed

Each group member should be encouraged to feel responsible for participating and for learning.

h. Social purposes

Teachers not only teach language; they teach cooperation as well. Of course, since social skills involve the use of language, cooperative learning teaches language for both academic and social purposes.

From the explanations above, there are several principles in cooperative learning: the students study in a group, every member has responsibility to share information about the lesson, the students can talk each other, the students have more motivation, the students not only get the material but also they know how to study together or social skill, etc. But according to Wendy Jolliffe, there are two principles of cooperative learning. They are positive interdependence and individual accountability. But the two principles of cooperative learning have covered by Diane Larsen. The writer thinks that positive interdependence

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is very important because the students can help each other in learning the materials and the students are not thinking competitively. There are two principles of cooperative learning 14:

a. Positive interdependence –„We sink or swim together’

This requires each pupil in a small group to contribute to the learning of the group. Pupils are required to work in a way so that each group member needs the others to complete the task. It is a feeling of „one

for all and all for one‟. The writer gets the meaning of positive

interdependence that the students study in the groups and each student must help the group to comprehend the material.

b. Individual accountability –„No Hitchhiking!’

This means that each member of the group is accountable for completing his or her part of the work. It is important that no one can

„hitchhike‟ on the work of others. It requires each pupil in the group

to develop a sense of personal responsibility to learn and to help the rest of the group to learn also. The writer gets the meaning of individual accountability that each student in a group learns or completes part of the task so every student has responsibility to help or explain the material to their group.

From the explanation above, the writer comments that principles of Diane Larsen are more complete than principles of Wendy Jolliffe.

There are several ways how to apply principles of cooperative learning in teaching learning:

a. The teacher divides students into several groups.

b. The teacher order to the students to discuss the material in group. c. The teacher order to the students to interact each other.

d. The teacher order to the students to work together.

Wendy Jolliffe, Cooperative Learning in the Classroom: Putting it into practice, (London: Cornwell Press, 2007), p. 3.

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e. The teacher explains that every student has responsible for participating and learning.

f. The teacher order to the students to help each other in learning the material.

C. Jigsaw Technique

1. Definition of Jigsaw Technique

In cooperative learning, there are many techniques used in teaching and learning process. One of the cooperative learning techniques is Jigsaw. Jigsaw is a cooperative learning technique in which students teach part of the regular curriculum to a small group of their peers. The classroom teacher divides a lesson into five or six parts and gives one part of the lesson to each student in a jigsaw group of five or six students15. The writer assumes that jigsaw is a technique that students learn in a small group and each student has one part of the material.

Based on the explanation above, it can be seen that jigsaw technique is study in small group.

2. Usage of Jigsaw Technique

Prior to teaching in jigsaw groups, students study in groups with their counterparts from other jigsaw groups to help each other prepare to teach their part to their respective jigsaw groups16. The writer summarizes that in teaching using jigsaw technique, the students have one part of the task and each student become expert in his/her own part. Then the students teach their part in their group.

In the jigsaw group, each student teaches a necessary and unique piece of information to help the group master the assigned work. When

Joel M. Moskowitz, Janet H. Malvin, Gary A Schaeffer, and Eric Schamps, Evaluation of Jigsaw, a Cooperative Learning Technique, American Educational Research Journal, 20, 1985, p. 104-105.

16 Ibid.

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the unit is completed, the students are tested and they each receive a grade based upon their own test performance17. It means that jigsaw group is fun because each student share information and help the group to understand the material. And also the students get a score based on their group performance so the students encourage to do the best in their own test performance.

This contrasts with other cooperative learning techniques in which student receive a grade based upon their group performance. By using Jigsaw, student cooperation is promoted by structuring student interdependence through the learning task rather than through the grading system18. The writer identifies that in jigsaw technique the students have responsibility to teach and explain their own task so member of the group easily to comprehend the lesson.

Based on the explanation above, it can be seen that each student become expert in his/her own task so they can help each other. And the students get a score based on their group performance.

D. Using Jigsaw Technique in Teaching Simple Past Tense

Jigsaw is one of cooperative learning techniques. It is can help the teachers to teach students to be mastery learning. Although there are many techniques in teaching and learning English, the researcher chooses jigsaw

technique to improve the students‟ ability in simple past tense because the jigsaw technique can help students to communicate one another if they have problems in grammar. In teaching and learning process using jigsaw technique, the students can be helped by others so the students who get the problems can comprehend the material.

Ibid., p. 13.

18 Ibid.

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In this study, jigsaw technique is used to teach simple past tense. This is the way how to apply the jigsaw technique in teaching simple past tense19: 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 groups" 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 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. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

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.

Elliot Aronson, Jigsaw Classroom, 2000, Retrieved 6 April 2014 from http://www.jigsaw.org/steps.htm.

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E. Relevant Study

In this research, the writer summarizes the relevant study to prove the originality of the research.

1. The first research was conducted by Galuh Kartika Prabandari. In this

study, she conducted about improving students‟ mastering simple past

tense through cooperative learning of Student Team Achievement Division (STAD) type at the second grade of SMPN 3 Tangerang Selatan

academic year 2011/2012. The research question of this study are “Can STAD improve students‟ effort to master Simple Past Tense?” and “How extend do the students‟ master simple past tense through Cooperative

Learning of STAD type. The method of this study is Classroom Action Research (CAR). The classroom action research design applied in this study is a collaborative classroom action research. The result of this

study showed that there is improvement of students‟ mastery on simple

past tense by using cooperative learning of Student Team Achievement Division (STAD) Type20.

2. The second research was conducted by Leni Mandasari. This research is aimed to describe the effectiveness of Story Based Approach in learning the simple past tense at the eight grade students of SMPN 3

South-Tangerang. The research question of this study is “Is there any significant difference in the achievement of the students‟ English grammar

especially in the simple past tense taught by using story based

approach?” Method of this study is an experimental study, the control class was taught by using CTL and the experimental class was taught by using SBA. The result of this study showed that here is significance influence in teaching the simple past tense by using SBA21.

Galuh Kartika Prabandari, “Improving Students‟ Mastering Simple Past Tense through Cooperative Leraning of Student Team Achievement Division (STAD) Type”, Skripsi Universitas Islam Negeri Jakarta, 2012, unpublished.

21_{Leni Mandasari, “The Effectiveness of St}

ory Based Approach in Learning the Simple Past

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3. The third research was conducted by Hizbullah. The purpose of this study is to find the empirical evidence whether or not there is significant

difference between students‟ score in learning simple past tense by using

cooperative learning at second grade of MTs Pembangunan UIN Jakarta, especially using jigsaw technique and by using Grammar Translation Method in teaching simple past tense. The research question of this study

is “is there any significance for students in learning simple past tense by

using Cooperative learning, especially using jigsaw technique and by

using Grammar Translation Method in teaching the simple past tense?”

He used experimental research design. From this research, the writer found that teaching simple past tense by using Jigsaw technique has positive influence for students22.

F. Thinking Framework

Since grammar needs to be integrated into language skills, teachers need to have knowledge of various kinds of techniques in teaching and learning English. The students of Junior High School are conveyed to learn some tenses including simple past tense.

The simple past indicates that an event, activity or situation happen at a particular time in the past. The simple past tense is related to narrative and recount text. The students must study simple past tense because mastering simple past tense would help the foreign language learners to be better understood in using English.

In learning simple past tense using jigsaw technique, the students are assumed very active and easy to learn simple past because they study together in a group. Jigsaw technique as one kind of techniques provides students to study in group and interact with each other to acquire and practice simple past tense.

Hizbullah, “Teaching Simple Past Tense by Using Cooperative Learning”, Skripsi

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The writer assumes that jigsaw technique as one kind of method is effective to be used in the teaching of simple past tense because the students in jigsaw technique classroom work collaboratively, active, more relaxed, and easy to learn. As a result, the students can learn simple past tense easily and the students will enjoy their learning activities.

G. Hypothesis

Ho (Null Hypotheses) = there is no effect of using jigsaw technique in teaching simple past tense (µ = µo).

Ha (Alternative Hypotheses) = there is effect of using jigsaw technique

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CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The research takes place at grade VIII.A and VIII.B of MTs Al-Ikhwan, academic year 2013/2014. The writer do the research for 2 months, started from April up to May 2014.

B. Method and Design of the Study

In this research, the writer uses quantitative research using experimental research design. McMillan and Schumacher state that quasi-experimental research is a good design of the research because although it is not true experiments, it provides reasonable controlled over most sources of invalidity and it is usually stronger than the pre-experimental design23. In this research the writer conducts experimental research design by teaching two different classes using two different techniques. The first class is an experimental class that taught using jigsaw technique. The second class is a control class that taught using Grammar Translation Method. This research begins by administering the pre-test and closed by administering the post-test to the students. Then the results of the two tests will be compared using the T-test formula to determine the final calculation of the research.

C. Population and Sample

The subject of the study is students at grade VIII.A and VIII.B of MTs Al-Ikhwan. Population of students consists of 285 students. The sample of research of two classes that are class VIII.A which consists of 25 students as experiment class and VIII.B which consists of 25 students as control class. The samples are 25 students from each class as sample by random sampling24.

James H. McMillan and Sally Schumacher, Research in Education-6th ed., (Boston: Pearson Education, 2006), p. 273.

24_{Drs. Ibnu Hajar, M.Ed,}

Dasar-dasar Metodologi Penelitian Kuantitatif dalam Pendidikan, (Jakarta: PT.Raja Grafindo persada, 1999), p. 137.

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D. Technique of Data Collecting

In collecting the data, the writer uses quantitative data. The writer collects the data of the research by giving test to the students. The tests consists of pre-test and post-test. The pre-test is given before the treatment and the post-test is given after the treatment. From these data the writer determines the result of the research. There are some steps in collecting the data:

1. The writer begins the research by observing the condition and population of MTs Al-Ikhwan, the writer also takes some supporting data for the research.

2. The writer takes the sample from the population of grade VIII students of MTs Al-Ikhwan. The samples are class VIII.A as experimental class and VIII.B as control class.

3. The writer takes the same instrument for the students (pre-test).

4. The next step is the treatment. The experimental class will be taught by using Jigsaw technique and the control class will be taught by using Grammar Translation Method.

5. After the treatment consists of four meeting finish, the writer takes the test to the students (post-test).

6. Finally, the data calculated by using T-test formula.

E. Instrument

The instrument of this research is test. The test is divided into pre-test and post-test. The pre-test is conducted in the first meeting, before the treatment and the post-test is conducted in the last meeting, after the treatment. The test consists of 30 items of multiple choices.

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F. Test of Statistical Requirement 1. Testing Data Normality

The writer uses Kolmogorov Smirnov test to analyze normality test25. This test is intended to determine whether the data is normally distribution or not. The statistical calculation of normality test uses Kolmogorov Smirnov. The data is normally distributed if significant > 0.05 and the data is not normally distributed if significant < 0.05.

2. Testing Data Homogeneity

The writer uses Levene test to analyze the homogeneity test. This test is intended to test the similarity of two variants of a normally distributed population. The statistical calculation of homogeneity test uses Levene test. In this test the variances of the experimental and control group are homogenous if significant > 0.05. The variance of the experimental and control group are not homogeneous if significant < 0.05.

G. Technique of Data Analysis

The analysis quantitative data that used in this study is T-test to determine the final calculation of the research. It is used to know the difference score between the experiment class and control class. In this research the writer uses the formula that compares two small samples that have no relationship each other.

Formula of T-test26:

M1 : Mean of the Difference of Experiment Class M2 : Mean of the Difference of Control Class

Duwi Priyanto, Mandiri Belajar Analisis Data dengan SPSS, (Yogyakarta: Mediakom, 2013), p.34-38.

26_{Anas Sudijono,}

Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2012), p. 314.

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SE M1 : Standard Error of Experiment Class SE M2 : Standard Error of Control Class

The data have been collected from the pre-test and post-test then were analyzed by the following steps:

1. Finding out gained score of students‟ scores by comparing students‟ post -test and pre--test score and describing it on the tables. Then the writer determining the variable of the data, the gained scores of experimental class is variable X and the gained scores of control class is variable Y. 2. Determining mean X with the formula:

∑

3. Determining mean Y with the formula:

∑

4. Determining the standard deviation of variable X:

= √∑

5. Determining the standard deviation of variable Y: = √∑

6. Determining the standard error mean of variable X:

= √

7. Determining the standard error mean of variable Y: = √

8. Determining the standard error mean difference of M1 dan M2: = √

9. Determining t0 with the formula:

10. Determining t-table in significance level 5% with df: df= (N1 + N2) – 2

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11. Giving interpretation.

H. Statistical Hypothesis

To prove the hypothesis, the data that is obtained from the experiment class and control class is calculated by using t-test formula with the assumption as follows:

1. If t0 > ttable:

The alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It means there is there is effective of using jigsaw technique in teaching simple past tense at grade VIII of MTs Al-Ikhwan.

2. If t0 < ttable:

The alternative hypothesis (Ha) is rejected and the null hypothesis is accepted. It means there is no effective of using jigsaw technique in teaching simple past tense at grade VIII of MTs Al-Ikhwan.

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CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

To know the results of the tests (pre-test and post-test) the writer makes the table of students score from both classes (Experiment Class and Control

Class). The following table is the result of the students‟ score in Experiment

Class.

Table 4.1

The Result of the Students’ Score in Experiment Class (X)

No Pre Test Post Test Gain

1 60 84 24

2 60 90 30

3 64 76 12

4 72 76 2

5 76 84 8

6 68 90 22

7 44 80 36

8 68 72 4

9 64 76 12

10 48 70 22

11 70 90 20

12 64 94 30

13 56 76 20

14 68 72 4

15 64 70 6

16 70 80 10

17 56 84 28

18 60 72 12

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20 68 76 8

21 76 90 14

22 64 80 16

23 70 70 0

24 72 80 8

25 70 80 10

N = 25 1612 Average: 1612/25=64.48 1984 Average: 1984/25=79.36 370 Average: 370/25=14.8

The table shows that the average score of the pre-test and post-test of experiment class is for pre-test 64.48 and for post-test 79.36. The average of gained score between pre-test and post-test in experiment class is 14.8. The

following table is the result of the students‟ score in Control class.

Table 4.2

The Result of the Students’ Score in Control Class (Y)

No Pre Test Post Test Gain

1 48 80 32

2 50 70 20

3 60 68 8

4 64 72 8

5 72 76 4

6 64 68 4

7 64 72 8

8 52 74 22

9 76 80 4

10 60 68 8

11 52 68 16

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13 64 64 0

14 70 74 4

15 56 72 16

16 60 60 0

17 68 70 2

18 68 72 4

19 60 70 10

20 48 68 20

21 70 76 6

22 70 80 10

23 60 70 10

24 68 72 4

25 60 72 12

N = 25

1532

Average:1532/25=61.28

1792

Average:1792/25=71.68

260

Average:260/25=10.4

The table shows that the average score of the pre-test and post-test of control class is for pre-test 61.28, of post test 71.68. The average of gained score between pre-test and post-test in control class is 10.4. The following table is the result of the calculation of the both Experiment class score and Control class score.

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Table 4.3

The Result of the Calculation of the Test Both Experiment Class (X) and Control Class (Y)

No X Y x y x2 y2

1 24 32 9.2 21.6 84.64 466.56

2 30 20 15.2 9.6 231.04 92.16

3 12 8 -2.8 -2.4 -7.84 -5.76

4 2 8 -12.8 -2.4 -163.84 -5.76

5 8 4 -6.8 -6.4 -46.24 -40.96

6 22 4 7.2 -6.4 51.84 -40.96

7 36 8 21.2 -2.4 449.44 -5.76

8 4 22 -10.8 11.6 -116.64 134.56

9 12 4 -2.8 -6.4 -7.84 -40.96

10 22 8 7.2 -2.4 51.84 -5.76

11 20 16 5.2 5.6 27.04 31.36

12 30 28 15.2 17.6 231.04 309.76

13 20 0 5.2 -10.4 27.04 -108.16

14 4 4 -10.8 -6.4 -116.64 -40.96

15 6 16 -8.8 5.6 -77.44 31.36

16 10 0 -4.8 -10.4 -23.04 -108.16

17 28 2 13.2 -8.4 174.24 -70.56

18 12 4 -2.8 -6.4 -7.84 -40.96

19 12 10 -2.8 -0.4 -7.84 -0.16

20 8 20 -6.8 9.6 -46.24 92.16

21 14 6 -0.8 -4.4 -0.64 -19.36

22 16 10 1.2 -0.4 1.44 -0.16

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24 8 4 -6.8 -6.4 -46.24 -40.96

25 10 12 -4.8 1.6 -23.04 2.56

N = 25

∑X = 370

Average: 370/25 =

14.8

∑Y = 260

Average: 260/25 =

10.4

- - 419.2 584.96

B. Test of Statistical Requirement 1. Pre-test Result

a. Test of Data Normality

The data normality test was employed by using Kolmogorov Smirnov test to know whether the sample of experiment and control class derived from population that has normal distribution or not. The result of the analysis is presented in the following table.

Table 4.4

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. EXPERIMENT

CLASS .156 25 0.121 .927 25 0.075

CONTROL

CLASS .158 25 0.111 .940 25 0.151

In the test, the level of significance was set up at 0.05. Based on Table 4.1, it shows that significance score of Experiment Class is 0.121 and significance score of Control Class is 0.111. It means that the significant score of Experiment class and Control class are higher than 0.05, or 0.121 > 0.05 and 0.111 > 0.05. The conclusion is the sample taken for experiment class and control class derived from the population that has normal distribution.

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b. Test of Data Homogeneity

The data homogeneity test was accomplished after conducted normal distribution test. The data homogeneity test was employed by using Levene test to know whether the sample of experiment and control class derived from population that has homogenous or not. The following table is the description of the test result.

Table 4.5

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

1.792 5 15 0.175

In the Table 4.2, the level of significance was set up at 0.05. Based on Table 4.2, it shows that significance of homogeneity is 0.175. It means that the significant score of Experiment class and Control class are higher than 0.05, or 0.175 > 0.05. The conclusion is the sample of experiment class and control class derived from homogenous population because both of them have the homogenous variance.

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2. Post-test Result

a. Test of Data Normality

Table 4.6

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. EXPERIMENT

CLASS .158 25 0.109 .917 25 0.043

CONTROL CLASS

.153 25 0.133 .949 25 0.239

In the test, the level of significance was set up at 0.05. Based on Table 4.1, it shows that significance score of Experiment Class is 0.109 and significance score of Control Class is 0.133. It means that the significant score of Experiment class and Control class are higher than 0.05, or 0.109 > 0.05 and 0.133 > 0.05. The conclusion is the sample taken for experiment class and control class derived from the population that has normal distribution.

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b. Test of Data Homogeneity

Table 4.7

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

2.124 5 17 0.112

In the Table 4.4, the level of significance score was set up at 0.05. Based on Table 4.4, it shows that significance score of homogeneity is 0.112. It means that the significant score is higher than 0.05, or 0.112 > 0.05. The conclusion is the sample of experiment class and control class derived from homogenous population because both of them have the homogenous variance.

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C. The Analysis of Data

In analyzing the data from the result of pre-test and post-test, the writer used statistic calculation of the t-test formula with degree of significance 5% as follows.

1. Determining mean X with the formula:

∑

= 14.8

2. Determining mean Y with the formula:

∑

= 10.4

3. Determining the standard deviation of variable X:

= √∑

= √

= √ = 4.09

4. Determining the standard deviation of variable Y:

= √∑

= √

= √ = 4.83

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5. Determining the standard error mean of variable X:

= _√

√

= 0.83

6. Determining the standard error mean of variable Y:

= _√

√

= 0.98

7. Determining the standard error mean difference of M1 dan M2:

= √

= √ = √ = √

= 1.28

8. Determining t0 with the formula:

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9. Determining t-table in significance level 5% with df: df = (N1 + N2) – 2

= ( 25 + 25 ) – 2 = 48

The writer gained t-table: S.L 5% = 2.00

t-table = 2.00

10.The comparison between t-score and t-table:

In the table of significance or in t-table, we can be seen from the df = 48 and the level of significant is 5%, the result t-score is 3.43 and t-table is 2.00, so we can conclude that t-score is higher than t-table.

3.43 2.00 = t0 > ttable

D. The Testing of Hypothesis

To prove the hypothesis, the data that was obtained from the experiment class and control class is calculated by using t-test formula with the assumption as follows:

1. If t0 > ttable:

2. If t0 < ttable:

The alternative hypothesis (Ha) is rejected and the null hypothesis is accepted. It means there is no effective of using jigsaw technique in teaching simple past tense at grade VIII of MTs Al-Ikhwan.

From the result of statistical calculation, it indicates that the value of t0 is higher than ttable. It means that there is effective of using jigsaw technique in teaching simple past tense at grade VIII of MTs Al-Ikhwan.

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E. The Interpretation of Data

Based on the analysis of the result above, it was obtained the value of t0 was 3.43 and the degree of freedom (df) was 48. In this research, the writer used the degree of significance 5%. According to ttable that degree of freedom 48 at significant 5% is 2.00.

According to Diane Larsen the students can help each other in learning the materials27. By comparing the value of t0 = 3.43 and ttable = 2.00, the writer made a conclusion of the hypothesis that t0 was higher than ttable. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It can be observed that jigsaw technique is effective to improve

students‟ ability in simple past tense at grade VIII of MTs Al-Ikhwan.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Grammar is difficult subject among students at MTs Al-Ikhwan especially study regular and irregular verbs of simple past tense. It is

important to create suitable techniques related to students‟ condition. The

students need to be delivered a technique that makes them intended to learn actively in learning simple past tense.

The study investigates the effectiveness of Jigsaw technique in teaching simple past tense. An experimental research was used as research design of the study.

Based on the data analysis in chapter IV and the discussion in the previous chapter, the conclusion of the study showed that Ha is accepted and H0is rejected. It means that jigsaw technique is effective to improve students‟ ability in simple past tense.

After conducting the research, it can be concluded that shown in the chapter IV t0 is 3.43 and ttable of degree of significance 5% is 2.00. It can be seen that the result of statistic calculation above where the value t0 is higher than ttable, or 3.43 > 2.00. It means, alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Therefore, it can be concluded that jigsaw

technique is effective to improve students‟ ability in simple past tense at

grade VIII of MTs Al-Ikhwan.

B. Suggestion

1. The teacher should be able to select technique which suitable with situation and condition of class.

2. Using Jigsaw technique can be alternative method in teaching English

language to improve students‟ ability in simple past tense.

3. The teacher could increase the student‟s motivation in learning English by using Jigsaw technique.

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4. The teacher can apply this technique to make the students more interested in learning to improve English teaching-learning process especially in simple past.

5. The writer hopes to this study can give a valuable contribution to other researcher to improve their knowledge.

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BIBLIOGRAPHY

Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2012.

A.S. Hornby, Oxford Advanced Learner’s Dictionary International Student’s Edition, Oxford: Oxford University Press, 2000.

Betty Azar Schrampfer, Understanding and Using English Grammar, New Jersey: Prentice Hall Regents, 1989.

Diane Larsen Freeman, Technique and Principles in Language Teaching, New York: Oxford University Press, 2000.

Duwi Priyanto, Mandiri Belajar Analisis Data dengan SPSS, Yogyakarta: Mediakom, 2013.

Elaine Kim and Darcy Jack, Interactions 1 Grammar, New Jersey: prentice-Hall, Inc, 1989

Galuh Kartika Prabandari, Improving Students’ Mastering Simple Past Tense through Cooperative Leraning of Student Team Achievement Division (STAD) Type, UIN Jakarta: 2012.

Ismail Cakir, Problems in Teaching Tenses to Turkish Learners, Theory and Practice in Language Studies Journal, 2011, p. 123-127.

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

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James H. McMillan and Sally Schumacher, Research in Education-6th ed., Boston: Pearson Education, 2006

Joel M. Moskowitz, Janet H. Malvin, Gary A Schaeffer, and Eric Schamps, Evaluation of Jigsaw, a Cooperative Learning Technique, American Educational Research Journal, 20, 1985, p. 104-112.

Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage, Singapore: Longman, 1992.

Leni Mandasari, The Effectiveness of Story Based Approach in Learning The Simple Past Tense, UIN Jakarta: 2012.

Marcella Frank, Modern English: Exercise for Non-native Speakers, Part I: Parts of Speech, New Jersey: Prentice Hall, 1997.

Penny Ur, Grammar Practice Activities: A practical guide for teachers, Cambridge: Cambridge University Press, 1988.

Prof. Dr. Khairil Anwar, Kurikulum 2013 untuk Tingkat Sekolah Menengah Pertama/Madrasah Tsanawiyah, Jakarta: PT. Binatama Raya, 2013.

Wendy Jolliffe, Cooperative Learning in the Classroom: Putting it into practice, London: Cornwell Press, 2007.

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APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENT CLASS

Satuan Pendidikan : MTs Al-Ikhwan Kelas/Semester : VIII.A

Mata Pelajaran : Bahasa Inggris Topik : Recreation

Tema : Simple Past Tense Aspek/Skill : Membaca dan Menulis Pertemuan Ke- : 1-4

Alokasi Waktu : 2 x 40 menit

A.Standar Kompetensi

2.Memahami dan mengungkapkan makna dalam teks fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

B.Kompetensi Dasar

2.1 Merespon dan mengungkapkan makna dalam bentuk teks tulis fungsional dan esei pendek sederhana berbentuk recount dengan menggunakan ragam bahasa lisan dan tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.

C.Indikator Pencapaian Kompetensi

1. Siswa mampu memahami simple past tense. 2. Siswa mampu memahami fungsi simple past tense. 3. Siswa mampu memahami bentuk regular verbs. 4. Siswa mampu memahami bentuk irregular verbs.

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D.Materi Pembelajaran

The simple past indicates that an activity or situation began and ended at a particular time in the past.

The use of the simple past verb form is as follows:

a. To refer to actions that happened at a definite time in the past.

 He completed his laboratory experiment yesterday. (Yesterday indicates the time of the action.)

 John built this house in 1947.

(In 1947 indicates the time of the action.)

 How did you break the window?

(The time of action is not mentioned here but the action obviously took place in the past.)

 He completed his laboratory experiment two days ago.

(Note: The word ago is usually associated with the simple past tense. It points to a date or period of time which is measured back from the present.)

b. To refer to actions which happened over a period of time in the past.

 He carried out his experiment for five years.

 She lived in the city for a long time. (ie She no longer lives in the city.)

 All last year, they travelled round the world. c. To refer to a past habit.

 Smiths never drank coffee.

 They always drove to work.

Base Form Past Tense Form Past Participle Form

Walk Walked Walked

Love Loved Loved

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Play Played Played

Help Helped Helped

Wash Washed Washed

Finish Finished Finished

E.Model/Metode Pembelajaran Jigsaw Technique

F. Kegiatan Pembelajaran

a. Kegiatan Pendahuluan (10 menit)

 Guru mengucapkan salam

 Guru dan siswa/i berdoa

 Guru mengabsen siswa/i

Simple Form Simple Past Past Participle

Arise Arose Arisen

Be Was, were Been

Bear Bore Borne/born

Beat Beat Beaten/beat

Cast Cast Cast

Catch Caught Caught

Deal Dealt Dealt

Dig Dug Dug

Eat Ate Eaten

Fall Fell Fallen

Give Gave Given

Hang Hung Hung

Keep Kept Kept

Let Let Let

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 Guru memberikan game “Hello Hai”

b. Kegiatan Inti (60 menit) Eksplorasi

 Guru bertanya kepada siswa apa itu simple past tense

 Kemudian guru memberikan contoh simple past tense kepada siswa

 Guru membagi siswa menjadi beberapa kelompok, 1 kelompok 4 siswa

 Guru membagi siswa dengan cara menghitung 1 sampai 4 Elaborasi

 Kemudian guru memberikan teks kepada setiap kelompok

 Dan teks tersebut dibagi menjadi 4 bagian (pengertian simple past, fungsi simple past, regular dan irregular verbs)

 Setiap kelompok ada expert A, B, C, dan D.

 Kemudian masing-masing expert bergabung. Expert A bergabung dengan expert A di kelompok yang lain, dan seterusnya.

 Setelah itu mereka membaca dan berdiskusi tentang materi masing-masing.

 Setelah itu setiap expert kembali ke kelompok masing-masing.

 Dan setiap orang harus menjelaskan materi di kelompoknya.

 Guru memberikan sebuah teks soal latihan dan di kerjakan secara kelompok.

 Kemudian dipresentasikan hasil kerja setiap kelompok.

 Setelah itu guru memberikan game. Konfirmasi

 Guru menjelaskan dan mengkoreksi hasil kerja atau pemahaman siswa tentang materi hari ini

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c. Kegiatan Penutup (10 menit)

 Guru bertanya kepada siswa/i apa yang telah siswa/i pelajari hari ini

 Guru menyuruh siswa/i untuk menyimpulkan materi

 Guru menyuruh siswa untuk menulis gambar senyum dan sedih (untuk mengetahui siswa senang atau tidak dengan pelajaran hari ini)

 Guru mengucapkan salam

G.Sumber/Media Pembelajaran

 LKS Bahasa Inggris

 Power point

 White Board and Marker

 Book

H.Penilaian a. Keaktifan b. Kerjasama c. Soal Latihan

Tenjo, 23 Mei 2014

Guru Praktikan Guru Bidang Studi

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I. Change the following sentences into negative and interrogative sentences!

Example:

(+) Mother cooked fried rice yesterday.

(-) Mother did not cooked fried rice yesterday. (?) Did mother cook fried rice yesterday? 1. (+) They played football last month.

(-) ... (?) ... 2. (+) Father brought some cakes last night.

(-) ... (?) ... 3. (+) He wrote a letter yesterday.

(-) ... (?) ... 4. (+) Shifa cleaned the blackboard.

(-) ... (?) ...

5. (+) We bought a magazine in the bookshop. (-) ... (?) ...

II. Complete the following letter with a correct form! Dear Sarah,

Sarah, I am writing to you just to memorize about our holiday in your city last year.

I (1).... so happy being there with you. We (2).... many tourism objects like Parangtritis Beach, Prambanan Temple, and Malioboro. I really enjoyed the places. We (3)... many foods and souvenirs there. We also (4)... the pictures scenery. We (20)... so happy spending time together.

I hope we can visit there again next time. 1. a. Is

b. Was c. Are d. Were 2. a. Visited

b. Visiting c. Visits d. Visit 3. a. Buy

b. Buying c. Bought d. Had bought 4. a. Take

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c. Taken d. Took 5. a. Were b. Was c. Are d. Is

III. Fill the blanks!

1. She (meet) ... her uncle last night. 2. We (do) ...the test yesterday. 3. You did not (bring) ... the dictionary. 4. Did your father (drink) ...the coffee yesterday? 5. They (play) ... the game last night. 6. He (give) ... me an orange last week. 7. I (go) ... to Medan last month. 8. She (sing) ...a song yesterday

morning.

9. Mother (make)... a rainbow cake last week.

10.Dita (wash)... her shoes yesterday morning.

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APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CONTROL CLASS

Satuan Pendidikan : MTs Al-Ikhwan Kelas/Semester : VIII.B

Mata Pelajaran : Bahasa Inggris Topik : Recreation

Tema : Simple Past Tense Aspek/Skill : Membaca dan Menulis Pertemuan Ke- : 1-4

Alokasi Waktu : 2 x 40 menit

A.Standar Kompetensi

2.Memahami dan mengungkapkan makna dalam teks fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

B.Kompetensi Dasar

C.Indikator Pencapaian Kompetensi

1. Siswa mampu memahami simple past tense. 2. Siswa mampu memahami fungsi simple past tense. 3. Siswa mampu memahami bentuk regular verbs. 4. Siswa mampu memahami bentuk irregular verbs.

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D.Materi Pembelajaran

The simple past indicates that an activity or situation began and ended at a particular time in the past.

The use of the simple past verb form is as follows:

a. To refer to actions that happened at a definite time in the past.

 He completed his laboratory experiment yesterday. (Yesterday indicates the time of the action.)

 John built this house in 1947.

(In 1947 indicates the time of the action.)

 How did you break the window?

(The time of action is not mentioned here but the action obviously took place in the past.)

 He completed his laboratory experiment two days ago.

(Note: The word ago is usually associated with the simple past tense. It points to a date or period of time which is measured back from the present.)

b. To refer to actions which happened over a period of time in the past.

 He carried out his experiment for five years.

 She lived in the city for a long time. (ie She no longer lives in the city.)

 All last year, they travelled round the world. c. To refer to a past habit.

 Smiths never drank coffee.

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Base Form Past Tense Form Past Participle Form

Walk Walked Walked

Love Loved Loved

Ask Asked Asked

Play Played Played

Help Helped Helped

Wash Washed Washed

Finish Finished Finished

e. Model/Metode Pembelajaran Grammar Translation Method

Simple Form Simple Past Past Participle

Arise Arose Arisen

Be Was, were Been

Bear Bore Borne/born

Beat Beat Beaten/beat

Cast Cast Cast

Catch Caught Caught

Deal Dealt Dealt

Dig Dug Dug

Eat Ate Eaten

Fall Fell Fallen

Give Gave Given

Hang Hung Hung

Keep Kept Kept

Let Let Let

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f. Kegiatan Pembelajaran

a. Kegiatan Pendahuluan (10 menit)

 Guru mengucapkan salam

 Guru dan siswa/i berdoa

 Guru mengabsen siswa/i

 Guru memberikan game “Hello Hai”

b. Kegiatan Inti (60 menit) Eksplorasi

 Guru bertanya kepada siswa apa itu simple past tense

 Kemudian guru memberikan contoh simple past tense kepada siswa

 Guru menjelaskan apa itu simple past tense dan memberikan daftar regular dan irregular verb

 Guru membagikan siswa teks Elaborasi

 Kemudian guru meminta siswa membaca teks yang sudah dibagikan

 Setiap siswa membaca beberapa baris dan menerjemahkannya ke dalam bahasa mereka

 Guru memberikan kosa kata baru (regular dan irregular verb)

 Guru memberikan beberapa menit kepada siswa untuk menjawab pertanyaan dari teks

 Guru member tahu kegiatan selanjutnya

 Kemudian guru memberikan daftar regular dan irregular verb

 Guru memberikan siswa aturan grammar dan meminta siswa untuk mempelajarinya secara deduktip dan menghafalkannya

Konfirmasi

 Guru menjelaskan dan mengkoreksi hasil kerja atau pemahaman siswa tentang materi hari ini

 Guru memberikan reward kepada siswa yang memenangkan game

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c. Kegiatan Penutup (10 menit)

 Guru bertanya kepada siswa/i apa yang telah siswa/i pelajari hari ini

 Guru menyuruh siswa/i untuk menyimpulkan materi

 Guru menyuruh siswa untuk menulis gambar senyum dan sedih (untuk mengetahui siswa senang atau tidak dengan pelajaran hari ini)

 Guru mengucapkan salam

g. Sumber/Media Pembelajaran

 LKS Bahasa Inggris

 Power point

 White Board and Marker

 Book

h. Penilaian a. Keaktifan b. Kerjasama c. Soal Latihan

Tenjo, 25 Mei 2014

Guru praktikan Guru Bidang Studi

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Change the following sentences into negative and interrogative sentences! Example:

(+) Mother cooked fried rice yesterday.

(-) Mother did not cooked fried rice yesterday. (?) Did mother cook fried rice yesterday? 1. (+) Father brought some cakes last night.

(-) ... (?) ... 2. (+) He wrote a letter yesterday.

(-) ... (?) ... 3. (+) They played football last month.

(-) ... (?) ... 4. (+) Shifa cleaned the blackboard.

(-) ... (?) ...

5. (+) We bought a magazine in the bookshop. (-) ... (?) ...

Complete the following letter with a correct form! Dear Sarah,

Sarah, I am writing to you just to memorize about our holiday in your city last year.

I hope we can visit there again next time. 1. a. Is

a. Was b. Are c. Were 2. a. Visited

e. Visiting f. Visits g. Visit 3. a. Buy

e. Buying f. Bought g. Had bought 4. a. Take

e. Takes f. Taken

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g. Took 5. a. Were i. Was j. Are k. Is Fill the blanks!

morning.

9. Mother (make)... a rainbow cake last week.

10.Dita (wash)... her shoes yesterday morning.

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APPENDIX 3

Choose the best answer by crossing (X) a, b, c, or d! 1. Yesterday, the students …. English.

a. Studied b. Study c. Are studying d. Will study

2. After playing football, the boys … sleepy yesterday. a. Was

b. Were c. Is d. Are

3. Jerry didn‟t come to my wedding party because I …. to invite him. a. Forget

b. Forgotten c. Forgot d. Will forget

4. She …… the clothes last week a. Washes

b. Wash c. Is washing d. Washed

5. I . . . a student of Madrasah Aliyah three years ago. a. Was

b. Were c. Is d. Am

6. He…. Football with his friends yesterday. a. Played

b. Plays c. Is playing d. Play

7. John …….. this house 1947 a. Build

b. Built c. Is building d. Will build

8. Tom ……… her girlfriend at school last night a. See

b. Saw c. Seen d. Will see

9. Tasya : When did your relatives visit to your house? Jane : They visited…

a. Now b. Tomorrow c. Last night d. Next week

10.I ………. a new car three days ago a. Buy

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c. Bought d. Will buy

11.Someone ……… my pen yesterday a. Stolen

b. Steal c. Will steal d. Stole

12.A judge ………. the bank robber to jail two hours ago a. Will send

b. Send c. Is sending d. Sent

13.Did Hilda ….. to the Zoo with her family last month? a. Go

b. Went c. Gone d. Goes

14.…. Ratih watch my performance last night? a. Does

b. Did c. Do d. Was

15.My teacher …. his car by himself to the school yesterday morning. a. Driven

b. Drive c. Drove d. Drives

16.Mark twain ……….. that book last Monday a. Write

b. Writes c. Written d. Wrote

17.People ……… candles for light in the 17th century a. Used

b. Uses c. Use d. Are using

18.Why did she …. you last week? a. Calls

b. Call c. Is calling d. Called

19.I stood under a tree when it …….. to rain a. Begun

b. Began c. Begin d. Will begin

20.I saw many people here …. a. Now

b. Tomorrow c. Yesterday d. Everyday

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21.They …. very tired after going to Pangandaran beach last week. a. Was

b. Were c. Do d. Did

22.My father ………. newspaper last morning a. Reads

b. Is reading c. Will read d. Read

23.He finally ……… at six o‟clock yesterday a. Came

b. Come c. Is coming d. Comes

24.We …. the floor yesterday. a. Cleaned

b. Will clean c. Clean

d. Are cleaning

25.My mother ….. in the hospital last year. a. Is working

b. Works c. Work d. Worked

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APPENDIX 4

ANSWER KEY

1. A 11. D 21. B

2. B 12. D 22. D

3. C 13. A 23. A

4. D 14. B 24. A

5. A 15. C 25. D

6. A 16. D

7. B 17. A

8. B 18. B

9. C 19. B

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1. Nama : Siti Farida Ridwan 2. Tempat, Tanggal Lahir : Lebak, 7 Juli 1992

3. NIM : 1110014000003

4. Jurusan/ Prodi : Pendidikan Bahasa Inggris

5. Program : Reguler

6. Judul Skripsi ( Huruf Balok) : THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN TEACHING SIMPLE PAST TENSE

7. Pembimbing : 1. Zaharil Anasy, M.Hum 2. Ertin, MA TESOL

8. Penguji : 1. Drs. Nasifuddin Djalil, M.Ag 2. Maya Defianty, M.Pd

9. Tanggal Lulus : 17 November 2014

10. Nomor Ijazah (diisi oleh Bag. Akademik)

11. Indeks Prestasi/Yudisium : 3.04 / Amat Baik 12. Jabatan dalam organisasi

Kemahasiswaan : -

13. Alamat Asal : KP. Tamansari RT 01/02 Desa Kabasiran Kec. (lengkap dg no.telpon/HP) Parungpanjang Kab. Bogor (089653615092) 14. Alamat Sekarang : KP. Tamansari RT 01/02 Desa Kabasiran Kec. (lengkap dg no.telpon/HP) Parungpanjang Kab. Bogor (089653615092)

15. Nama Ayah : Ridwan Nurdin

16. Pendidikan Terakhir Ayah : SMP

17. Pekerjaan Ayah : Karyawan

18. Nama Ibu : Rihanah

19. Pendidikan Terakhir Ibu : SMP

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21. They …. very tired after going to Pangandaran beach last week.

a.

Was

b.

Were

c.

Do

d.

Did

22. My father ………. newspaper last morning

a.

Reads

b.

Is reading

c.

Will read

d.

Read

23. He finally ……… at six o‟clock yesterday

a.

Came

b.

Come

c.

Is coming

d.

Comes

24. We …. the floor yesterda

y.

a.

Cleaned

b.

Will clean

c.

Clean

d.

Are cleaning

25. My mother ….. in the hospital last year.

a.

Is working

b.

Works

c.

Work

d.

Worked

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APPENDIX 4

ANSWER KEY

1. A

11. D

21. B

2. B

12. D

22. D

3. C

13. A

23. A

4. D

14. B

24. A

5. A

15. C

25. D

6. A

16. D

7. B

17. A

8. B

18. B

9. C

19. B

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(5)

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1. Nama : Siti Farida Ridwan

2. Tempat, Tanggal Lahir : Lebak, 7 Juli 1992

3. NIM : 1110014000003

4. Jurusan/ Prodi : Pendidikan Bahasa Inggris

5. Program : Reguler

6. Judul Skripsi ( Huruf Balok) : THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN TEACHING SIMPLE PAST TENSE

7. Pembimbing : 1. Zaharil Anasy, M.Hum

2. Ertin, MA TESOL

8. Penguji : 1. Drs. Nasifuddin Djalil, M.Ag 2. Maya Defianty, M.Pd

9. Tanggal Lulus : 17 November 2014

10. Nomor Ijazah (diisi oleh Bag. Akademik)

11. Indeks Prestasi/Yudisium : 3.04 / Amat Baik 12. Jabatan dalam organisasi

Kemahasiswaan : -

15. Nama Ayah : Ridwan Nurdin

16. Pendidikan Terakhir Ayah : SMP

17. Pekerjaan Ayah : Karyawan

18. Nama Ibu : Rihanah

19. Pendidikan Terakhir Ibu : SMP