THE EFFECT OF JIGSAW TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF JIGSAW TECHNIQUE ON STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
for the Degree of Sarjana Pendidikan
By :
JETTI LAMTIAR NAPITUPULU
NIM : 2112121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screebed electronically or otherwise
for plagiarism.
Medan, April 2016
Jetti LamtiarNapitupulu
Reg. No. 2112121016
LEMBAR PENGESAHAN PEMBIMBING
Skripsi ini Diajukan oleh Jetti Lamtiar Napitupulu, NIM. 2112121016
Jurusan Bahasa dan Sastra lnggris, Program
Studi Pendidikan Bahasa Inggris I S-1
Fakultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi syarat untuk memperoleh
Gelar Sarjana Pendidikan
Medan,
Maret 2016
Disetujui oleh:
Dosen Pembimbing I,
LEMBAR PENGESAHAN TIM PENGUJI
Skripsi ini telah diuji dan dinyatakan telah
Memenuhi persyaratan untuk memperoleh
Gelar Sarjana Pendidikan
Medan,
Maret 2016
Tim Penguji,
Nama
1. Drs. Willem Saragih, Dipl.,Appl.,M.Pd.
NIP. 195812311986601 l 000011
2. Drs. Johan Sinulingga, M.Pd.
NIP. 19530707 1982111 002
3. Prof. Dr. Hj. Sumarsih, M.Pd.
NIP. 19581021 198303 2 002
--4. Dra. Masitowami Siregar, M.Ed.
NIP. 19671102 199303 2 01
5. Indra Hartoyo, S.Pd, M.Hum.
NIP. 19741030 200604 l 006
ABSTRACT
Napitupulu, Jetti Lamtiar. 2112121016. The Effect of Jigsaw Technique on
Students’ Achievement in Writing Descriptive Text. A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan. 2015
This study was aimed at finding out the effect of Jigsaw Technique on students’
achievement in writing descriptive text. This study used experimental design. The
population of this study was the tenth grade students of SMK N 1 Sidikalang.
There were 50 students as the sample of the research. This study was conducted
with two randomized groups namely experimental and control group. The
experimental group was taught by applying Jigsaw Technique while the control
group was taught without Jigsaw Technique. The instrument of collecting data
was writing test. The data were analyzed by using t-test. The calculation shows
that t-0observed (5.111) is higher than t-table (2.001) at the level of significance
(α)0.05 with the degree of freedom (df) 48. It means that Jigsaw Technique
significantly affects students’ achievement in writing descriptive text.
Keywords:
Jigsaw Technique, Writing Descriptive Text
i
ACKNOWLEDGEMENT
First the writer would like to thank to the Gracious God, Jesus Christ and
for the amazing power, grace and love thus the writer was able to finish her thesis
as a partial fulfillment for the requirement for the degree of Sarjana Pendidikan at
the English Department of Faculty of Language and Arts, State University of
Medan.
During the process of completing this thesis, the writer realized that she
could not accomplish it without the blessing of God and supporting from people
around her. Therefore, the writer would like to express her sincere gratitude to:
1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., The Dean of Languages and Arts Faculty,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department
4. Nora Ronita Dewi, S.Pd., S.S., M.Hum., The Head of English Education
Study Program and her thesis Examiner.
5. Drs. Willem Saragih, Dipl., Appl., M. Pd., her First Thesis Advisor and
Drs. Johan Sinulingga, M.Pd., her Second Thesis Advisor.
6. Dra. Masitowarni, M.Ed and Indra Hartoyo, S.Pd, M.Hum., her Thesis
Examiners.
7. Dr. Siti Aisah Ginting, M.Hum., her Academic Advisor
8. All Lecturers who have taught her in this English Department.
9. Drs. Kaspar Sianipar, M.Pd., The Headmaster of SMK N 1 Sidikalang
for giving her chance to conduct the research
10. N. Hutagalung S.Pd., and Drs. H. Manurung, The English Teachers of
SMK N 1 Sidikalang for helping her to collect the data of the research
11. Edward Jeremia Napitupulu, S.Th for giving her the greatest love,
affection and pray and Nurdia Naiborhu for giving birth of her, endless
love, pray, wonderful advice and great inspiration thus the writer could
finish this thesis.
12. Eunike Trifena Napitupulu, her younger sister, Gideon Nehemia
Napitupulu, her youngest brother.
13. Dina Riyanti S.Pd, Kristin Waruwu, Evi Kristina Ujung S.Pd, Oni
farida A.Md, Andiko Kudadiri S.E, her best friends who cared, helped
and supported her.
14. Dera Mendra, S.Pd, Permadi Pasaribu, Dedi Simangunsong, S.Pd,
Norita Purba, and Debora Sihombing, S.Pd., her friends in small group
“Disciples” of UKMKP UP FBS State University of Medan, thanks a lot
for the unforgettable experiences for several years.
ii
15. Lestari Siagian, Rita Sihombing, Rona Limbong, Royanti Rajagukguk
and Susantri Rajagukguk, her sisters in LGLP (Loving God Loving
People) cell community of UKMKP state University of Medan.
16. Her pastors and churchmates in Abba Love Youth Excellent GPdI Kasih
Bapa, Els Genereation, Cool (Community of Love) GPdI Elshaday and
all the congregation of GPdI Eben Haezer Simanullang Najagar.
Thanks for the support, pray and kindness.
17. Melita Purba, S.Pd, Mey Three Purba, Martina Silalahi, Dora M.
Barus S.Pd., Evelyn Siahaan, Fitryani Siregar S.Pd, Arnita Sembiring
S.Pd., Devi Sihotang, S.Pd, Harni Gultom S.Pd , Roberto, etc, her
woderful classmates. Thank for being her proof reader and great advicers.
18. Roslinda Sidabutar, S.Pd., Putra Tambunan, S.Pd, Tutwuri
Situmeang, S.Pd., Ester Sitorus., Santa Mutia, her fighter friends who
share, care and support each other,
19. Maruli Tua Pardede, Kiki Tambunan, S.Pd., Dina Nababan S.Pd., and
Rosarina Sinaga S.Pd., her PPL Team-mates, especially thanks for all
wonderful memory in our internship at SMK N 1 Lumban Julu.
20. All people that can not be mentioned one, thanks for supporting her.
The researcher realizes that her thesis is still far from being perfect.
Hence, she warmly accept any constructive suggestion from anyone in
order to improve the quality of this thesis. She hopes that the thesis will be
useful for those who read it.
Medan, April 2016
The Writer,
Jetti Lamtiar Napitupulu
Reg. No. 2112121016
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT.................................................................................... ii
TABLE OF CONTENT....................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURE .............................................................................................. vii
LIST OF APPENDIX ........................................................................................ viii
CHAPTER I : INTRODUCTION ........................................................................1
A. The Background of the Study ......................................................................1
B. The Problem of the Study ............................................................................5
C. The Objective of the Study ..........................................................................5
D. The Scope of the Study ...............................................................................5
E. The Significance of the Study .....................................................................6
CHAPTER II: REVIEW OF LITERATURE ....................................................7
A. Theoretical Framework ...............................................................................7
1. Students Achievement in Writing ...........................................................7
2. Writing ....................................................................................................7
a. Writing Process ..................................................................................9
b. Writing Assessment .........................................................................10
3. Text .......................................................................................................11
a. Types of Text ...................................................................................11
b. Parts of Descriptive Text .................................................................12
c. Example of Descriptive Text ...........................................................13
4. Jigsaw Technique .................................................................................14
a. Procedure in Jigsaw Technique .......................................................14
b. The Advantages of Using Jigsaw technique ....................................18
c. The Disadvantages of Using Jigsaw Technique ..............................19
5. Lecturing Method .................................................................................19
a. Advantages of Lecturing Method ....................................................19
iv
b. Disadvantages of Lecturing Method ................................................19
B. Conceptual Framework ............................................................................21
C. Hypothesis .................................................................................................22
CHAPTER III: RESEARCH METHOD ..........................................................23
A. Research Design ........................................................................................23
B. Population and Sample ..............................................................................24
C. The Instrument of Collecting Data ............................................................24
D. The Procedure of Study............................................................................. 24
E. Scoring of Test ..........................................................................................27
F. The Validity and Reliability of Test ..........................................................31
G. The Technique of Analyzing Data ............................................................32
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING ................34
A. Data ...........................................................................................................34
B. Data Analysis ............................................................................................36
1. Data Analysis by Using t-test Formula .................................................36
2. Testing Hypothesis ................................................................................37
C. Research Finding .......................................................................................38
D. Discussion ................................................................................................ 38
CHAPTER V: CONCLUSION AND SUGGESTIONS ..................................41
A. Conclusion .................................................................................................41
B. Suggestions ................................................................................................41
REFERENCES ....................................................................................................42
APPENDIX ..........................................................................................................44
v
LIST OF TABLES
Table
Page
3.1 Research design ...............................................................................................23
3.2Teaching Procedure in Experimental and Control Group.................................26
4.1 The Score of pre-test and post-test by the Students of Control Group ...........34
4.2 The Score of pre-test and post-test by the Students of Experimental Group .. 35
4.3 The Result of t-test Calculation .......................................................................37
vi
LIST OF FIGURES
3.1 Picture of Tourism Religious Park Sitinjo ....................................................25
vii
LIST OF APPENDIX
APPENDIX A
The Score of Pre-Test and Post-Test by the Students of
experimental Group ............................................................44
APPENDIX B
The Score of Pre-Test and Post-Test by the Students of
Control Group ....................................................................45
APPENDIX C
The Calculation of the Reliability.......................................46
APPENDIX D
The Reliability of the Test .................................................47
APPENDIX E
The Calculation of t-test ....................................................48
APPENDIX F
Percentage Point of the t-test Distribution..........................54
APPENDIX G
Lesson Plan of Experimental Group ..................................55
APPENDIX H
Lesson Plan of Control Group ...........................................72
APPENDIX I
Students’ Worksheet...........................................................87
viii
CHAPTER I
INTRODUCTION
A. The Background of Study
Indonesian goverment decision to give free VISA for some countries has
shown us the expansion of globalization era. Many foreign tourists will visit
Indonesia, thus a lingua franca is very needed to do communication among
society and foreigners. English is one of the international languages that is used
most in this world, hence mastering English is very essential in this shophiscated
era.
Considering the importance of English, Indonesia’s education minister has
decided English as the subject that has to be learnt as a foreign language. English
also includes as one of the essential subjects of study, which is examined in
National examination. Four skills that should be mastered in learning English
namely reading, listening, writing and speaking; but the researcher only focuses
on writing.
Writing is a way of communication that cannot be separated by distance
and space. Human are going to die but writing is going tolive forever. Writing is
thoughts or feeling that can be read even be reread by all people worldwide and
whenever they want to read it. A good example is the story of Jesus from
Nazareth, many people know his biography because there are people wrote about
him. For thousand years ago he was alive but until now people recognize him
because of letters that talk about his biography.
1
2
Carol (2001: 3) points out;writing is one of the most powerful
communication tools that people use today and for the rest of people life. Writing
is written messages that can be reread whenever and wherever by audience. In
daily life, people cannot be separatedfrom writing. As the evidence, nowadays
most of people jot down messages through short messages service, black berry
messenger, line and electronic mail (e-mail). In other hand, many families write a
memo to other family members and stick the memo on the refrigerator. At school,
students write the answer of a test, and write a project.
Donald grave asserts that “If students can only read and listen but cannot
speak or write, they are robbed of an essential right: the freedom of expression”
(as cited in Carol 1993:11). Through writing, students can express their thoughts
and ideas. In writing, they transfer their ideas into a text. Therefore, teaching
writing is very essential in teaching learning process.
Based on curriculum 2006-Kurikulum Tingkat Satuan Pendidikan (KTSP)
in basic competence 1.3 Vocational High School students must learn and master
writing descriptive text. Siahaan and Shinoda (2007: 89) say, description is a
written English text in which the writer describes an object. Descriptive text is
one of the texts that often used in human daily activities. Anthony &Metherell
(2003) state, people use descriptions all time in the business and academic
writing. People compose description of missing people or missing pets, write
his/her characteristics in curriculum vitae.
Although people always write every day, they still get difficulties to write
in academic writing. Patel & Jain (2008:125) says writing is essential features of
3
learning a language because it provides a very good means of foxing the
vocabulary, spelling and sentence pattern. Creating some structural sentences is
very difficult for students because students must comprehend some aspects of
writing such as vocabulary, punctuation, sentences pattern and grammar. The fact,
writing does not compose only a group of structural sentences but also meaningful
sentences. Peter Knap (2005:81) says, the process of learning to write does not
simply require cognition of a text’s generic structure, it involves the embodiment
of a complex set of knowledge and skills that then enable students to produce a
meaningful text. Hence, being good in writing needs a long process and needs
much exercise.
Writing is the most difficult skill to learn than other skills. As Nunan
(1999:271) states, writing is something most native speakers never master. In
Indonesia, learners are very weak in writing. It is shown on the mean scores of
IELTS score in test taker perfomance 2012, the examinee got the lowest score in
writing test.
Based on the researcher preliminary observation and interview with the
English teacher in SMK N 1 Sidikalang, she found some problems in teaching
learning of writing especially writing descriptive text. Students had difficulties in
writing descriptive text and most of their writing were very poor. Teacher said,
that only 35 % students who passed the minimal passing criteria scores. The
researcher got the problems and she concluded that the problems were first,
students were not interested in learning English. Second, teacher taught them
through traditional method and asked the students to write a descriptive text
4
individually. Third, there was a very wide gap between high and low learners in
Eglish, because teacher applied competition goal in teaching descriptive text. As
the result, low learners lost their confidence and become lazy to learn English.
Facing the problem above, an appropriate technique is needed to teach
writing descriptive text. Cooperative learning is an approach that can face the
students’ problem. Through work cooperatively, high and low learners can share
their ideas each other which can increase slow learners’ confidence. Arends
(2000: 315) notes: higher achievers tutor lower achievers; in the process low
learners get help from peers and higher achievers gain academically.
One of the cooperative learning is Jigsaw technique. Mengduo and
Xiaoling (2010: 114) define that jigsaw is a cooperative learning which each
member is assigned a different part of material. Then, all students from different
groups who have the same learning material gather together and create an “expert
group” to discuss and communicate each other until they master the material.
Later, each student return back to her/his “home group” to teach the material to
other members of group.
Some researchers from State University of Medan used jigsaw technique
in their research and the results were significant.According to Ridha (2013) in her
thesis, entitled “Improving the Students’ Ability in Writing Recount Text by
Applying Jigsaw Technique” learning through jigsaw technique is able to improve
students’ achievement in writing recount text. The improvement of students’
ability was significant as shows the mean of students’ score in the first was 28, 75,
in second test was 63, 88 and in the third test was 75, 83. Mailal (2013) in his
5
thesis, entitled “Improving Students’ Achievement in Reading Comprehension
through Jigsaw Technique” shown that learning through jigsaw technique also is
able to improve students’ achievement in reading comprehension. The result
shows that the students’ achievement increased from the pre test until second test.
By looking on those relevant studies, the researcher is sure that Jigsaw
technique affects the students’ achievement in writing descriptive text for grade X
of Vocational High School. Jigsaw technique will makes students more
enthusiastic and interested in learning descriptive text.Thus, the researcher
choosesjigsaw technique to affect students’ writing ability in SMK N 1
Sidikalang.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as follows:“Is there any significant effect of Jigsaw Technique on
students’ achievement in writing descriptive text?”
C. The Objective of the Study
In line with this problem, the objective of the study is to investigate the
significant effect of jigsaw technique on students’ achievement in writing
descriptive text.
D. The Scope of the Study
There are many genres of writing. They are narrative, descriptive, recount,
report, procedure and many others. This study is limited to writing descriptive
6
text. There are many media can use in teaching writing such as picture, puzzle,
video, flashcard, etc. The researcher chooses picture as the media. This study
focuses on identifying the effect of jigsaw technique on students’ achievement in
writing descriptive text.
E. The Significance of the Study
1. The teachers can apply this method to make teaching easier particularly
teaching writing descriptive text.
2. The students can learn writing descriptive text easily
3. The result of this study is also expected to the researcher who wants to
develop all information and knowledge and for those who have interest in
doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the mean of pre test score of experimental
group was 44.36 and the mean of post test of experimental group was 67.84. The
data analysis results in which the t-observed (3.967) is higher than t-table (2.001)
at the significant level of 0.05. The researcher concludes that there is a significant
effect of Jigsaw Technique on students’ writing achievement, since students’
achievement in writing taught by Jigsaw Technique is higher than without Jigsaw
Technique. Therefore, alternative hypothesis (Ha) is accepted and null hypothesis
(Ho) is rejected.
B.
Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching writing as follows:
1. English teachers are suggested to use Jigsaw Technique in their teaching
learning process especially to teach writing descriptive text, for Jigsaw
Technique affects students’ achievement in writing descriptive text.
2. The researchers who are interested in conducting a research related to the
study should try to apply Jigsaw Technique on different level of learners
through different genre to prove the effectiveness of Jigsaw Technique on
students’ writing achievement.
41
42
REFERENCES
Anthony & Metherell. 2003. Writing Talk. New Jersey: Pretince Hall
Ardila, Ridha. 2013. Improving The Students’ Ability in Writing Recount Text by
Applying Jigsaw Technique. Unpublished Thesis. Medan: State University
of Medan.
Arends, R.I. 2001. Learning to Teach (Fifth Edition). New York: Mc Graw-hill
Brown. 2004. Language Assessment: Principles and Classroom Practices. United
States of America: Longman
Carroll, and Wilson. 1993. Acts of Teaching. Colorado: Teacher Ideas Press
Carroll. 2001. Writing and Grammar. New Jersey: Pretince Hall
Darma, Mailal. 2013. Improving Students’ Achievement in Reading
Comprehension Through Jigsaw Technique. Unpublished Thesis. Medan:
State University of Medan.
Fleming, M., and Stevens, D.2004. English Teaching in the Second School:
Linking Theory and Practice. Second Edition. London: David Fulton
Publisher
Harmer, Jeremy.2004. How to Teach Writing. England: Pearson Education
Limited
Heaton, JB. 1988. Writing English Language Test. United States Of America:
Longman
Hornby, As.2000. Oxford Advanced Learner’s Dictionary of Current English.
Oxford: Oxford University
Istarani.(2012). 58 Model Pembalajaran Inovatif. Medan: Media Persada.
Hyland ken.2009. Teaching and Researching Writing. Second edition. England:
Pearson Education Limited
Kaur Gurpreet. 2011. Study and Analysis of Lecture Teaching. Research India
Publications. Accessed on July 2015
Knapp, P., and Watkins, M.2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Australia: University of South Wales Press
43
Langan, John.2008.College writing Skill with Readings. Seven Edition. New
York: McGraw-hill Companies.
Linda Gerot, Peter Wignell, Making Sense of Functional Grammar, Antipadean
Educational Enterprises (AEE), Australia, 1995
Mengduo, Qiao.2010. Jigsaw Strategy as a Cooperative Learning Technique:
Focusing on the Language Learners. Harbin Institute of Technology.
Acessed on March 2015
Nunan. 1999. Second Language Teaching & Learning. Boston: Heinle & Heinle
publishers
Pardiyono. 2007. Pasti bisa! Teaching Genre-Based Writing: Metode Mengajar
Berbasis Genre Secara Efektif. Yogyakarta: ANDI
Patel, M.F., and Jain, P.M. 2008. English Language Teaching: Methods, Tools
and Technique. Jaipur: Sunrise Publisher and Distributor.
Siahaan & Shinoda. 2007. Generic Text Structure. Pematang Siantar: Graha Ilmu
Slavin, R.E. 1995. Cooperative Learning: Theory, Research and Practice (Second
Edition). Boston: MA Allyn & Bacon
Weigle, S.C. 2002. Asessing Writing. United Kingdom: Cambridge University
Press
http://www.ielts.org/researchers/analysis-of-test-data/test-takerperformance2012.aspx.retrieved on March 2015
https://www.jigsaw.org/ retrieved on 2nd may 2015
http://teorionline.wordpress.com/category/tutorialstatistik/product-momentpearsonretrieved on: 5th May 2015
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
for the Degree of Sarjana Pendidikan
By :
JETTI LAMTIAR NAPITUPULU
NIM : 2112121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screebed electronically or otherwise
for plagiarism.
Medan, April 2016
Jetti LamtiarNapitupulu
Reg. No. 2112121016
LEMBAR PENGESAHAN PEMBIMBING
Skripsi ini Diajukan oleh Jetti Lamtiar Napitupulu, NIM. 2112121016
Jurusan Bahasa dan Sastra lnggris, Program
Studi Pendidikan Bahasa Inggris I S-1
Fakultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi syarat untuk memperoleh
Gelar Sarjana Pendidikan
Medan,
Maret 2016
Disetujui oleh:
Dosen Pembimbing I,
LEMBAR PENGESAHAN TIM PENGUJI
Skripsi ini telah diuji dan dinyatakan telah
Memenuhi persyaratan untuk memperoleh
Gelar Sarjana Pendidikan
Medan,
Maret 2016
Tim Penguji,
Nama
1. Drs. Willem Saragih, Dipl.,Appl.,M.Pd.
NIP. 195812311986601 l 000011
2. Drs. Johan Sinulingga, M.Pd.
NIP. 19530707 1982111 002
3. Prof. Dr. Hj. Sumarsih, M.Pd.
NIP. 19581021 198303 2 002
--4. Dra. Masitowami Siregar, M.Ed.
NIP. 19671102 199303 2 01
5. Indra Hartoyo, S.Pd, M.Hum.
NIP. 19741030 200604 l 006
ABSTRACT
Napitupulu, Jetti Lamtiar. 2112121016. The Effect of Jigsaw Technique on
Students’ Achievement in Writing Descriptive Text. A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan. 2015
This study was aimed at finding out the effect of Jigsaw Technique on students’
achievement in writing descriptive text. This study used experimental design. The
population of this study was the tenth grade students of SMK N 1 Sidikalang.
There were 50 students as the sample of the research. This study was conducted
with two randomized groups namely experimental and control group. The
experimental group was taught by applying Jigsaw Technique while the control
group was taught without Jigsaw Technique. The instrument of collecting data
was writing test. The data were analyzed by using t-test. The calculation shows
that t-0observed (5.111) is higher than t-table (2.001) at the level of significance
(α)0.05 with the degree of freedom (df) 48. It means that Jigsaw Technique
significantly affects students’ achievement in writing descriptive text.
Keywords:
Jigsaw Technique, Writing Descriptive Text
i
ACKNOWLEDGEMENT
First the writer would like to thank to the Gracious God, Jesus Christ and
for the amazing power, grace and love thus the writer was able to finish her thesis
as a partial fulfillment for the requirement for the degree of Sarjana Pendidikan at
the English Department of Faculty of Language and Arts, State University of
Medan.
During the process of completing this thesis, the writer realized that she
could not accomplish it without the blessing of God and supporting from people
around her. Therefore, the writer would like to express her sincere gratitude to:
1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., The Dean of Languages and Arts Faculty,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department
4. Nora Ronita Dewi, S.Pd., S.S., M.Hum., The Head of English Education
Study Program and her thesis Examiner.
5. Drs. Willem Saragih, Dipl., Appl., M. Pd., her First Thesis Advisor and
Drs. Johan Sinulingga, M.Pd., her Second Thesis Advisor.
6. Dra. Masitowarni, M.Ed and Indra Hartoyo, S.Pd, M.Hum., her Thesis
Examiners.
7. Dr. Siti Aisah Ginting, M.Hum., her Academic Advisor
8. All Lecturers who have taught her in this English Department.
9. Drs. Kaspar Sianipar, M.Pd., The Headmaster of SMK N 1 Sidikalang
for giving her chance to conduct the research
10. N. Hutagalung S.Pd., and Drs. H. Manurung, The English Teachers of
SMK N 1 Sidikalang for helping her to collect the data of the research
11. Edward Jeremia Napitupulu, S.Th for giving her the greatest love,
affection and pray and Nurdia Naiborhu for giving birth of her, endless
love, pray, wonderful advice and great inspiration thus the writer could
finish this thesis.
12. Eunike Trifena Napitupulu, her younger sister, Gideon Nehemia
Napitupulu, her youngest brother.
13. Dina Riyanti S.Pd, Kristin Waruwu, Evi Kristina Ujung S.Pd, Oni
farida A.Md, Andiko Kudadiri S.E, her best friends who cared, helped
and supported her.
14. Dera Mendra, S.Pd, Permadi Pasaribu, Dedi Simangunsong, S.Pd,
Norita Purba, and Debora Sihombing, S.Pd., her friends in small group
“Disciples” of UKMKP UP FBS State University of Medan, thanks a lot
for the unforgettable experiences for several years.
ii
15. Lestari Siagian, Rita Sihombing, Rona Limbong, Royanti Rajagukguk
and Susantri Rajagukguk, her sisters in LGLP (Loving God Loving
People) cell community of UKMKP state University of Medan.
16. Her pastors and churchmates in Abba Love Youth Excellent GPdI Kasih
Bapa, Els Genereation, Cool (Community of Love) GPdI Elshaday and
all the congregation of GPdI Eben Haezer Simanullang Najagar.
Thanks for the support, pray and kindness.
17. Melita Purba, S.Pd, Mey Three Purba, Martina Silalahi, Dora M.
Barus S.Pd., Evelyn Siahaan, Fitryani Siregar S.Pd, Arnita Sembiring
S.Pd., Devi Sihotang, S.Pd, Harni Gultom S.Pd , Roberto, etc, her
woderful classmates. Thank for being her proof reader and great advicers.
18. Roslinda Sidabutar, S.Pd., Putra Tambunan, S.Pd, Tutwuri
Situmeang, S.Pd., Ester Sitorus., Santa Mutia, her fighter friends who
share, care and support each other,
19. Maruli Tua Pardede, Kiki Tambunan, S.Pd., Dina Nababan S.Pd., and
Rosarina Sinaga S.Pd., her PPL Team-mates, especially thanks for all
wonderful memory in our internship at SMK N 1 Lumban Julu.
20. All people that can not be mentioned one, thanks for supporting her.
The researcher realizes that her thesis is still far from being perfect.
Hence, she warmly accept any constructive suggestion from anyone in
order to improve the quality of this thesis. She hopes that the thesis will be
useful for those who read it.
Medan, April 2016
The Writer,
Jetti Lamtiar Napitupulu
Reg. No. 2112121016
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT.................................................................................... ii
TABLE OF CONTENT....................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURE .............................................................................................. vii
LIST OF APPENDIX ........................................................................................ viii
CHAPTER I : INTRODUCTION ........................................................................1
A. The Background of the Study ......................................................................1
B. The Problem of the Study ............................................................................5
C. The Objective of the Study ..........................................................................5
D. The Scope of the Study ...............................................................................5
E. The Significance of the Study .....................................................................6
CHAPTER II: REVIEW OF LITERATURE ....................................................7
A. Theoretical Framework ...............................................................................7
1. Students Achievement in Writing ...........................................................7
2. Writing ....................................................................................................7
a. Writing Process ..................................................................................9
b. Writing Assessment .........................................................................10
3. Text .......................................................................................................11
a. Types of Text ...................................................................................11
b. Parts of Descriptive Text .................................................................12
c. Example of Descriptive Text ...........................................................13
4. Jigsaw Technique .................................................................................14
a. Procedure in Jigsaw Technique .......................................................14
b. The Advantages of Using Jigsaw technique ....................................18
c. The Disadvantages of Using Jigsaw Technique ..............................19
5. Lecturing Method .................................................................................19
a. Advantages of Lecturing Method ....................................................19
iv
b. Disadvantages of Lecturing Method ................................................19
B. Conceptual Framework ............................................................................21
C. Hypothesis .................................................................................................22
CHAPTER III: RESEARCH METHOD ..........................................................23
A. Research Design ........................................................................................23
B. Population and Sample ..............................................................................24
C. The Instrument of Collecting Data ............................................................24
D. The Procedure of Study............................................................................. 24
E. Scoring of Test ..........................................................................................27
F. The Validity and Reliability of Test ..........................................................31
G. The Technique of Analyzing Data ............................................................32
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING ................34
A. Data ...........................................................................................................34
B. Data Analysis ............................................................................................36
1. Data Analysis by Using t-test Formula .................................................36
2. Testing Hypothesis ................................................................................37
C. Research Finding .......................................................................................38
D. Discussion ................................................................................................ 38
CHAPTER V: CONCLUSION AND SUGGESTIONS ..................................41
A. Conclusion .................................................................................................41
B. Suggestions ................................................................................................41
REFERENCES ....................................................................................................42
APPENDIX ..........................................................................................................44
v
LIST OF TABLES
Table
Page
3.1 Research design ...............................................................................................23
3.2Teaching Procedure in Experimental and Control Group.................................26
4.1 The Score of pre-test and post-test by the Students of Control Group ...........34
4.2 The Score of pre-test and post-test by the Students of Experimental Group .. 35
4.3 The Result of t-test Calculation .......................................................................37
vi
LIST OF FIGURES
3.1 Picture of Tourism Religious Park Sitinjo ....................................................25
vii
LIST OF APPENDIX
APPENDIX A
The Score of Pre-Test and Post-Test by the Students of
experimental Group ............................................................44
APPENDIX B
The Score of Pre-Test and Post-Test by the Students of
Control Group ....................................................................45
APPENDIX C
The Calculation of the Reliability.......................................46
APPENDIX D
The Reliability of the Test .................................................47
APPENDIX E
The Calculation of t-test ....................................................48
APPENDIX F
Percentage Point of the t-test Distribution..........................54
APPENDIX G
Lesson Plan of Experimental Group ..................................55
APPENDIX H
Lesson Plan of Control Group ...........................................72
APPENDIX I
Students’ Worksheet...........................................................87
viii
CHAPTER I
INTRODUCTION
A. The Background of Study
Indonesian goverment decision to give free VISA for some countries has
shown us the expansion of globalization era. Many foreign tourists will visit
Indonesia, thus a lingua franca is very needed to do communication among
society and foreigners. English is one of the international languages that is used
most in this world, hence mastering English is very essential in this shophiscated
era.
Considering the importance of English, Indonesia’s education minister has
decided English as the subject that has to be learnt as a foreign language. English
also includes as one of the essential subjects of study, which is examined in
National examination. Four skills that should be mastered in learning English
namely reading, listening, writing and speaking; but the researcher only focuses
on writing.
Writing is a way of communication that cannot be separated by distance
and space. Human are going to die but writing is going tolive forever. Writing is
thoughts or feeling that can be read even be reread by all people worldwide and
whenever they want to read it. A good example is the story of Jesus from
Nazareth, many people know his biography because there are people wrote about
him. For thousand years ago he was alive but until now people recognize him
because of letters that talk about his biography.
1
2
Carol (2001: 3) points out;writing is one of the most powerful
communication tools that people use today and for the rest of people life. Writing
is written messages that can be reread whenever and wherever by audience. In
daily life, people cannot be separatedfrom writing. As the evidence, nowadays
most of people jot down messages through short messages service, black berry
messenger, line and electronic mail (e-mail). In other hand, many families write a
memo to other family members and stick the memo on the refrigerator. At school,
students write the answer of a test, and write a project.
Donald grave asserts that “If students can only read and listen but cannot
speak or write, they are robbed of an essential right: the freedom of expression”
(as cited in Carol 1993:11). Through writing, students can express their thoughts
and ideas. In writing, they transfer their ideas into a text. Therefore, teaching
writing is very essential in teaching learning process.
Based on curriculum 2006-Kurikulum Tingkat Satuan Pendidikan (KTSP)
in basic competence 1.3 Vocational High School students must learn and master
writing descriptive text. Siahaan and Shinoda (2007: 89) say, description is a
written English text in which the writer describes an object. Descriptive text is
one of the texts that often used in human daily activities. Anthony &Metherell
(2003) state, people use descriptions all time in the business and academic
writing. People compose description of missing people or missing pets, write
his/her characteristics in curriculum vitae.
Although people always write every day, they still get difficulties to write
in academic writing. Patel & Jain (2008:125) says writing is essential features of
3
learning a language because it provides a very good means of foxing the
vocabulary, spelling and sentence pattern. Creating some structural sentences is
very difficult for students because students must comprehend some aspects of
writing such as vocabulary, punctuation, sentences pattern and grammar. The fact,
writing does not compose only a group of structural sentences but also meaningful
sentences. Peter Knap (2005:81) says, the process of learning to write does not
simply require cognition of a text’s generic structure, it involves the embodiment
of a complex set of knowledge and skills that then enable students to produce a
meaningful text. Hence, being good in writing needs a long process and needs
much exercise.
Writing is the most difficult skill to learn than other skills. As Nunan
(1999:271) states, writing is something most native speakers never master. In
Indonesia, learners are very weak in writing. It is shown on the mean scores of
IELTS score in test taker perfomance 2012, the examinee got the lowest score in
writing test.
Based on the researcher preliminary observation and interview with the
English teacher in SMK N 1 Sidikalang, she found some problems in teaching
learning of writing especially writing descriptive text. Students had difficulties in
writing descriptive text and most of their writing were very poor. Teacher said,
that only 35 % students who passed the minimal passing criteria scores. The
researcher got the problems and she concluded that the problems were first,
students were not interested in learning English. Second, teacher taught them
through traditional method and asked the students to write a descriptive text
4
individually. Third, there was a very wide gap between high and low learners in
Eglish, because teacher applied competition goal in teaching descriptive text. As
the result, low learners lost their confidence and become lazy to learn English.
Facing the problem above, an appropriate technique is needed to teach
writing descriptive text. Cooperative learning is an approach that can face the
students’ problem. Through work cooperatively, high and low learners can share
their ideas each other which can increase slow learners’ confidence. Arends
(2000: 315) notes: higher achievers tutor lower achievers; in the process low
learners get help from peers and higher achievers gain academically.
One of the cooperative learning is Jigsaw technique. Mengduo and
Xiaoling (2010: 114) define that jigsaw is a cooperative learning which each
member is assigned a different part of material. Then, all students from different
groups who have the same learning material gather together and create an “expert
group” to discuss and communicate each other until they master the material.
Later, each student return back to her/his “home group” to teach the material to
other members of group.
Some researchers from State University of Medan used jigsaw technique
in their research and the results were significant.According to Ridha (2013) in her
thesis, entitled “Improving the Students’ Ability in Writing Recount Text by
Applying Jigsaw Technique” learning through jigsaw technique is able to improve
students’ achievement in writing recount text. The improvement of students’
ability was significant as shows the mean of students’ score in the first was 28, 75,
in second test was 63, 88 and in the third test was 75, 83. Mailal (2013) in his
5
thesis, entitled “Improving Students’ Achievement in Reading Comprehension
through Jigsaw Technique” shown that learning through jigsaw technique also is
able to improve students’ achievement in reading comprehension. The result
shows that the students’ achievement increased from the pre test until second test.
By looking on those relevant studies, the researcher is sure that Jigsaw
technique affects the students’ achievement in writing descriptive text for grade X
of Vocational High School. Jigsaw technique will makes students more
enthusiastic and interested in learning descriptive text.Thus, the researcher
choosesjigsaw technique to affect students’ writing ability in SMK N 1
Sidikalang.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as follows:“Is there any significant effect of Jigsaw Technique on
students’ achievement in writing descriptive text?”
C. The Objective of the Study
In line with this problem, the objective of the study is to investigate the
significant effect of jigsaw technique on students’ achievement in writing
descriptive text.
D. The Scope of the Study
There are many genres of writing. They are narrative, descriptive, recount,
report, procedure and many others. This study is limited to writing descriptive
6
text. There are many media can use in teaching writing such as picture, puzzle,
video, flashcard, etc. The researcher chooses picture as the media. This study
focuses on identifying the effect of jigsaw technique on students’ achievement in
writing descriptive text.
E. The Significance of the Study
1. The teachers can apply this method to make teaching easier particularly
teaching writing descriptive text.
2. The students can learn writing descriptive text easily
3. The result of this study is also expected to the researcher who wants to
develop all information and knowledge and for those who have interest in
doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the mean of pre test score of experimental
group was 44.36 and the mean of post test of experimental group was 67.84. The
data analysis results in which the t-observed (3.967) is higher than t-table (2.001)
at the significant level of 0.05. The researcher concludes that there is a significant
effect of Jigsaw Technique on students’ writing achievement, since students’
achievement in writing taught by Jigsaw Technique is higher than without Jigsaw
Technique. Therefore, alternative hypothesis (Ha) is accepted and null hypothesis
(Ho) is rejected.
B.
Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching writing as follows:
1. English teachers are suggested to use Jigsaw Technique in their teaching
learning process especially to teach writing descriptive text, for Jigsaw
Technique affects students’ achievement in writing descriptive text.
2. The researchers who are interested in conducting a research related to the
study should try to apply Jigsaw Technique on different level of learners
through different genre to prove the effectiveness of Jigsaw Technique on
students’ writing achievement.
41
42
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