Background of the Study
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language skill to be learned compared to other language skills. It can be seen that the students make some serious problems when they try to translate a
native language sentence word by word into a good written foreign language.
As it is known, writing is not easy. The difficulty lies not only in organizing and generating ideas, but also in translating these ideas into
readable texts. The students have to pay attention on planning and organizing as well as spelling, punctuation, word choice, and so on.
However, learning how to write is important. People who lives in toda
y’s growth world need to learn how to write for every reasons. Newcomers to a country soon have to start communicating through writing.
They have to take down telephone messages. They have to fill out job applications and applications for health insurance. Students in school at all
stages need to express themselves in writing to do well in school. Therefore, it should be obvious that writing helps fulfill our need to communicate.
Considering the importance of writ ing in people’s life especially in
educational field, Indonesian government has included writing in the English syllabus stated in Competence Standard and Basic Competence.
Ideally, according to Competence Standard –Standar Kompetensi SK and
Basic Competence –Kompetensi Dasar KD of writing skill in the current
School-Based Curriculum –Kurikulum Tingkat Satuan Pendidikan KTSP,
the competence standard of writing of Junior High School level is to express meaning in functional written texts and simple short essays in the form of
descriptive, procedure, narrative, recount, and report to interact with both the closer environment and the context of daily life.
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It becomes the reason why the students have to master writing as their need. But, there were still some difficulties faced by the students in
learning writing. Based on the informal interview and writer’s observation during Praktek Profesi Keguruan Terapadu PPKT activities at MTsN
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Departemen Pendidikan Nasional, 2006, Kurikulum Tingkat Satuan Pendidikan School Based Curriculum 2006: Standar Isi SD, SMP dan SMA. Jakarta.
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Tangerang II Pamulang, there were some difficulties faced by students especially in learning writing. First, they had problems to get started in
writing. They took too much time to generate ideas and organize thoughts onto paper. Second, they were confused in using the right sentence
structure, the use of appropriate grammar, vocabulary, punctuation, spelling, and so on. The last, they feel bored in writing class because the learning
activities in writing are monotonous. Considering the complexity of writing, especially in narrative
writing, an English teacher should be an effective teacher, who can use variety of teaching methods and strategies to improve the students’ writing
ability. The writing class should be facilitated with activities which motivate students to learn, for example the jigsaw technique where the students are
working together and sharing the ideas within the groups. There are a lot of methods and techniques to get the English
teaching effectively. To make the teaching learning process effectively, the writer would like to propose an alternative technique which promotes
cooperative and interesting activities, namely ―Jigsaw Technique”. Jigsaw is one of the cooperative learning strategies as one alternative strategy which
engages students in learning to write. In Jigsaw technique, the students work in the same group of four to six members and each member in a team
becomes an expert on a topic.
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This technique not only helped the students in generating ideas but they also feel enjoyed during the teaching and
learning writing process. Related to the benefits of Jigsaw technique, the writer involves the
students in Jigsaw technique. The writer takes a title of this ―skripsi” “Using Jigsaw Technique to Impro
ve Students’ Narrative Writing in the Second Year Students of MTs Negeri Tangerang II Pamulang”.
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http:en.wikipedia.orgwikiJigsaw_teaching_technique
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