34
rejected and it can be seen from the result stated that t t
t
or 3,91 was higher than 2,06 in the degree of freedom 5. The researcher above used the same
technique with the writer. She used Jigsaw technique in teaching vocbulary and she conducted her research in order to know the students‟ mastery of vocabulary.
The differences between Risa‟s research and the writer‟s research are the subject
of the study and the dependent variable of the research. She conducted her research in the fourth grade of elementary school while the writer conducted his
research in the second year students of junior high school. She taught vocabulary while the writer only focused on the vocabulary of verbs.
From all of the experiments that ever had, none of them described in detailed information about the teaching vocabulary of verbs by using jigsaw.
Thus, the writer chooses to conduct the new research in different context. The writer conducted the research with title
“The Effectiveness of teaching Verbs by Using Cooperative Learning.
”
F. The Research Hypothesis
The purpose of this study is to find out the empirical evidence for the students in learning the simple past tense whether using cooperative learning
especially using jigsaw is effective or not in building students‟ mastery of
vocabulary verbs. To get the answer of the hypothesis above, the writer proposes alternative
hypothesis H
a
and the null hypothesis H
o
as follows: H
a
: There is a significant difference of students‟ achievement between those who were taught by using cooperative learning in teaching
the verbs in experiment class and those who were taught without using cooperative learning in controlled class.
H
o
There is no significant difference of students‟ achievement between those who were taught by using cooperative learning in
teaching the verbs in experiment class and those who were taught without using cooperative learning in controlled class.
35
CHAPTER III RESEARCH METHODOLOGY
A. The Research Design
In his research, the writer used a quantitative research design and he also used a quasi-experimental design for his research. The writer chose a quasi-
experimental design because a quasi experimental is designed to determine the cause and effect relationship and there is a direct manipulation of conditions.
1
In a quasi experimental research has characteristic as stated by Nunan that “quasi-experiment research has both pre-test and post-test and has experiment
class and controlled class, but no random assignment of subjects”.
2
It means that the writer took the sample from the existing class or the intact class to determine
which group that will be experiment class and which group that will be controlled class without giving a random assignment for each student in two classes. Thus,
there were two classes that the writer taught about learning verbs in different treatment. The group that received the new treatment was called the experiment
group or treatment group, and the group that received a different treatment or is treated as usual was called the controlled group. Therefore, in order to know the
effectiveness of using cooperative learning, the writer used two classes; one class as an experiment class and another class as the controlled class. In experiment
class, the writer used cooperative learning and specifically he used Jigsaw technique in teaching verbs; regular and irregular verbs. While in the controlled
class, the students did not receive any treatment by the writer. It was treated as usual and the students in controlled class learn the same material but the writer did
not apply cooperative learning. It means that the students in controlled class learn the materials individually.
1
James H. Mc. Millan and Sally Schumacer, Research in Education, Boston: Pearson Education, inc. , 2006, p. 24.
2
David, Nunan, Research Methods in Language Teaching, Cambridge: Cambridge University Press. 1992, p. 41.
