THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE TO DEVELOP STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT (Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta) by: ANNISA ULFAH 109014000138 THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS' TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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THE EFFECTIVENESS OF USING JIGSAW
TECHNIQUE TO DEVELOP STUDENTS’ READING
COMPREHENSION ON NARRATIVE TEXT (Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)
by:
ANNISA ULFAH
109014000138
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE TO
DEVELOP STUDENTS’ READING COMPREHENSION ON
NARRATIVE TEXT
(A Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)
“A Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the
Requirements for Degree of S.Pd. (S-1) in English Language Education
By:
ANNISA ULFAH
NIM. 109014000138
Approved by the Advisors
Dr. Alek, M.Pd. Devi Yusnita, M.Pd.
NIP. 19690912 200901 1 008
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiya and Teachers’ Training
certifies that the “skripsi” (Scientific Paper) entitled The Effectiveness of Using
Jigsaw Technique to Develop Students’ Reading Comprehension on
Narrative Text (A Quasi Experimental Study at the Eleventh Grade Students
of SMA Negeri 63 Jakarta), written by Annisa Ulfah, NIM 109014000138 was
examined by the Committee on March, 4th
2014. The “skripsi” has been accepted
and declared to have fulfilled one of the requirements for the Degree of S.Pd (S1)
in English Language Education at the English Department.
Jakarta, April 1st
2014
EXAMINATION COMMITTEE
Acknowledged by
Dean of Faculty of Tarbiya and Teachers’ Training
Dra. Nurlena M.A, Ph.D
NIP. 19591020 198603 2 001
KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-089
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
iii
Saya yang bertandatangan di bawah ini,
Nama : Annisa Ulfah
Tempat, Tanggal Lahir : Jakarta, 28 Mei 1991
NIM : 109014000138
Jurusan : Pendidikan Bahasa Inggris
Alamat : Jalan Kav Cermai III No. 29 RT/RW 004/03
Petukangan Utara, Jakarta Selatan 12260
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul The Effectiveness of Using Jigsaw
Technique to Develop Students’ Reading Comprehension on Narrative Text
(A Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri
63 Jakarta Selatan) adalah benar hasil karya ilmiah saya sendiri di bawah
bimbingan dosen:
1. Nama Pembimbing I : Dr. Alek, M.Pd
NIP. : 19690912 200901 1 008
Jurusan/Program Studi : Pendidikan Bahasa Inggris
2. NamaPembimbing II : Devi Yusnita, M.Pd
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Wisuda.
Jakarta, Januari 2014
MahasiswaYbs.
Annisa Ulfah
NIM. 109014000138
iv
ABSTRACT
Annisa Ulfah (NIM: 109014000138). The Effectiveness of Using Jigsaw
Technique to Develop Students’ Reading Comprehension on Narrative Text;
A Quasi Experimental Study at the Eleventh Grade Students of SMA Negeri 63
Jakarta Selatan in Academic Year 2013/2014. Skripsi of The Departement of
English Education at Faculty of Tarbiya and Teachers’ Training of State Islamic
University Syarif Hidayatullah Jakarta, 2014.
Keywords: Reading Comprehension, Jigsaw Technique, Narrative Text
The purpose of this study is to get the empirical evidence of the
effectiveness of using jigsaw technique towards students’ reading comprehension
on narrative text. This study was held in March 2014 at SMA Negeri 63. The
method used in this study was quantitative method in the design of quasi
experimental study. The sampling technique used in this study was cluster
sampling. Two classes were taken as the subjects of this study namely
experimental class and controlled class. The data got from both experimental class
and controlled class were analyzed by using T-test formula. The result of
calculation showed that in the significance degree of 5%, the value of t-test (to) >
t-table (tt) (17.1 > 1.991). According to the criteria of the test, the result showed
that there is a significant difference between students’ achievement in reading
comprehension of narrative text by using jigsaw technique and without jigsaw
technique. It means that jigsaw technique is effective and applicable at the
eleventh grade students of social science class at SMA Negeri 63 towards
students’ reading comprehension on narrative text.
v
ABSTRAK
Annisa Ulfah (NIM: 109014000138). Keefektivitasan Penggunaan Teknik
Jigsaw (Jigsaw Technique) untuk Meningkatkan Pemahaman Membaca
Siswa dalam Teks Narasi; Sebuah Penelitian Kuasi-Eksperimen di Kelas XI IPS
SMA Negeri 63 pada Tahun Ajaran 2013/2014. Skripsi Jurusan Pendidikan
Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri
Syarif Hidayatullah, 2014.
Kata Kunci: Pemahaman Membaca, Teknik Jigsaw, Teks Narasi
Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektivitasan
penggunaan teknik jigsaw terhadap pemahaman siswa dalam membaca dalam teks
narasi. Penelitian ini telah dilaksanakan pada Maret 2014 di SMA Negeri 63.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan
desain penelitian kuasi-eksperimen. Teknik pengambilan sampel yang digunakan
yaitu cluster sampling. Terdapat dua kelas sebagai subjek penelitian, yaitu kelas
eskperimen dan kelas kontrol. Data yang didapat dari kelas eksperimen dan kelas
kontrol dianalisis dengan menggunakan rumus T-test. Hasil dari perhitungan
menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt)
(17.1 > 1.991). Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa
terdapat perbedaan signifikan antara prestasi siswa dengan diberi perlakuan teknik
jigsaw dan tanpa diberi perlakuan teknik jigsaw dalam pemahaman membaca
siswa terhadap teks narasi. Berdasarkan hasil T-test, dapat disimpulkan bahwa
teknik jigsaw efektif digunakan dan dapat diterapkan di kelas XI IPS SMA Negeri
63 dalam hal pemahaman membaca siswa terhadap teks narasi.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
Praise be to Allah, Lord of the world, who has given mercy and blessing to
the writer in finishing this “skripsi”. Peace and salutation be upon to the prophet
Muhammad SAW, his family, his companion, and his adherence.
This “skripsi” is presented to the Department of English Education, the
faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic
University Jakarta as a partial fulfillment of the requirements for the degree S.Pd.
in English Language Education.
In this occasion, the writer would like to thank to her beloved family, Mr.
Tulus Jasmudi and Mrs. Siti Maemunatun as her parents, her brothers and sister
for their prayers, understanding, support, and motivation.
The writer also would like to address her great honor and attitude to her
advisors, Dr. Alek, M.Pd., and Devi Yusnita, M. Pd., who have sacrificed their
energy and valuable time for the writer to give consultations with full of help, care
guidance, and valuable advices during the writer developing this “skripsi”.
The writer’s sincere gratitude also goes to:
1. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., the Head of English Education Departement.
3. Zahril Anasy, S.Pd., as the secretary of English Eduaction Departement.
4. All lecturers of English Education who have taught the writer useful
knowledge and skills.
5. Drs. Musbir, M.M., the Headmaster of SMA Negeri 63 Jakarta for giving
permission to the writer to do observation and research.
6. Windawati, S. Pd., as the English Teacher at SMA Negeri 63 Jakarta.
vii
7. All her friends at Islamic State University of Syarif Hidayatullah Jakarta
especially students at D class academic year 2009 English Education
Departement for their support and friendship.
The writer admits that her writing is still far from being perfect, therefore
she hopes some suggestions and critics from the reader for this “skripsi” and it
will be so valuable for her and for a better result in the future.
Jakarta, January 10th
2013
The writer
viii
TABLE OF CONTENTS
APPROVAL ........................................................................................................ i
ENDORSEMENT SHEET ................................................................................. ii
SURAT PERNYATAAN KARYA SENDIRI ................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK ........................................................................................................... v
ACKNOWLEDGEMENT .................................................................................. vi
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLE ................................................................................................ xi
LIST OF APPENDICES .................................................................................... xii
book points out, “reading is the skill of transforming printed words into spoken
words.”5 It means when the readers are able to transform and delineate the printed
words into spoken words and catch the meaning right, they succeed in reading a
text.
Readers need to manage every single part found in a text because when the
readers can organize the text well, a comprehension will most possibly happen.
There are some types of text; descriptive, recount, spoof, report, procedural,
explanation, narrative, argumentative, persuasive, exposition, and so on. English
learning in Indonesia requires the students to have comprehension towards some
particular texts as it is stated in the standard of competence in the curriculum. The
standard of competence in the senior high school curriculum proposes:
The purpose of English learning is to communicate in both oral and
written form by using appropriate variety of language fluently and
accurately in the interactional text and/or monlogue, mainly in descriptive,
narrative, anecdote, analytical exposition, and hortatory exposition text
that lead to a variety of interpersonal meaning.6
Practically, to comprehend each text is not easy because they all have
different characteristics and somehow tricky. One of the text types that many
students cannot comprehend well is narrative text as it is kind of similar to recount
text for both types of text tell past events. There are some mutual similarity that
many students find it quite difficult to distinguish each text. In telling past events,
it must be affected the tenses used, so both narrative and recount text use past
tense. The communicative purpose of both narrative and recount is also the same,
it aims to tell past events which sometimes the students get confused for both text
have similar purpose. The generic structure and the language features used in each
text also quite similar.
5 A. H. Urquhart and C. J. Weir, Reading in a Second Language: Process, Product and
Practice, (New York: Longman, 1998), p. 16. 6 Pusat Kurikulum, Badan Penelitian dan Pengembangan Departemen Pendidikan
Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA, (Jakarta: 2003), p.
32.
4
As the writer underwent her teaching practice at one of senior high schools
(SMA) in Jakarta, she found some problems and difficulties faced by the students.
Another problem also came from the teacher, the technique applied in the
classroom, and the material given to the students. Most students thought that
reading English text is really difficult for it has different vocabulary, stuctures
with Indonesian language rules. It becomes a major reason for them to
comprehend an English text. Having lack of knowledge about those features in an
English text makes most students difficult in achieving the message of a text.
Then, reading activity only ended up reading, yet they did not catch any ideas
from the text. Some students also found that simply cannot construct the meaning
of the words into a comprehension. Some of the students also viewed reading as a
boring activity as they usually read in silent and it will make them sleepy. They
also have low motivation to read, it is clearly seen when they had time to read but
only a small number of students did it.
Providing a material in interesting ways is a must for a teacher but in
contrast, sometimes a teacher provides only the tedious ones. As a result, students
cannot get attracted to the material they are going to learn because they do not get
impressed. Jeremy Harmer assumed in his book entitled How To Teach English,
“good reading texts can introduce interesting topics, stimulate discussion, excite
imaginative responses and provide the springboard for well-rounded, fascinating
lessons.”7 It is obvious that if teacher does not provide good reading texts, a
fascinating learning process is not going to happen in teaching reading, otherwise
reading activity will be boring.
From the problems mentioned above, it is obvious that there should be
huge efforts from the teacher to help the students improving their reading ability.
In addition, the teacher should focus on the implementation of the technique(s) in
the classroom about how to teach them appropriately. Consequently, the duty of
the English teachers becomes more difficult because they should motivate and
encourage the students to read English text as a part of English lesson. The
7 Jeremy Harmer, How To Teach English, (Kuala Lumpur: Longman, 2007), p. 99.
5
teachers should also encourage the students to acquire and to master reading skill
as one of the most important skills in English.
In teaching reading, teachers might try to apply a cooperative learning in
the classroom. According to Methodology in Language Teaching, “cooperative
learning principles and techniques are tools which teachers use to encourage
mutual helpfulness in the groups and the active participation of all members.”8
Cooperative learning could create an ambience of active participation of each
student to get involved in a learning process. One of the effective strategies in
teaching reading included in cooperative learning is jigsaw technique.
As the writer had experienced the implementation of jigsaw technique, she
thought that it could help her to comprehend a text better so she gets interested to
use jigsaw technique in teaching reading. When jigsaw technique was applied, it
was confusing many students as jigsaw technique was a very new thing for them.
At last, jigsaw technique really helped the students to comprehend the text.
Jigsaw technique is one of the kinds in cooperative learning, it must be
conducted cooperatively in a small group in which students should play a more
active role in their groups because it requires the students to discuss about the
ideas of a text. Jigsaw technique is also interesting because it demands the
students to participate actively and work together in their group. Another reason
why the writer interested in applying jigsaw technique in teaching reading is
because jigsaw technique is fun even though it slightly took time in conducting it.
Eventually, based on the description above, the writer would like to do the
research under the title: “The Effectiveness of Using Jigsaw Technique towards
Students’ Reading Comprehension on Narrative Text (A Quasi-Experimental
Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta)”.
8 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 52.
6
B. Identification of the Problems
Based on the background of study which is described above, some
problems could be identified:
1. Reading an English text is difficult because it has different language rules
with the students’ first language.
2. Most students just read the text but they could not catch the meaning of what
they have read.
3. Many students assumed that reading activity is boring.
4. Most students have a low motivation in reading.
5. Most students have a low comprehension towards narrative text.
6. The techniques in teaching reading used are monotonous.
C. Limitation of the Problem
Based on the identification of the problems, the study was limited on the
techniques for teaching reading narrative text. One of the techniques that can be
used to teach reading narrative text is by using jigsaw technique.
D. Formulation of the Problem
The formulation of the problem which is going to be discussed in this
study based on the limitation above is: “Is there any effectiveness of using jigsaw
technique to develop students’ reading comprehension on narrative text?”
E. Objective of the Study
The objective of this study is to find out the effectiveness of using jigsaw
technique to develop students’ reading comprehension on narrative text.
F. Significance of the Study
The significances of this reserach are:
a. For the teachers; it can help the teachers to improve students’ reading
comprehension by using jigsaw technique.
7
b. For the students; it can help the them to be able to comprehend reading text
by using jigsaw technique in which it requires a small group activity. It also
helps the students to involve in the activity by delivering their idea or
opinion.
c. For the writer and another researchers; the result of this study is expected to
be useful in increasing the writer’s and another researchers’ perspectives in
teaching reading.
8
CHAPTER II
THEORETICAL FRAMEWORK
A. READING COMPREHENSION
1. The Understanding of Reading
Reading is one of the basic skills in learning a language. The term reading
has many interpretations. As people have different purposes in reading, different
point of view about reading, different background knowledge about reading, so
there are many definitions about it. For those reasons, reading can be defined in
various ways. According to Francoise Grellet in his book entitled Developing
Reading Skills, “Reading is a constant process of guessing, and what one brings to
the text is often more important than what one finds in it.”1 Based on the
statement from Grellet, reading activity requires the readers to guess and predict
about the text is going to be about and the background knowledge had by the
reader about mutual thing contained in a text is also important.
Furthermore, Harmer through his book The Practice of English Language
Teaching stated that,
Reading is an exercise dominated by the eyes and the brains. The eyes
receive message and the brain then has to work out the significance of
these message. Unlike a listening text, a reading text moves at the speed
of the reader (except where the reader is trying to read an advertisement
that flashes past a train window). In other word, it is up to the reader to
decide how fast he or she wants to (or can) read a text, whereas listeners
often have to do their best with a text whose speed is chosen by the
speaker.2
Sandra Silberstein on her book Techniques and Resources in Teaching
Reading defined reading as complex processing skill, “Reading is a complex
processing skill in which the reader interacts with text in order to (re)create a
1 Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,
1981), p. 7. 2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 190.
9
meaningful discourse.”3 Richard Allington and Michael Strange also defined,
“Reading as decoding process with the reader processing each letter in turn,
producing the appropriate sounds, and forming words”4 Another experts, Savage
and Mooney defined, “Reading is a process of moving through printed language
to meaning.5 According to Penny Ur, “Reading means reading and understanding
A foreign language learner who says, 'I can read the words but I don't know what
they mean' is not, therefore, reading, in this sense. He or she is merely decoding –
translating written symbols into corresponding sounds”.6
Based on the definitions about reading above, reading can be defined as a
process that requires people to read and to understand what they read. Reading is
also a complex skill that the people should do an interaction with text in order to
recreate or create a meaningful discourse.
2. The Kinds of Reading
There are two kinds of reading according to Jeremy Harmer.7
a. Extensive reading
The term refers to reading which students do often (but not exclusively) away
from the classrooms. Where possible, extensive reading should involve
reading for pleasure or a joyful reading. This is enhanced if students have a
chance to choose what they are willing to read.
b. Intensive reading
It refers to the detailed focus on the construction of reading texts which takes
place usually (but not always) in classrooms. Teachers may ask the students
to look at extracts from magazines, poems, Internet websites, novels,
3 Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford
University Press, 1994), p. 12. 4Richard Allington and Michael Strange, Learning Through Reading in the Content
Areas, (Lexington: D. C. Heath Company, 1980), p. 15. 5John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs,
(London: Allyn and Bacon, Inc., 1997), p. 1.
6 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
1991), p. 138.
7 Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education, 2007), p.
99.
10
newspaper, plays, and wide range of other text genres. Intensive reading is
usually accompanied by study activities.
While Francoise Grellet divided the kinds of reading into:
a. Skimming, it is a process of reading in which happen quickly running one’s
eyes over a text to get the gist of it.
b. Scanning, it is a process of reading in which quickly going through a text to
find a particular piece of information.8
The writer considers that if people have different purposes in reading, it
will as well influence the way they read. For instance, people probably will read
some lessons or materials in the limited amount of time then people just skim the
text. On the contrary, when people need to look up a name in the address book or
word in the dictionary, they should know what they are looking for so they scan it
and read it word by word.
3. The Purposes of Reading
When people read, they may have some different purposes to obtain after
reading the text. For instance, when people want to get information or knowledge,
they read a textbook, a newspaper, a journal, an article. When people read to get
pleasure or to get entertained, they may read some kinds of magazine, comic, or
novel. Here are several purposes that may include when people read according to
R. R Jordan:
a. To obtain information (facts, data, etc.)
b. To understand ideas or theories, etc.
c. To discover author’s point of view.
d. To seek evidence for their own point of view (and to quote) all of which may
be needed for writing their essays, etc.9
8 Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,
2010), p. 4. 9 R. R. Jordan, English for Academic Purposes, (New York: Cambridge University Press,
1997), p. 143.
11
Based on the statement above, the purposes of reading are mostly about to
understand the content of the text and also to discover one’s point of view from
the writer that is written through printed words.
In the other hand, Grellet mentioned two purposes in reading:
a. Reading for pleasure.
b. Reading for information (in order to find out something or in order to do
something with the information someone gets).10
Grellet only viewed that there are two major purposes in reading; for
pleasure and for information. When people get bored and want to get pleasure,
they might read some entertaining texts. On the contrary, when people need to get
informed about knowledge, they might read encyclopedia books, lesson book, and
so on.
Another purposes stated in a book entitled Teaching Reading Skills in A
Foreign Language, people read because they want to get something from the
writing: facts, ideas, enjoyment, even feelings of family community (from a
letter): whatever the contain is, people want to get message that the writer has
expressed.11
Most people read to obtain some points contained in a text or in a
writing and they read for a certain purpose. For instance, when people want to
know about the latest news, they read newspaper or articles. Based on the
description above, it can be summarized that there are many purposes of reading
such as: first, people read to get information or enhance knowledge so they might
read encyclopedia books, articles, journals, bulletins, and so on. Second, people
read to get pleasure and they might read magazines, novels, comics, and so on.
When people exactly know what they want to get from a text, they will enjoy
reading it.
10Ibid., p. 4.
11 Christine Nutall, Teaching Reading Skills in A Foreign Language, Marion Geddes and
Gill Sturtridge (ed), Practical Language Teaching, (Portsmouth: Heinemann, 1983), p. 3.
12
4. The Principles of Reading
There are some principles of reading according to Jeremy Harmer:12
a. Encourage students to read as often and as much as possible. The more
students read, the better.
b. Students need to be engaged with what they are reading. Outside normal lesson
time, when students are reading extensively, they should be involved in joyful
reading – that is, teachers should try to help them get as much pleasure from it
as possible. During the lesson, teachers should also do the best to ensure that
the students engaged with the topic and the activities they are asked to do
while dealing with it.
c. Encourage students to respond the content of a text (and explore their feelings
about it), not just concentrate on its construction. It is important for the
students to study reading texts in class in order to find out such things as the
way they use language, the number of paragraphs they contain and how many
times they use relative clauses. It is as well important that the students should
be allowed to show their feelings about the topic.
d. Prediction is a major factor in reading. When someone reads a text, he/she
usually have a good idea of the content before he/she actually starts reading.
Book covers can give the readers a clue about what is in the book, photographs
and headlines hint at what article is about before reading a single word.
e. Match the task to the topic when using intensive reading texts. Teachers need
to choose good reading tasks; the right kind of questions, appropriate activities
before during and after reading, and useful study exploitation when the topic of
reading has been set.
f. Good teachers exploit reading texts to the full. Good teachers can integrate the
reading text into interesting lesson sequences, using the topic for discussion
and further tasks, using the language for study and then activation, and using
range of activities to bring the text to life. Where students have been doing
12 Jeremy Harmer, How to Teach English: New Edition, (Kuala Lumpur: Pearson
Education, 2007), pp. 101-102.
13
extensive reading, the teachers should use whatever opportunities present
themselves to provoke useful feedback.
5. Reading Comprehension
Reading is a general cognitive, problem-solving ability which underlies all
language processing, including listening and is not specific to reading.13
Reading
as a complex skill underlies all language process. As people learn their first
language, the attention is primarily on the problem of decoding words. Therefore,
people tend to think reading is as a process of looking at words, one after another
and then adding them up to see what they (the words) mean.
Reading comprehension is a very complex activity because so much
occurs inside the mind of the reader as the eyes glide over the printed words.14
To
accomplish a reading comprehension, it includes some skills to have. Reading
comprehension is the process of acquiring or deriving meaning and understanding
from printed language; involves cognitive functioning related to what one reads.15
Another definition by Pamela J. Farris, reading comprehension is the process of
understanding the message that the author is trying to convey. Very simply, it is
making meaning from the text at hand.16
From the definitions above, it can be summarized that reading
comprehension is a very complex activity to undertsand the message from the text
that the author tries to convey. To be the accomplished reader(s), it needs a
lifetime practice because the comprehension process is really complicated.
13 J. Charles Anderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), p. 48.
14 Larry Lewin, Paving the Way in Reading and Writing, (San Fransisco: Jossey-Bass,
2003), p. 2
15 John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special
Needs, (London: Allyn and Bacon, 1997), p.7
16Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw-Hill, 2004), p. 321.
14
B. THE NATURE OF JIGSAW TECHNIQUE
1. The Understanding of Cooperative Learning
Cooperative learning is not a new phenomenon in teaching learning
process and it also provides some opportunities for the students to take more
active role in their own learning. Cooperative learning requires the students to
work in the small groups and it leads to a peer interaction. It also offers ways to
organize group work to enhance learning and increase academic achievement.
Based on a book entitled Techniques and Principles in Language Teaching,
cooperative learning (sometimes called collaborative learning) essentially
involves students learning from each other in groups. The way that students and
teachers work together make cooperative learning is distinctive from any other
learning strategy. The teachers also teach the students collaborative or social skills
so that they can work together more effectively.17
Cooperative learning can form
the students to work in groups and the learning process that is done by working
together is seen to be more effective.
Carolyn Kessler also stated, “Cooperative learning is group learning
activity organized so that learning is dependent on the socially structured
exchange of information between learners in groups and in which each learner is
held accountable for his or her own learning and is motivated to increase the
learning of others”.18
The dependency of each student that needs help from each
other is seen from cooperative learning so that each student gets motivated to
increase the learning of himself/herself and others.
The cooperative learning model was developed to achieve at least three
important instructional goals: academic achievement, tolerance and acceptance of
diversity, and social skill development.19
Cooperative learning requires a group
learning that demands the students to work in groups and it also teaches some
kind of social skills. The peer interaction among students also happened in the
17
Diane Larsen-Freeman and Marti Anderson, Techniques and Principles in Language
Teaching, (New York: Oxford University Press, 2011), p. 86. 18 Carolyn Kessler, Cooperative Language Learning, (New Jersey: Prentice Hall Regents,
1992), p. 8. 19 Richard I. Arends, Learning to Teach, (New York: McGraw-Hill, 2007), p. 345.
15
cooperative learning. Cooperative learning provides the students to work more
actively in groups. Acikgoz on the journal from The Turkish Online Journal of
Educational Technology stated that cooperative learning is a teaching method by
which learners study by helping one another in the small groups in their learning
process in order to achieve a common objective.20
As cooperative learning has been one of the most researched teaching
models, there are some effects of cooperative learning. It affects a cooperative
behavior, tolerance of diversity, and academic achievement.21
Therefore,
cooperative learning is seen as a good one because it can affect some positive
aspects of the students.
2. The Kinds of Cooperative Learning
Cooperative learning has several kinds of techniques that have been
developed over years and put into practice in the classroom. Robert E. Slavin
stated the techniques that are applied in the cooperative learning, such as STAD
(Students Team Achievement Division), CIRC (Cooperative Integrated Reading
and Composition), TAI (Team Accelerated Instruction), TGT (Teams – Games –
Tournaments), and Jigsaw Technique.22
a. STAD (Student Team Achievement Division)
In STAD, students are assigned to four-member learning teams that are mixed
in performance level, gender and ethnicity. The teacher presents a lesson, and
then students work within their teams to make sure all team members have
mastered the lesson. Then, all students take individual quizzes on the
material, at which time they may not help one another.
b. CIRC (Cooperative Integrated Reading and Composition)
CIRC is a comprehensive program for teaching reading and writing in the
upper elementary and middle grades. In most CIRC activities, students follow
20 Fatma, Funda, & Mustafa, The Effectiveness of Cooperative Learning on the Reading
Comprehension Skills in Turkish as A Foreign Language, TOJET: The Turkish Online Journal of
Educational Technology, Vol 10 Issue 4, 2011, p. 330. 21 Arends. op. cit., pp. 348-349. 22 Robert E. Slavin, Cooperative Learning, (New Jersey: Pearson, 1995), pp. 5-7.
16
a sequence of teacher instruction, team practice, team pre-assessments, and
quiz. Students do not take the quiz until their teammates have determined that
they are ready.
c. TAI (Team Accelerated Instruction)
This kind of cooperative learning shares with STAD and TGT the use of four-
member mixed ability learning teams and certificates for high-performing
teams. TAI also combines cooperative learning with individualized
instruction.
d. TGT (Teams – Games – Tournaments)
TGT was originally developed by David DeVries and Keith Edwards and it
uses the same teacher presentations and team work as in STAD but replaces
the quizzes with weekly tournaments, in which students play academic games
with members of other teams to contribute points to their team scores.
e. Jigsaw Technique
In jigsaw technique, students work in the same four-member, heterogenous
teams as in STAD and TGT. The students are assigned chapters, short books,
or other materials to read. Each team is randomly assigned to become an
“expert” on some aspect of the reading assignment.
3. The Understanding of Jigsaw Technique
Jigsaw is one of the techniques used in cooperative learning. Jigsaw
technique was first developed by Elliot Aronson in response to students’
socialization problems in desegregated schools in the 1970s.23
Jigsaw has been
used more than 30 years in U.S classrooms at all levels of schooling, including
colleges and universities. The original intent of jigsaw technique is to provide
children from diverse backgrounds the opportunity to work effectively and
interpendently with one another. Jigsaw may be one of the most effective ways to
observe, record, and assess students’ improvement in some skills. Jigsaw also
teaches students to be independent as they are given an assignment or puzzle to
23 Jeanine M. Dell’Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p.
266.
17
solve.24
The assignment is broken down into some small parts then students are
assigned to discuss and to report the result of the discussion at the end of the
jigsaw technique process.
One of the Aronson’s objectives stated in Models of Teaching by Jeanine
M. Dell’Olio, when he developed jigsaw technique was to provide opportunities
for students from different races and cultures to work together to understand and
master their school studies. Another objective was to engender students’
appreciation fot the unique gifts and talents of the diverse individuals in their
classrooms. Jigsaw proved to be effective in achieving both these objectives.25
The importance of working or discussing of a material with friends in groups
(home and expert group) is very essential because each student is responsible for
learning a portion of the material. Berkeley-Wykes on the journal of Journal of
Education College, Helwan University defines that the jigsaw technique in
reading as the technique in which a reading text is cut into segments and the task
of the students is to restore it to its proper order to make sense of the text.26
The
implementation of jigsaw technique in teaching reading is to break down the
material into segments and what students should do is restore it to its proper order
as the result of learning by using jigsaw technique.
Jigsaw is a cooperative learning strategy that helps to build
comprehension, and improve listening, communication, and problem-solving
skills. This strategy is best to use when there is a large amount of text for students
to read.27
From the statements above, the writer conluded jigsaw as a technique
that is used in the classroom to build peers interaction and help to build problem-
solving skills.
24Donald R. Cruickshank, The Act of Teaching, (New York: The McGraw-Hill
Companies, Inc., 2006), p. 240.
25 Jeanine M. Dell’Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p.
267. 26 Mohammed Farouk, The Effect of Using the Jigsaw Reading Technique on the EFL
Preservice Teachers’ Reading Anxiety and Comprehension, Journal of Education College,
Helwan University, 2001, p. 4.
27 Connecticut After School Network, Literacy Strategies After School: A Teaching and
Learning Strategies Guide, (Branford: CTA Network, 2013), p. 73.
18
4. The Stages in Jigsaw Implementation
The stages in jigsaw technique are few and very straightforward. Students
first work in expert groups to learn material they will be responsible for sharing
their home groups later in the lesson. These are the stages in implementing jigsaw
technique:
a. Preparation
In this stage, teachers have tasks to manage the time and the activity will be
conducted. Teachers should prepare materials (expert reading and task sheets)
and compose groups.
b. Expert group
This stage requires teachers to move among groups to facilitate process,
address content questions, and assess readiness for home-group stage. This
stage as well requires students to review or learn the material, accomplish any
specific expert tasks, check expert-group members’ understanding the
material, decide how to teach expert content.
c. Home group
Teachers should move among groups to facilitate the process, address content
questions as groups assemble the Jigsaw material, and assess readiness for
full-class debriefing. Students’s tasks in this stage are share or teach material.
d. Debriefing
Some teachers’ tasks in this stage are to conduct full-class discussion, to
highlight specific content, to ensure that concerns of the home groups are
addressed, and to assign homework or other follow-up tasks to groups or
individuals. Students’ tasks in this stage are to participate fully in the
discussion, and to raise questions arising from the full-class discussion.
e. Group processing
In the group processing stage, teachers should provide time for small-group
(expert or home group) or full-class discussion of the Jigsaw process,
structure group processing with specific questions, and help students set goals
to improve group work and social skills. Students’ task in this stage are to
focus on the improvement of ongoing home-group collaboration, to
19
brainstorm improvements for the expert-group process, to brainstorm the
improvements for the full-class discussion, and to set goals for improving
group work and individual contributions.
f. Individual accountability
This is the last stage of jigsaw technique, in this stage teachers’ tasks are to
design assessment to hold students accountable for what they learned (quiz,
journal entry, project, homework). Students’ task is to prepare for individual
assessment.28
According to Shlomo Sharan, there are four stages of jigsaw technique:
a. Introduction
Teachers organizes the class into heterogeneous “home” groups. Next
teachers introduce a topic, text, information, or material to the class and helps
the students to understand why they are studying this topic, how it fits with
what they have done before, and what they will studyu in the future. This
stage is important to make the students get interested in what they are
studying.
b. Focused exploration
Students reorganize to form focus group. Members of each group work
together to learn about a specific topic/perspective. During this stage, students
need encouragement to think out loud in order to clarify their ideas and build
understanding together.
c. Reporting and reshaping
Students return to their home groups to take turns describing the ideas
generated in their focus groups. During the reporting groups, group member
are encouraged to pose questions and discuss the ideas in depth. Often as
students work through understanding each other’s part, they begin to reshape
their understanding of the whole.
28 Jeanine M. Dell’Olio, Models of Teaching, (New Delhi: Sage Publications, 2007), p.
259.
20
d. Integration and evaluation
Teachers may design an individual, small-group, or whole-class activity shere
students can actively integrate their learning. Teachers will ask questions to
help students reflect on what they have worked together and what they might
do the same of differently the next time they work together.29
It can be said that the implementation of jigsaw technique should be started
from the introduction, teachers should introduce the rules or the instructions how
to start a jigsaw technique process. In addition, teachers should also introduce the
material that will be learned generally. Then in focused exploration, students are
given an opportunity to work with groups. In reporting and reshaping, students are
encouraged to pose questions and discuss the ideas in depth. The last stage is to
integrate and to evaluate the material discussed by presenting the result of the
discussion of each group that has done.
5. The Advantages of Jigsaw Technique
Carolyn Kessler mentioned some advantages of applying jigsaw technique
in the classroom.30
a. Provide opportunities for students to work in racially and culturally mixed
groupings.
b. Provide an excellent learning environment for the acquisition of language
through relevant content.
c. Support the communicative approach in language teaching.
d. Develop students’ skills of analysis, comparison, evaluation, and synthesis of
information.
The advantages stated by Carolyn Kessler are mostly from the students
because as students have main role in jigsaw technique process, students should
get involved well in the process. Therefore, the ambience of learning process that
provides the opportunities for the students to work in groups and to share ideas
29 Slomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood
Publishing Group, Inc., 1994), pp. 35-36. 30 Carolyn Kessler, Cooperative Language Learning, (New Jersey: Prentice Hall Regents,
1992), p. 137.
21
will likely to be effective. Besides, jigsaw technique can also enable the students
to develop their skills. The advantages are mostly to improve students’ reading
ability in the term of comprehension.
Elliot Aronson also stated some advantages of jigsaw technique: 31
a. Most teachers find jigsaw technique easy to learn.
b. Most teachers enjoy working with it.
c. It can be used with other teaching strategies.
d. It works even if only used for an hour per day.
e. It is free for the taking.
The advantages inferred by Aronson are mostly located in teachers.
Aronson assumed that jigsaw technique is a really simple technique to apply as it
is free for the taking and most teachers enjoy working with jigsaw technique.
From the description above, jigsaw technique is considered to have both
advantages and disadvantages. The advantages are seen to be useful for both
teachers and students. Many teachers that have ever applied jigsaw technique
enjoy in applying it.
6. The Disadvantages of Jigsaw Technique
Elliot Aronson also identified some of the disadvantages of jigsaw
technique, such as: 32
a. The problem of dominant student, the self interest of the group eventually
reduces the problem of dominance.
b. The problem of the slow student, teachers must make sure that students with
poor study skills do not present an inferior report to the jigsaw group.
c. The problem of bright students becoming bored, boredom can be a problem
in any classroom, regardless of the learning technique being used.
d. The problem of students who have been trained to compete, it can happen
when the students have already undergone the cooperative learning before.
31 http://www.jigsaw.org/tips.htm, accessed on October 28, 2013. 32 http://www.jigsaw.org/tips.htm, accessed on October 28, 2013.
The disadvantages are mostly seen in the students because each student
somehow has different point of view in learning reading skill. The boredom, the
ability to compete, and the inability to work in groups might distract the
application of jigsaw technique. Moreover, if students find jigsaw technique is
something new for them, it might take a quite long time to get familiar with
jigsaw technique so the boredom might come up. According to the disadvatages
mentioned above, teachers who are willing to apply jigsaw technique should get
prepared for all of the possibilty that may happen.
C. NARRATIVE TEXT
1. The Understanding of Narrative Text
There are many kinds of reading text which are learned by the eleventh
grade students of senior high school. The importance of learning a reading text
will not only affect students’ reading ability but also it will be a good model for
English writing. Besides, reading texts also provide the opportunities to study
language: vocabulary, grammar, punctuation, and the way to construct sentences,
paragraphs, and texts.33
One of the texts learned is narrative text. Narrative text
can be in both written and spoken forms. Narrative is a story writing, it consists of
events in the order that they happen and it uses time order to organize the
sentences.34
Narrative is the old structured form of human communication. The
statement is said because people spend the rest of the lives telling stories, for
example telling about the events that happened in the time when the parents were
still young. In some sense, every life is a narrative, a chronology of events both
small and large. 35
To sum up, narrative text is a story writing that is arranged
chronologically based on the time order about the events happened.
33 Jeremy Harmer, How To Teach English, (Kuala Lumpur: Pearson Education Limited,
2003), p. 68. 34 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson
Education, 2007), p. 24.
35 Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005),
p. 174.
23
2. The Purposes of Narrative Text
A text always has a purpose about what the readers can get after reading
it. Narrative text aims to amuse, entertain, and to deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds a
resolution.36
Based on the book entitled The Student Writer by Barbara Fine
Clouse, she stated that there are five purposes of narrative text which are to
entertain, to express feelings, to relate experience, to inform, and to persuade.37
Another purpose of narrative text stated by Mark Anderson and Kathy
Anderson is to provide entertainment, to make the audience think about an issue,
teach them a lesson, or excite the emotions.38
From the statements above, the
purpose of narrative text can be various, based on the story provided. Narrative
text consists of stories that ever happened in the past time so most narrative text
aims to entertain or to amuse the readers an also to inform the past stories.
3. The Elements of Narrative Text
There are many kinds of texts that also have different elements among
them. There are four elements that go into narrative text: point of view, characters,
action (or conflict), and dialogue. Here are the description of each element.39
a. Point of View
This point of view is used to decide the right point of view to use. Point of
view can be first-person (I), second-person (you), or third-person
(he/she/they/it). For most personal narratives, the first-person point of view is
used. This point of view distances the reader from the story, as if the reader is
watching the story from the bleachers with the rest of the audience.
36 Achmad Dody, Ahmad Sugeng, and Effendi, Developing English Competencies,
(Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 70. 37 Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2006), p. 186.
38 Mark Anderson and Kathy Anderson, Text Types in English, (Selanor: MacMillan
Education, 1998), p. 3. 39 Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999),
pp. 261-262.
24
b. Characters
All stories have characters. Narrative use real people in real conflicts, with
real feelings, needs, and fears. These details are used to make the story more
real and exciting for the reader.
c. Action or Conflict
Every narrative text has one major action or event. All discussion leads up to
the final, climactic, scene, the final explosion or insight. Sometimes, the
action involves conflict. All good stories involve some kind of conflict, which
serves the purpose of the story. Conflict can have the character in conflict
with someone else, with himself or herself, with society, or with nature. The
conflict keeps the readers’ attention and interest in the story.
d. Dialogue
Recording dialogue between characters – or having the character talk to
himself or herself – brings the story alive for the reader.
4. The Features of Narrative Text
Every text has its own structure and the structure occurs in a text
variously. There are some parts to construct a narrative text.
a. Orientation
In this paragraph, the narrator tells the audience who is in the story, when it is
happening, and what is going on.
b. Complication
This is the part of the story where the narrator tells about simething that will
begin a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
c. Sequence of events
this is where the narrator tells how the characters react to the compplication.
It includes their feelings and what they do. The events can be told in
chronological order (the order in which they happen) or with flashbacks. The
audience is given the narrator’s point of view.
25
d. Resolution
In this part of the narrative text, the complication is sorted out or the problem
is solved.
e. Coda
The narrator includes a code if there is a moral or message to be learned from
the story.40
5. The Grammatical Features of Narrative Text
Narratives usually include the following grammatical features: 41
a. Nouns that identify the specific characters and places in the story.
b. Adjectives that provide accurate descriptions of the characters and settings.
c. Verbs that show the actions that occur in the story.
d. Time words that connect events, telling when they occured.
6. The Types of Narrative Text
There are some common types of narrative text that are learned in
secondary schools and those are usually some popular ones:42
a. Real-life drama
b. Classic
c. Fantasy
d. Fairy tale
e. Adventure
f. Legend
g. Science fiction
40 Mark Anderson and Kathy Anderson, Text Types in English, (Selanor: Macmillan
Education, 1998), p. 4. 41 Ibid., p. 3.
42 Eka Mulya Astuti, English Zone Senior High School Students Year X, (Jakarta:
Erlangga, 2010), p. 90.
26
h. Myth
i. Mystery
j. Fable.
D. Relevant Studies
There are some researchers that already have conducted the research about
the effectiveness of using jigsaw technique in improving students’ reading
comprehension. The study entitled The Effectiveness of Jigsaw in Teaching
Narrative Text at the eighth grade students of MTs Al-Furqan Singaparna
conducted by Ica Khairunnisa that aimed to find the empirical evidence of the
effectiveness of jigsaw technique in teaching reading narrative text. The study
also showed that there was a significant difference between the students in
experimental class and controlled class. The design of this study is experiment
method in the quantitative form and the researcher of this study took the sample
from 29 students of experimental class and 29 students of controlled class. Jigsaw
technique was implemented in experimental class while Grammar-Translation
Method was implemented in controlled class. The research finding of the
statistical procedure were 10.69 for the and 2.00 for the degree of significance,
signifying the relationship between and ttable . This result confirmed that there
was a significant difference towards the students that were taught by using Jigsaw
technique.
Another researchers from the Turkish Online Journal of Educational
Technology on October 2011 entitled “The Effectiveness of Cooperative Learning
(JigsawTechnique) on The Reading Comprehension Skills in Turkish as A Foreign
Language” by Fatma Bolukbas, Funda Keskin, and Mustafa Polat from Istanbul
University Foreign Language Department. This research was carried out to
identify the efficiency and the effects of cooperative learning techniques on the
reading skills of the students who learn Turkish as a second language. This
research was conducted to the learners who study Turkish as a foreign language at
Istanbul University Language Center. This study enclosed 40 students, 20 students
were in experimental group and the rest were in the controlled group. The result
27
was, there was a significant difference between the mean scores of the
experimental and controlled groups and it was observed that the cooperative
learning method applied in experimental group has a higher effect on reading
comprehension skills when compared with the effects of traditional teaching
methods in controlled group.
The last relevant study is a research entitled “The Effectiveness of Jigsaw
Technique in Teaching Reading Comprehension” conducted by Aisyah Noer
Muallam (2008), a student of English Education Department, the Faculty of
Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta also did a research under the title “The Effectiveness of Jigsaw Technique
in Teaching Reading Comprehension”. The objective of the study was to know
whether there was any significant difference on students’ reading achievements in
reading comprehension competence with or without jigsaw technique. This study
enclosed 48 students of the first year MAN 02 Bekasi, 24 students were in
experimental class and the rest was in controlled class. The result showed that the
value of degree of significance, the result was 2.069 < 6.37 < 2.807. As was
higher than ttable so the alternative hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected. It can be concluded that there was a significant
difference between the students that were taught by using Jigsaw technique and it
is also applicable to be used by the teachers in teaching reading.
The relevant studies above are used as a reference for the writer to conduct
the research. Yet, there are some differences found in the relevant studies such as
the object of the research, the method used, and the sample. Pre-test was given
before the treatment of jigsaw technique is being applied while post-test was
given after the treatment was given. The result of the post-test showed that
teaching reading by using jigsaw technique was effective as the score of post-test
was higher than pre-test.
E. Theoretical Thinking
Reading as a respective and basic skill in learning a language because
reading is useful for a language acquisition. Reading as an activity that is
28
dominated by the eyes and the brain which cooperatively work together. The eyes
receive the messages from a text and the brain interprets the significance of the
messages contained in a text. Reading is also seen as a complex skill as readers
should interact with the text and create it to a meaningful discourse.
However, reading skill can be practiced by reading a lot. To practice
reading, the sources can be obtained from textbooks, magazines, articles, journal,
newspaper, bulletins, and so on. There must be some texts that can be found in
those kinds of reading sources. The kinds of text are various, narrative text is one
kind of texts that is learned by senior high school students.
There is always a suitable method or technique to teach each English skill.
The method or technique is chosen based on the students’ needs and the
objectives as well. The method also can help both the teacher and the students to
reach the objectives. Jigsaw technique is one of the techniques that is included in
Cooperative learning method. Jigsaw technique is seen to be effective to provide
an opportunity for the students to work effectively and interpendently with diverse
backgrounds had by each student.
Jigsaw technique requires the students to have a more active role in the
learning process. Jigsaw technique is seen to be effective in learning reading
because each student has different chapters, lessons, materials, or texts given by
the teachers and they have responsibility to make their friends in their group to
comprehend it well. The grouping process in jigsaw technique is not simple
because there has to be two groups; home group and expert group to discuss the
material. Home group is where the students that get the same material gathered
and discuss it until it is finished. Then, if each student has already comprehended
it well they get together to the expert group with the different peers.
In this occasion, an interest towards the effectiveness of using jigsaw
technique as a technique used in teaching reading of narrative text comes up. The
writer assumed that the use of jigsaw technique can make the students to
participate actively in the teaching learning process. Jigsaw technique also
provides an opportunity to work in groups to have a discussion among peers. At
29
the end of the activity, jigsaw technique in the teaching learning process is
expected to be effective in teaching reading on narrative text.
F. Theoretical Hypothesis
If there is a difference in the main gains of the reading scores that taught
by jigsaw technique and for those who were taught without jigsaw technique. It
means that jigsaw technique is effective towards students’ reading comprehension
on narrative text and it is an alternative hypothesis (Ha).
If there is no significant difference in the main gains of students’ scores
who were taught by jigsaw technique and those who are taught without jigsaw
technique. It means that jigsaw technique is not effective towards students’
reading comprehension on narrative text and it is a null hypothesis (Ho).
30
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
This research was conducted on March 6th
2014 until March 22nd
2014.
The research took place in SMA Negeri 63 Jakarta that is located in AMD
Manunggal street V number 57, North Petukangan, South Jakarta.
B. Population and Sample
The population of this research was the whole students of eleventh grade
students of SMA Negeri 63 Jakarta. There are six classes that consist of four
social science classes and two of science classes. Purposeful sampling was used to
take the sample. McMillan stated that, “Purposeful sampling refers the selecting
particular elements from the population that will be representative or informative
about the topic of the interest.1 The classes chosen were XI Social 4 as the
experimental class and XI Social 3 as the controlled class. Each class consists of
40 students so the total of the sample was 80 students.
C. Method of the Research
In this research, a quasi-experimental method was employed. The method
of this research was a quasi-experimental research.
There were two different classes as the objects of the research and it was
taught by different methods. Jigsaw technique was used in the experimental class
while Grammar-Translation Method was used in the controlled class.
Before applying the treatment, the students in experimental and controlled
class were given a pre-test. It aimed to know if those two classes in experimental
and controlled class have the same knowledge. At the end of the research, a post-
test was taken by the students in two classes and the achievement of the students
1 James H. McMillan, Sally Schumacer, Research in Education Evidence Based Inquiry
5th Edition, (Boston: Allyn and Bacon, 2006), p. 24.
31
was compared. The comparison used to find out which class that had higher score
from experimental and controlled class.
D. Instrument of the Research
Test was the instrument used in collecting the data. The test was used to
find out if there is an effectiveness of using jigsaw technique towards students’
reading ability on narrative text. The test was given in the beginning and in the
end of the treatments. The test consists of two narrative texts and 25 questions in
the multiple choice form. The indicators of the questions are to find out
informations, generic structures, word reference, meaning, and messages from the
narrative text.
E. Validity Internal Control
The instrument used in this research was a test. Before this instrument was
applied to the students as the sample of this research, this instrument was tested to
another students in the different school in the same grade. This step was needed to
see the validity of this instrument before it would be applied to the sample of
research.
The instrument that was firstly used for both pre-test and post-test
consisted of 40 numbers in the form of multiple choice test. The test was being
tested to the eleventh grade of social science students of SMA Negeri 86 Jakarta
in the year of study 2013/2014. The instrument was given to the students in
different school with the sample of the research in the same grade. The aim of the
test was given to the students in different school was to find out the validity of
each question made.
The analysis of this instrument was done to see the validity using the
formula of item analysis in test. The validity could be seen from the result of
calculation in index of difficulty (ID) and discriminating power (DP) of each
answer of question.
32
Table 3.1
Index of Difficulty
ID
VE = Very Easy > 0.80
ME = Moderately Easy 0.71 - 0.80
MeDi = Medium Difficult 0.51 - 0.70
MoDi = Moderately Difficult 0.31 - 0.50
VeDi = Very Difficult 0.00 - 0.30
Table 3.2
Discriminating Power
DP
E = Excellent 1.0 - 0.40
G = Good 0.30 - 0.39
M = Mediocre 0.20 - 0.29
P = Poor 0.00 - 0.19
W= Worst < -0.01
After the the calculation of this test, there were only 16 numbers of
questions which were valid to be used as the pre-test and post-test of this research.
In order to make the questions easier to be calculated, 9 invalid questions were
revised. There are 25 questions eliminated from this test. So, the final pre-test and
post-test used in this research was a test that consisted of 25 numbers of multiple
choice about narrative text.
F. Technique of Data Collection
In collecting the data, the writer used experimental and controlled
class. The instruments that were used to collect the data are:
a. Pre-test
The writer gave pre-test to both class; experimental and controlled class. The
students were given some questions in the form of multiple choice based on the
English text provided. The students should read the text by themselves without
using any dictionary or discussing with friends. There will be 25 numbers of
multiple choice question.
33
b. Post-test
Post-test was used to find out if jigsaw technique is effective towards
students’ reading comprehension. The purpose of conducting the post-test is to
find out the result of students’ achievement after the students have been given the
treatment in the form of teaching. The question test of post-test used was same as
the question test used in pre-test which consists of 25 numbers of multiple choice
question.
G. Technique of Data Analysis
The next step of the research were processing and analyzing the data.
The analysis was done to the scores between experimental and controlled class.
To find out the differences of students’ scores by using the different method, the
technique of data analysis that was used in this research is statistical analysis with
t-test, it is used to test the significance of the mean gained score of the
experimental group and the controlled group. The formula of T-test was expressed
as follows:2
M1 = Mean of Variable X
M2 = Mean of variable Y
SE = Standard Error
In order to get the calculation of T-test, there are several steps to be taken,
they are as follows:
1. Determining Mean of variable X, with formula:
∑
2 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), p. 314.
34
2. Determining Mean of variable Y, with formula:
∑
3. Determining Standard of Deviation Score of Variable X, with formula:
√∑
4. Determining Standard of Deviation Score of Variable Y, with formula:
√∑
5. Determining Standard Error Mean of Variable X, with formula:
√
6. Determining Standard Error Mean of Variable Y, with formula:
√
7. Determining Standard Error of different Mean of Variable X and Mean
of Variable Y, with formula:
√
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
35
H. Hypothesis of the Research
The statistical hypothesis of this research could be seen as:
Ho : There is no significant progress in using jigsaw technique towards
students’ reading comprehension on narrative text.
Ha : There is a significant progress in using jigsaw technique towards
students’ reading comprehension on narrative text.
Ho : µ1 = µ2
Ha : µ1 ≠ µ2
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is rejected. It means that the rates of mean score of the
experimental group are higher than the controlled group. Using jigsaw
technique in teaching reading narrative text is effective towards
students’ reading comprehension on narrative text.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null
hypothesis) is accepted. It means that the rates of the means score of the
experimental group are same as or lower than the controlled group. The
using of jigsaw technique in teaching reading narrative text is not
effective towards students’ reading comprehension on narrative text.
36
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Research Finding
1. Description of the Data
The data shown in this part were collected from students’ score in pre-
test and post-test of both experimental class and controlled class. The data were
described into two tables. Table 4.1 showed the students’score and achievement in
experimental class and Table 4.2 showed the students’ score and achievement in
controlled class.
Table 4.1
Score of Experimental Class
X
(Students) Pre-test Post-test Gained score
1 88 64 -24
2 60 76 16
3 76 76 0
4 88 76 -12
5 72 96 24
6 68 72 4
7 72 80 8
8 60 64 4
9 52 88 36
10 56 68 12
11 52 64 12
12 72 64 -8
13 60 72 12
14 64 76 12
15 60 80 20
16 60 88 28
17 76 96 20
18 64 76 12
19 76 80 4
20 72 76 4
37
21 80 96 16
22 80 72 -8
23 64 72 8
24 56 84 28
25 80 76 -4
26 72 84 12
27 80 76 -4
28 64 72 8
29 64 84 20
30 80 84 4
31 68 80 12
32 72 84 12
33 60 64 4
34 52 76 24
35 56 80 24
36 56 80 24
37 52 76 24
38 64 84 20
39 52 64 12
40 64 88 24
∑ 2664 3108 444
(Mean) 66.6 77.7 11.1
The data showed the score in experimental class and from 40 students in
the class, the mean of pre-test gained was 66.6 and the mean of post-test was 77.7.
The mean of gained score was 11.1. The smallest score in the pre-test was 52 and
the highest score was 88. After the application of jigsaw technique as a treatment
given in teaching reading narrative text, the students took the post-test. The data
showed in post-test that the smallest score was 64 and the highest score was 96.
The score of controlled class can be seen in Table 4.2 below.
38
Table 4.2
Score of Controlled Class
X
(Students) Pre-test Post-test Gained score
1 72 76 4
2 76 88 12
3 80 80 0
4 88 84 -4
5 88 88 0
6 40 76 36
7 76 80 4
8 60 68 8
9 40 60 20
10 64 76 12
11 80 76 -4
12 56 68 12
13 64 68 4
14 40 64 24
15 80 72 -8
16 40 64 24
17 84 84 0
18 80 80 0
19 72 88 16
20 68 76 8
21 76 60 -16
22 76 72 -4
23 40 68 28
24 60 64 4
25 80 84 4
26 64 80 16
27 72 76 4
28 68 60 -8
29 68 76 8
30 56 72 16
31 84 72 -12
32 72 72 0
33 84 88 4
34 72 80 8
35 60 68 8
39
36 72 72 0
37 68 72 4
38 64 64 0
39 76 68 -8
40 76 80 4
∑ 2736 2964 228
(Mean) 68.4 74.1 5.7
The data showed the score in controlled class from 40 students in the class,
the mean of pre-test gained was 68.4 and the mean of post-test was 74.1. The
mean of gained score was 5.7. The smallest score in the pre-test was 40 and the
highest score was 88. After the application of Grammar Translation Method as a
as a treatment given in teaching reading narrative text, the students took the post-
test. The data showed in post-test that the smallest score was 60 and the highest
score was 88.
2. Analysis of Pre-test and Post-test
1. Normality of the Data
Before analyzing the hypothesis, the normality of the data should be
analyzed as well. This analysis was used to see whether the data got in the
research has been normally distributed or not. Lyllifors formula was used to test
the normality. In this formula, the data was transformed into the basic value. The
maximum dispute (T) got from the calculation must be in absolute value (+). The
result of normality could be seen by comparing the value of Tmax to Ttable.
The criteria of hypothesis is:
H1: T > Ttable
Ho: T < Ttable
40
a. Normality of Experimental Class
1. Normality of Pre-test
Hypothesis:
Ho: Data of X is normally distributed.
H1: Data of X is not normally distributed.
Criteria of the test :
In the sigificant degree of 0.05, the value in the table of Lillyfors shows:
T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the
writer used the closer value to n = 40 that is n = 30)
H1: T > 0.161
Ho: T < 0.161
The result showed that Tmax < Ttable (0.123 < 0.161).
Conclusion: In the significant degree of 0.05, Ho was accepted. It means that the
data was normally distributed.
2. Normality of Post-test
Hypothesis :
Ho : Data of X is normally distributed.
H1 : Data of X is not normally distributed.
Criteria of the test:
In the sigificant degree of 0.05, the value in the table of Lillyfors shows:
T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the
writer used the closer value to n = 40 that is n = 30)
H1: T > 0.161
Ho: T < 0.161
The result showed that Tmax < Ttable (0.098 < 0.161).
Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the
data is normally distributed.
41
b. Normality of Controlled Class
1). Normality of Pre-test
Hypothesis:
Ho : Data of X is normally distributed.
H1 : Data of X is not normally distributed
Criteria of the test:
In the sigificant degree of 0.05, the value in the table of Lillyfors shows:
T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the
closer value to n = 40 that is n = 30)
H1: T > 0.161
Ho: T < 0.161
The result showed that Tmax < Ttable (0.107 < 0.161).
Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the
data is normally distributed.
2). Normality of Post-test
Hypothesis:
Ho: Data of X is normally distributed.
H1: Data of X is not normally distributed
Criteria of the test:
In the sigificant degree of 0.05, the value in the table of Lillyfors shows:
T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the
closer value to n = 40 that is n = 30)
H1: T > 0.161
Ho: T < 0.161
The result showed that Tmax < Ttable (0.135 < 0.161).
42
Conclusion: In the significant degree of 0.05, Ho was accepted. It means that the
data was normally distributed.
2. Homogenity of the Data
Based on the calculation of normality, the result that all data in pre-test
and post-test of both experimental class and controlled class have been distributed
normally. The next step of the calculation was finding the homogenity of the data.
The purpose of this calculation was to see whether the data/sample in both classes
was homogenous or heterogenous.
Hypothesis:
Ho: The condition of experimental class is not different from controlled class.
H1: The sample of experimental class is different from controlled class.
The criteria of the test:
α = 0.05
Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2)
H1: F > Fα(n1-1, n2-2)
The formula used could be seen as follows:
or
The calculation could be seen as follows:
n1-1 = 40-1 = 39
n2-1 = 40-1 = 39
F0.05(n1-1, n2-1) = (Ftable)
F0.05(n1-1, n2-1) = 1.84 (Ftable)
43
From the calculation, it could be seen that F < Fα(n1-1, n2-2) (0.29 < 1.84 ).
Based on the criteria, it could be concluded that Ho was accepted. It means that
the sample in experimental class and controlled class were homogenous.
B. Hypothesis Testing
In this part, the calculation of the data was used to test the hypothesis
whether there was significant different between students’ achievement in
experimental class which was given jigsaw technique and students’ achievement
in controlled class without using jigsaw technique. T-tes formula was used to
calculate the data. Two classes were compared, the experimental class was X
variable and the controlled class was Y variable. The formula of T-test was
expressed as follows:
The calculation can be seen as follows:
1. Determining Mean of variable X:
∑
2. Determining Mean of variable Y:
∑
3. Determining Standard of Deviation Score of Variable X:
√∑
√
√
4. Determining Standard of Deviation Score of Variable Y:
√∑
√
√
44
5. Determining Standard Error Mean of Variable X:
√
√
√
6. Determining Standard Error Mean of Variable Y:
√
√
√
7. Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:
√
√ √
√
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
The value of df 78 at the degrees of significance 5% or ttable is 1.991.
45
10. The Testing of Hypothesis
The statistical hypothesis of this research could be seen as:
Ho : There was no significant difference between students’ reading ability of
narrative text taught by using jigsaw technique and without using jigsaw
technique.
Ha : There was a significant difference between students’ reading ability of
narrative text taught by using jigsaw technique and without using jigsaw
technique.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
rejected.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is
accepted.
C. Interpretation
In the description of the data which was taken from 40 students of
experimental class and 40 students of controlled class. Table 4.1 showed the
description of the experimental class which had the mean of pre-test 66.6 before
the implementation of jigsaw technique that was given as a treatment. After the
students were given four-time treatments in experimental class using jigsaw
technique, the mean of post-test was 77.7 and the mean of gained score was 11.1.
The smallest score in the pre-test was 52 and the highest score was 88. The data
shown in post-test that the smallest score was 64 and the highest score was 96. It
could be summarized that the lowest and the highest scores in post-test were
higher than pre-test.
Meanwhile, from the description of score in controlled class which was
shown in Table 4.2, the mean of pre-test was 68.4. In controlled class, there was
no implementation of jigsaw technique used in teaching. After four-time
treatments without using jigsaw technique, the mean of post-test was 74.1 while
the mean of gained score was 5.7. The smallest score in the pre-test was 40 and
46
the highest score was 88. The data shown in post-test that the smallest score was
60 and the highest score was 88. The use of jigsaw technique could help students
to understand the material well due to an active participation with their friends in
groups. Students could also be involved in the teaching learning process by
discussing and delivering ideas towards the material learned. It could be seen that
after the treatment was implied in both experimental class and controlled class,
the result showed that the gained score of experimental class which jigsaw
technique was being applied was 11.1. Meanwhile the gained score of the
controlled class without jigsaw technique was 5.7. It was clearly seen that the
gained score in experimental class was higher than in controlled class.
Before testing the hypothesis, the steps that should be followed were
analyzing the normality and homogenity of the data. The purpose of analyzing the
normality was to to see whether the data got in the research has been normally
distributed or not. The result of normality could be seen by comparing the value
of Tmax to Ttable. Meanwhile, the purpose of analyzing the homogenity was to see
whether the data/sample in both experimental and controlled class were
homogenous or heterogenous. After analyzing the normality, the result showed
that both the data of pre-test and post-test in experimental class were distributed
normally. According to criteria of the test, it could be seen in the result that Tmax
(pre-test and post-test) < Ttable (0.1236 and 0.0986 < 0.161). Both the data of pre-
test and post-test in controlled class also showed that they were distributed
normally. According to criteria of the test, it could be seen in the result that Tmax
(pre-test and post-test) < Ttable (0.1076 and 0.1352 < 0.161). It means that all the
data in both pre-test and post-test of experimental and controlled class were
distributed normally. The next result from the calculation of homogenity, the
result showed that F < Fα(n1-1, n2-2) (0.29 < 1.84). Based on the criteria, it means
that the sample in experimental class and controlled class were homogenous.
The final calculation was testing the hypothesis. This was the main
calculation to answer the problem formulation of this research that whether there
was a significant different between students’ reading ability in experimental class
which was taught by jigsaw technique and in controlled class that was taught
47
without using jigsaw technique. T-test formula was used in the significance
degree (α) of 5%. The result showed that t-test (to) > t-table (tt) F < Fα(n1-1, n2-2)
(17.1 > 1.991). It means that t-test was higher in the value 15.10 than t-table. It
means that alternative hypothesis (Ha) was accepted that there was a significant
difference between students’ reading ability of narrative text taught by using
jigsaw technique and without using jigsaw technique.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results and the interpretation of the data, it could be
concluded that the result of T-test formula to test the hypothesis of the research
supported the effectiveness of using jigsaw technique towards students’ reading
ability on narrative text. The result showed that in significance degree of 5%, the
value of t-test (to) > t-table (tt) (17.1 > 1.991). It could be said that t-test was
higher in the value 15.10 than T-table. So, the null hypothesis (Ho) was rejected.
It means that the answer of research problem was proven that there was a
significant difference between students’ reading comprehension in experimental
class which was taught by jigsaw technique and in controlled class that was taught
without using jigsaw technique.
Based on the analysis results of the research, the conclusion drawn was
jigsaw technique was effective and applicable for teaching narrative text and other
kinds of text which are closest resemble genre at the eleventh grade students of 63
Senior High School towards students’ reading comprehension of narrative text.
Jigsaw technique also could overcome students’ difficulties towards reading
comprehension on narrative text.
B. Suggestion
Based on the conclusions, some suggestions can be proposed that
hopefully will be useful for students, teachers, schools, and other researchers.
1. For students
Students should be responsible for the discussion of the material given by
the teachers. In addition, students should participate more actively in groups.
When they are formed in groups, they should use their time wisely by discussing
the material well because each student has a responsibility to master the material.
49
2. For teachers
In applying jigsaw technnique, teachers should use time as efficiently as
possible because the teaching learning process by using jigsaw technique takes a
quite long time so teachers should be able to manage the time. Teacher also
should provide the material well because when the material provided is not really
interesting, students will not get interested in involving in jigsaw technique
process.
The material can come from magazines, internet and books and it will
increase students’ interest as well. Teachers should be well-prepared before
coming to the classroom. It means that teachers need to know everything that
potentially happens in the classroom not only consciousness but also under
consciousness as jigsaw tehchnique is being applied.
3. For schools
The suggestion that may be useful and can be used as a consideration for
schools is schools should provide supporting facilities that can enable teachers to
teach well and effectively. The facilities can be a projector in the classroom and
good books or magazines as learning sources.
4. For other researchers
Researchers should practice what they have known and learned about the
knowledge in teaching. Researchers that want to conduct a research should also be
well-prepared and make an ambience of teaching learning process to be as good as
possible.
50
BIBLIOGRAPHY
AFT Teachers. Teaching Reading is Rocket Science. Washington DC: AFT,
2004.
Allington, Richard and Strange, Michael. Learning Through Reading in the
Content Areas. Lexington: D. C. Heath Company, 1980.
Anderson, J. Charles. Assessing Reading, Cambridge: Cambridge
University Press, 2000.
Anderson, Mark and Anderson, Kathy. Text Types in English. Selanor:
MacMillan Education, 1998.
Arends, Richard I., Learning to Teach, (New York: McGraw-Hill, 2007.
Aronson, Elliot. “Jigsaw Classroom”, http://www.jigsaw.org/tips.htm, October
28, 2013.
Astuti, Eka Mulya. English Zone Senior High School Students Year X. Jakarta:
Erlangga, 2010.
Clouse, Barbara Fine. The Student Writer. New York: McGraw-Hill, 2006.
Connecticut After School Network. Literacy Strategies After School: A
Teaching and Learning Strategies Guide. Brandford: CTA Network,
2013.
Cruickshank, Donald R. The Act of Teaching. New York: The McGraw-Hill
Companies, Inc., 2006.
Dell’Olio, Jeanine M. Models of Teaching. New Delhi: Sage Publications,
2007.
Dody, Achmad., et al., Developing English Competencies. Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional, 2008.
Farris, Pamela J. Teaching Reading: A Balanced Approach to Children with
c. Lutung Kasarung changed into a very handsome man
d. Purbasari’s astonishment at Lutung Kasarung
10. Which of these following statements is incorrect based on the text?
a. Purbararang always got jealous of Purbasari
b. King Prabu Tapa Agung chose Purbararang to be a queen
c. Lutung Kasarung helped Purbasari to cure her skin disease
d. Purbasari had a longer hair than Purbararang’s
11. How many requirement(s) did Purbararang give to Purbasari to be a
queen?
a. Three
b. Four
c. Two
d. Five
12. “... and asked her to put a spell on Purbasari.” (paragraph 1, line 7). What
does the underlined word refer to?
a. Purbararang c. A witch
b. Purbasari d. Indrajaya
13. How did Purbasari recover from her severe skin disease?
a. Lutung Kasarung took Purbasari to a traditional healer
b. Lutung Kasarung made a medicine for Purbasari
c. Purbasari took a shower in a magical lake
d. Purbasari prayed to God
14. Which statement is true about Lutung Kasarung?
a. Lutung Kasarung always delighted Purbararang
b. Lutung Kasarung lived in a cave near by the jungle
c. Lutung Kasarung was a god named Sanghyang Gurumina
d. Lutung Kasarung was Purbararang’s fiance
15. What is the moral value from this story?
a. Don’t be stingy because we need another people
b. Never judge a person by their appearance
c. Don’t be envious of another person’s happiness
d. Never look back to the past and regret it
109
Text for questions number 15 – 25
A Mousedeer and The Crocodiles
Mousedeer is the small but clever animal, he had many enemies in the
forest. Fortunately, he was quick-witted, so that every time his life was threatened,
he managed to escape. Once upon a time, there was a mousedeer that got starved
and thirsty, he was walking to find food. He was a smart mousedeer. He lived near
a river. The mousedeer used to go to the river to drink. So, he decided to go to the
river but he exactly knew that there were so many crocodiles in the river. During
the road heading to the river, he kept thinking about his ideas on how to put a trick
on the crocodiles.
One day, the mousedeer was thirsty. He wanted to drink in the river but he
knew that crocodiles were staying and waiting underwater to eat him. He thought
hard and got bright idea. He said out loudly. “I will put in my leg and find out
whether the water is warm or not” Of course the mousedeer did not do what he
said. He did not put his leg but the mousedeer took a wood stick and put one end
into the water. Blurrr…! Surely a crocodile grabbed the wood stick and pulled it
underwater. Seeing that, the mousedeer laughed and said "Stupid crocodile! Can't
you see the difference between a wood stick and a leg?” Then the mousedeer ran
to another side of the river and drink some water.
On the following day, the mousedeer was hungry. He wanted to eat some
grass on the side of the river so he had to to cross the dangerous river which was
full of crocodiles. Again he thought hard and found another smart idea and said
loudly “Crocodiles come up!” then some crocodiles rose from the water. They
looked happy and showed their sharp teeth and said “Hello, Mousedeer. Do you
come to be my lunch? We are hungry” The mousedeer just smiled and replied.
“Sorry, Crocodiles, not today, I come to you to bring an invitation from the king.
You are invited to the party. The king ordered me to count all crocodiles in this
river so he knew how to prepare enough meal for you.”
All the crocodiles felt happy and said “Really…? Tell us what to do,” said
a crocodile. “You have to line up from this side of the river to the other side,” said
the mousedeer. Not long after that the crocodile got all his friends and family. He
ordered to lined up across the river. The mo
use deer then jumped on the Crocodile’s back. “One,” the mouse deer counted. He
jumped onto the next crocodile, “Two.” And he jumped again on the next
crocodile, “Three.” he kept jumping until he arrived on the other side of the river.
“Just enough,” said the mouse deer. "I have counted all of you" He laughed and
ran to the field of grass.
110
Taken from http://www.englishdirection.com
16. What is the text about? It is about...
a. A mousedeer and the farmer
b. The crocodiles in the river
c. A mousedeer and the crocodiles
d. The crocodiles and the wood stick
17. What is the type of the text?
a. Fable
b. Legend
c. Short story
d. Ballad
18. Why did the mousedeer go to the river?
a. He wanted to trap the crocodiles
b. He wanted to count the crocodiles
c. He wanted to look for some meal
d. He would give the king’s invitation
19. What did a mousedeer put in the water to find out if there were some
crocodiles underwater?
a. His tail c. A wood stick
b. His leg d. A stick
20. What does paragraph 1 tell about?
a. It tells a reorientation
b. It tells an abstract
c. It tells a general classification
d. It tells an orientation
21. What is the main information of paragraph two?
a. The crocodiles did not scare the mousedeer at all
b. The mousedeer was thirsty and wanted to drink in the river
c. The mousedeer’s trick on putting a wood stick instead of his leg to the
water
d. The mousedeer explained the difference between a leg and a wood
stick
22. What is the main idea of paragraph three?
a. The mousedeer was hungry
b. The crocodiles wanted to make the mousedeer to be their lunch
c. Another mousedeer’s smart idea to fool the crocodiles
d. The mousedeer invited the crocodiles to his party
23. “...so he knew how to prepare enough meal for you.” (paragraph 3, line
8). What does the underlined word refer to?
a. The mousedeer
b. The crocodile
c. The king
d. The wood stick
111
24. These following statements based on the text are true, except... a. The mousedeer put a wood stick to the water b. The mousedeer crossed the river by jumping on the crocodiles’ back c. The king invited the crocodiles to a party d. The mousedeer had many enemies in the forest
25. What can we learn from the story?
a. Arrogance will lead us to a bad effect
b. A physical strength can be defeated by an intelligence
c. We have to help each other in need
d. We must not feel to be higher than another creatures
112
ANSWER KEY OF PRE-TEST AND POST-TEST
1. C
2. D
3. A
4. D
5. B
6. C
7. B
8. B
9. C
10. B
11. A
12. C
13. C
14. C
15. C
16. C
17. A
18. C
19. C
20. D
21. C
22. C
23. C
24. C
25. B
113
Notes
A B C D ID DP1 UP 11 ORANGE COLOUR = The Correct Answer
LG 2 11 VE = Very Easy> 0.80
2 UP 11 ME = Moderately Easy0.71 - 0.80
LG 1 10 MeDi = Medium Difficult0.51 - 0.70
3 UP 4 7 MoDi = Moderately Difficult0.31 - 0.50
LG 10 1 VeDi = Very Difficult0.00 - 0.30
4 UP 11
LG 11 E = Excellent 1.0 - 0.40
5 UP 8 3 G = Good 0.30 - 0.39
LG 6 3 2 M = Mediocre0.20 - 0.29
6 UP 11 P = Poor 0.00 - 0.19
LG 11 W= Worst < -0.01
7 UP 7 4
LG 1 10
8 UP 11
LG 1 2 3 7
9 UP 11
LG 1 10
10 UP 1 10
LG 3 5 3
11 UP 11
LG 6 5
12 UP 11
LG 11
13 UP 2 9
LG 4 7
14 UP 1 10
LG 8 3
15 UP 11
LG 2 4 5
16 UP 9 3 2
LG 1 10
17 UP 11
LG 9 2
18 UP 1 10
LG 1 4 6
19 UP 11
LG 9 2
20 UP 11
LG 1 5 5
21 UP 4 7
LG 8 1 2
22 UP 5 6
LG 4 7
23 UP 1 10
LG 3 8
24 UP 11
LG 7 4
25 UP 4 7
LG 6 1 2 2
26 UP 3 2 6
LG 1 3 7
27 UP 1 10
LG 1 5 5
28 UP 1 10
LG 1 8 2
29 UP 1 10
LG 2 8 1
30 UP 9 2
LG 8 3
31 UP 1 10
LG 3 8
32 UP 11
LG 10 1
33 UP 3 6 2
LG 3 5 3
34 UP 2 1 8
LG 5 6
35 UP 8 3
LG 6 4 1
36 UP 11
LG 8 3
37 UP 11
LG 9 2
38 UP 4 7
LG 2 2 7
39 UP 1 10
LG 3 2 6
UP 8 3
LG 2 6 3
VE
P
0.45
P
PME
MeDi
P
0.18
W
0.09
0.18 VE P
ME G
MeDi E
P
0.36
0.18 P
ME G
0.59
0.72
0.68
E
0.18
0.86
0.5
0.27
VE
0.09
0.45
-0.09
VeDi0.27
MoDi0.4
0.63
0.09
0.18
0.36
0.81
VE0.81
0.77
0.72
P
P
P
M
VE
0.63 0.18 ME
0.95
ME0.63
0.180.9
VeDi
ME
0.59
0.72
MeDi W
MoDi
VE
-0.09
0.450.4
0.81 0.36
0.81
G
VE P0.18
0.72
0.63
VE0.180.9
E
0.9 0.18
0.72
VE
ME
0.18
E
ME
PME
E
MeDi
MoDi E
0 VE
1 0 VE P
VE
VE W-0.09
MoDi
P
P
VE0.36
D
B
D
3
A
ID
DP
P
VE P
E0.59
0.72
A
C
C
0.86
VE0.54 E
40
0.360.81 VE G
0.95 0.09 VE P
1
C
C
B
C
C
A
D
C
D
A
C
A
B
C
C
C
1
0.09
0.36 0.54
0.95
1
0.63 0.18
A
C
D
D
D
0C
A
E
0.54
0.59
0.540.72
0.54
0.36
0
MeDi0.63
VE P
MoDi E
P
VE P
B
C
D
A
B
B
D
Remark
SMA NEGERI 63 JAKARTA
A
B
OptionKey DPNO Group ID
114
Table 4.3
Calculation of Pre-test Normality in Experimental Class
No. X f fX fX2 p = f/n
∑p z = (Xi- )/s ф T= ф -
∑p
1 52 5 260 13520 0.125 0.125 -1.433 0.0764 0.0486
2 56 4 224 12544 0.1 0.225 -1.056 0.1469 0.0781
3 60 6 360 21600 0.15 0.375 -1.679 0.2514 0.1236
4 64 6 384 24576 0.15 0.525 -0.301 0.6179 0.0929
5 68 2 136 9248 0.05 0.575 -0.075 0.5279 0.0471
6 72 6 432 31104 0.15 0.725 -0.452 0.6736 0.0514
7 76 3 228 17328 0.075 0.8 0.830 0.7967 0.0033
8 80 5 400 32000 0.125 0.925 1.207 0.8980 0.027
9 88 3 264 23232 0.075 1 1.962 0.9750 0.025
Total ∑X
= ∑f
=
40
∑fX =
2688
∑fX2 =
185152
∑
[
∑
]
[
]
= 4628.8 – [67.2]2
= 4628.8 – 4515.84
= 112.94
s = √
s = 10.6
s2 = 112.94
= 67.2
Tmax = 0.1236
Ttable = 0.161
115
Table 4.4
Calculation of Post-test Normality in Experimental Class
No. X f fX fX2 p = f/n ∑p z = (Xi- )/s ф T= ф - ∑p
1 64 5 320 20480 0.125 0.125 -1.501 0.0668 0.0582
2 68 3 204 13872 0.075 0.2 -1.086 0.1401 0.0651
3 72 6 432 31104 0.15 0.35 -0.672 0.2514 0.0986
4 76 7 532 40432 0.175 0.525 -0.258 0.5987 0.0737
5 80 5 400 32000 0.125 0.65 0.1552 0.5596 0.0904
6 84 5 420 35280 0.125 0.775 0.569 0.7123 0.0627
7 88 4 352 30976 0.1 0.875 0.983 0.8365 0.0385
8 96 5 480 46080 0.125 1 1.811 0.9656 0.0344
Total ∑X
=
628
∑f =
40
∑fX =
3140
∑fX2 =
250224
∑
[
∑
]
[
]
= 6255.6 – [78.5]2
= 6255.6 – 6162.25 = 93.35
s = √ 9.66
s = 9.66
s2 = 93.35
= 78.5
Tmax = 0.0986
Ttable = 0.161
116
Table 4.5
Calculation of Pre-test Normality in Controlled Class
No. Y f fY fY2 p = f/n ∑p z = (Yi- )/s ф T= ф - ∑p
1 40 5 200 8000 0.125 0.125 -2.113 0.0174 0.1076
2 56 2 112 6272 0.05 0.05 -0.925 0.1788 0.0038
3 60 3 180 10800 0.075 0.075 -0.626 0.2676 0.0176
4 64 4 256 16384 0.1 0.1 -0.328 0.3745 0.0245
5 68 4 272 18496 0.1 0.1 -0.029 0.4920 0.042
6 72 6 432 31104 0.15 0.15 0.268 0.6028 0.0028
7 76 6 456 34656 0.15 0.15 0.567 0.7123 0.0377
8 80 5 400 32000 0.125 0.125 0.865 0.8051 0.0699
9 84 3 252 21168 0.075 0.075 1.164 0.8770 0.073
10 88 2 176 15488 0.05 0.05 1.462 0.9279 0.0721
∑
[
∑
]
[
]
= 4859.2 – [68.4]2
= 4859.2 – 4678.56 = 180.64
s = √ 13.44
s = 13.44
s2 = 180.64
= 68.4
Tmax = 0.1076
Ttable = 0.161
117
Table 4.6
Calculation of Post-test Normality in Controlled Class