The effectiveness of know want learn plus and jigsaw techniques in the teaching of expository reading texts to the eleventh grade students of sman 8 tangerang selatan in the 2014-2015 academic year

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THE EFFECTIVENESS OF KNOW WANT LEARN PLUS AND

JIGSAW TECHNIQUES IN THE TEACHING OF

EXPOSITORY READING TEXTS TO THE ELEVENTH

GRADE STUDENTS OF SMAN 8 TANGERANG SELATAN IN

THE 2014-2015 ACADEMIC YEAR

By

SITI HADIJAH

NIM: 1110014000071

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’TRAINING

SYARIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY

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Saya yang bertanda tangan di bawah ini, Nama : Siti Hadijah

Tempat/Tgl.Lahir : Jakarta, 5 Maret 1992 NIM : 1110014000071

Jurusan/Prodi : Pendidikan Bahsa Inggris

Judul Skripsi : THE EFFECTI VENESS OF KNOW WANT LEARN PLUS AND JI GSAW TECHNI QUES I N THE TEACHI NG OF EXPOSI TORY READI NG TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMAN 8 TANGERANG SELATAN I N THE 2014-2015 ACADEMI C YEAR

Dosen Pembimbing : 1. Dr. H. Atiq Susilo, MA. 2. Neneng Sunengsih, M. Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab seara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 30 November 2014 Mahasiswa Ybs.

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ACKNOWLEDGEMENT

ِﻢﯿِﺣﱠﺮﻟا ِﻦﻤ ْﺣﱠﺮﻟا ِﷲ ِﻢْﺴِﺑ

In the name of Allah, The Beneficent and The Merciful

All praise be to Allah the Lord of the worlds for the blessing, the strength, and the guidance to the writer in completion of this research. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions, and his followers.

It is a valuable thing that the writer finally accomplishes her “skripsi” entitled “The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year”. It is presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education.

First, the writer would like to express the greatest gratitude to her beloved parents, Hadim and Nurseha, the best part of writer’s life. Moreover, her brothers, Agus Haeruddin, Dani, and Nuryadi,. I thank for love, support, and contributions both moral and material to the writer.

Furthermore, the writer would like to give the deepest gratitude and the greatest honor to:

1. All lecturers in Department of English Education for the knowledge, the motivation, and patience to the writer during her study at State Islamic Syarif Hidayatullah Jakarta University.

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

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4. Nurlena Rifa’i, M. A., Ph. D., the Dean of Faculty of Tarbiyah and Teachers’ Training.

5. Dr. H. Atiq Susilo, MA. and Neneng Sunengsih, M. Pd., the advisors who have given guidance, advice, motivation and patience to the writer in accomplishment of this “skripsi”.

6. Imam Supingi, S. Pd, MM. as the headmaster of SMAN 8 Tangerang Selatan. He had gave permission to do her research.

7. Tri Aji Anugroho, S. Pd. as the English teacher of the eleventh grade students at SMAN 8 Tangerang Selatan, Cirendeu. He gave permission to the writer to do her research in his class. Moreover, He helped, advised and supported the writer during the research.

8. All of students at eleventh grade at SMAN 8 tangerang Selatan, Cirendeu, participated in this research.

9. All of beloved friends of The Class of PBI B in Department of English Education. In addition, specially thanks to Yusri, Alfi, Iyang, Tami, Uswah, Tia, and Fyan.

10.To any other persons who give contribution to the researcher and cannot be mentioned one by one.

Finally the researcher truly realizes that this “skripsi” cannot be considered as a perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which can make this better.

Jakarta, 8 December 2014

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ABSTRACT

Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014.

Advisor I : Dr. H. Atiq Susilo, MA. Advisor II : Neneng Sunengsih, M. Pd.

Key Words: Know Want Learn Plus, jigsaw, reading, expository text.

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ABSTRAK

Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Pembimbing I : Dr. H. Atiq Susilo, MA. Pembimbing II : Neneng Sunengsih, M. Pd.

Kata Kunci: Know Want Learn Plus, Jigsaw, membaca, teks eksposisi,

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BIBLIOGRAPHY ... 48

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LIST OF TABLE

Page Table 4.1 Normality of Pre-Test Using One-Sample Komogorov-Smirnov 37 Table 4.2 Normality of Pre-Test Using Lilliefors ... 38 Table 4.3 Normality of Post-Test Using One-Sample Kolmogorov-Smirnov 38 Table 4.4 Normality of Post-Test Using Lilliefors ... 39 Table 4.5 Homogeneity of Pre-Test ... 40

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LIST OF APPENDICES

Page

Appendix 1 The Score of Pre-Test and Post-Test from Experiment Class .... 51

Appendix 2 The Score of Pre-Test and Post-Test from Control Class ... 53

Appendix 3 Table of Interval Class ... 55

Appendix 4 Table of Comparison score of Gained Score ... 57

Appendix 5 The Result of Validity Test of Pre-Test ... 59

Appendix 6 The Result of Validity Test of Post Test ... 67

Appendix 7 Instrument of Pre-Test ... 75

Appendix 8 Instrument of Post-Test ... 84

Appendix 9 Kisi-Kisi Pre-Test ... 93

Appendix 10 Kisi-Kisi Post-Test ... 95

Appendix 11 Answer Key of Pre-Test and Post-Test ... 97

Appendix 12 RPP of Experiment Class ... 98

Appendix 13 Know Want Learn Plus Chart ... 130

Appendix 14 RPP of Control Class ... 132

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LIST OF FIGURES

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CHAPTER I

INTRODUCTION

A. The Background of the Research

Reading is source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching other goals.1 In learning a language, reading skill has important role because it helps us to comprehend the English articles, books, magazine, and nonfiction books. Moreover, for some people it may be the way to use and to practice English. Furthermore besides printed materials, nowadays information that is found in the internet and computer technology uses English language.

We are able to get a lot of information, pleasure, and problem solution by reading various printed materials as mentioned in paragraph before. Hence, the ability to read those printed materials in any form will contribute a great deal of advantages in our life such as gaining success at school and have a lot of information.

Reading is an active process. It has to be done with conscientiously with a questioning and curious mind. Do not just accept what someone else writes. Do not just ignore what at first you do not understand. Reading is struggle, but it will make the reader thinker and writer .2

Based on Kurikulum 2013, the forth core competence is students should “analyzing, comprehending, and presenting developments of concrete and abstract domains of the learned material; being able to apply various methods according to scientific principle”.

1

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 49.

2

Santi V. Buscemi, A Reader for Developing Writers (Fifth Edition), (New York: McGraw-Hill, 2002), pp. 2-3.

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Furthermore, one of the standard competence in Kurikulum 2013 is “students is to be able to get the main idea of analytical exposition text and provide or present the solution to solve the problems that related to the natural environment in form of exposition text”.

As it has been mentioned in the paragraph above, analytical exposition text is one of the texts that should be learned by students. It is a text that presents one side of an issue to be discussed and solved so can give advantages to the reader. Actually, there are two kinds of exposition text.3 There are hortatory exposition and analytical exposition text. Both types are alike, but the difference located on the generic structure and function of each text. Hortatory exposition is to give recommendation to the reader about an issue discussed. It is influence the reader to follow what the writer’s point of view. Meanwhile, in analytical exposition text, it is only give the exposure of an issue, just to let the reader know and convince the rightness about the issue.

However, reading is one of skills which have to be learned by the students. In Senior High School, students are expected to be able to comprehend a kind of functional texts and essay in a form of narrative, procedure, recount, and exposition text. Reading lesson may the difficult one to the students. Most students argue that reading an English text is very difficult. Hence, the writer found a technique in reading that has low of attention from the teachers. Know Want Learn Plus is one of the pre-reading activities that concerned to students metacognitive ability.

Based on the interview on August 5th, the writer interviewed the English teacher in SMAN 8 Tangerang Selatan about the teaching and learning process in reading skill. The teacher stated that the students get bored when they get reading text. The teacher said that one of the techniques that worked in the class that he used

3

Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.

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is jigsaw. He stated that when he used jigsaw, some of the students too dominant in their group and some are not. Moreover, while the writer doing observation in the class, the teacher only give the reading text then asked the students to read, translate and asking the main idea, after that he gave explanation of grammar and topic from the text. In addition, according the data from UNESCO states that among countries in worldwide ASEAN has the lowest interest in reading, especially Indonesia. It can be counted, Indonesia has comparison among 1000 inhabitants only one person who has high interest in reading.4 For such this condition, teachers as the important role holder in students’ learning success are expected to be able to build students’ interest in reading whether in or outside the school. Teacher should have a creative way in teaching and learning process to boost students’ interest in the class.

Considering the facts above, there is an urgent need to implement a technique that can help to solve these problems and involve the teachers and students in cooperative and interesting activities. In addition, a teacher need a technique or a way in teaching reading in the classroom that can motivate students in learning reading, or they can apply the strategy independently outside of class at least to increase their interest in reading or to build their reading habit.

In English language teaching there are many kinds of techniques that can be used by the teacher in teaching and learning reading skills. Therefore the writer is interested in investigating the teaching reading of analytical exposition texts with the alternative techniques. There are Know Want Learn Plus and Jigsaw technique.

Know Want Learn (KWL) Plus and Jigsaw are two different type of reading techniques that can be used in the process of teaching and learning. KWL Plus is

4

Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http://www.unpad.ac.id/2013/04/akses-buku-sulit-minat-baca-di-indonesia-masih-rendah/. Retrieved October 2nd, 2014.

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firstly conducted by Ogle in 1987.5 The KWL Plus technique is designed to activate students’ metacognitive skill before they read a text. Students’ metacognitive skill is activated by calling attention to prior knowledge. This KWL Plus is one of the newest techniques used in teaching and learning reading. Although KWL Plus is firstly conducted in 1987, its use in reading lesson is still rarely in a class. So, the writer is interested in applying this technique in her research to see the effectiveness of its technique in class.

Meanwhile, there is also jigsaw that can be useful in the classroom reading learning. Jigsaw is one of the techniques used in cooperative learning. This technique is more frequently used by teachers in learning process, in which, cooperative learning is used as a variety in teaching learning activity in class that focuses particularly to students. With cooperative learning, students work together in group where usual size is two to four members in a group. In cooperative learning, students can interactive with other students in a group and share about the material which is taught.

Based on the thinking above, the writer is interested in doing an experimental study to compare the effectiveness of KWL Plus with Jigsaw technique in the title of Skripsi is: “The Effectiveness of Using Know Want Learn Plus and Jigsaw Techniques toward Students Learning Achievement in Reading Exposition Text” (A Quasi-Experimental Study at The Eleventh Grade of SMAN 8 Tangerang Selatan). The writer used KWL Plus in the first class and Jigsaw technique in the second class to develop students’ skill in reading analytical exposition text.

B.

The Formulation of The Problem

The formulation of the problem in this research mentioned bellow:

5

Donna M. Ogle, K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986, pp. 564-570.

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“Is the use of Know Want Learn Plus more effective in teaching analytical exposition text than the use of Jigsaw technique?”

C. The Limitation of The Problem

It is important to set some limitation of the problem to avoid misunderstanding and to clarify the problem. The writer limits the extend of the research only in the implementation of Know Want Learn Plus compared with Jigsaw technique in teaching reading of analytical exposition at the eleventh grade students of SMAN 8 Tangerang Selatan.

D. The Objective of The Research

In line with the formulation of the problem above, the objective of this research is to find the empirical evidence whether the use of Know Want Learn Plus is more effective in teaching analytical exposition text than the use of Jigsaw technique.

E.

The Significance of The Research

The results of this research are expected to give some benefits not only theoretically, but also practically in English language teaching and learning. These benefits can be conveyed to:

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Second, for the teacher. It gives an alternative method in teaching reading skill and it can improve the teacher’s quality of his/her strategies to make students ease in learning English.

Third, for the students. It helps them to solve their problem in reading expository text and also helps them to improve their reading skills.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Reading and Reading Comprehension

a. The Understanding of Reading

As a skill, reading is one of important skill for English learner as a second or a foreign language. Reading the English text for learner as a foreign language meets very complex process. Constructing meaning from text or spoken language is not a separate literacy skill, but a merging of all acquired prior knowledge, personal experience, and vocabulary with the strategy of deductive and inductive reasoning and making connections.1

Mc Donough and Shaw argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject but may never have to speak the language, such cases are often referred to as ‘English as a library language’.2

From the statements above, reading is an active and complex process that constructs meaning from the text. While constructing the meaning, the readers use their prior knowledge and personal experience to connect the text. By reading a lot of printed materials, the students become familiar with the words. In addition, to complete the understanding of reading, here some experts propose the definition of reading.

Reading consists of two related process. First is word recognition that refers to the process of perceiving how written symbols correspond to one’s

1

Judy Willis, M. D., Teaching the Brain to Read, (Virginia: ASCD, 2008), p. 127. 2

Jo Mc Donough and Christoper Shaw, “Materials and Method in ELT”: A Teacher’s Guide (Oxford: Blackwell Publishing, 2003), p. 89.

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spoken language and second is comprehension, the process of making sense and connect to the text.3

Other definition comes from Daniels and Bizar in their book. They stated that reading is an interaction between the reader and the author that construct the understanding of the text, in which the reader use a strategy to connect with the texts.4

In Teaching Readers of English Students, Texts, and Contexts, Wolf stated “Reading is neuronally and intellectually circuitous act, enriched as much by the unpredictable indirections of a reader’s inferences and thoughts, as by the direct message to the eye from the text”.5

Based on the experts’ statements above, reading is an active process that consists of two important processes: recognition and comprehension. While the reader is reading, a reader’s brain actively is processing recognition of the written symbols, they try to making a sense symbols in order to connect to the text. b. The Understanding of Reading Comprehension

Lems, Miller and Soro defined reading comprehension is the ability to construct meaning from a given written text. Reading comprehension is not a static competency; it varies according to the purposes for reading and the text that is involved.6

The NEAP Reading Framework Committee defined reading comprehension as “an active and complex process that involves understanding

3

Elizabeth S. Pang and friends, Teaching Reading, (Chicago: IAE Educational Practice Series, 2003), p. 6.

4

Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Method that Matter, K-12, (Portland: Stenhouse Publishers, 2005), pp. 38-39.

5

John S. Hedgcock and Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009). p.15.

6

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written text, developing and interpreting meaning, and using meaning as appropriate to the type of text, purpose, and situation”.7

Furthermore, in Reading Instruction Competence Assessment by Wynne, Cooper defined comprehension as a strategic process by which readers construct or assign meaning to a text by using the clues in the text and their own prior knowledge.8

RAND Reading Study Group defined reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. They also stated three elements of comprehension: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehending is a part.9

Based on all the statements above, the writer can take a conclusion that reading comprehension is a dynamic and active process of the reader’s brain, to connect with the text and interpreting the messages that given in the text. In order to get connection with the text, the reader uses their prior knowledge and the clues in the text by using a reading strategy. Comprehension process is also a brain process to construct meaning from the text, in order to get the message that given in the text. Moreover, like Lems, Miller and Soro’s statement, comprehension also the process that depends on the reader’s purpose of reading.

c. The Purposes of Reading

There have been some experts proposing the purpose of reading. Some of them have similar ideas on the purposes of reading, some do not. Some of experts propose them specially, but some generally.

7

Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009).p. 32.

8

Sharon Wynne, Reading Instruction Competence Assessment: Teacher Certification Exam, (Boston: XAMonline, Inc., 2008), p. 68.

9

RAND Reading Study Group, Reading for Understanding; Toward and R&D Program in Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.

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In general, Harmer divided purposes or reasons for reading, as receptive skill, in two general categories. They are instrumental and pleasurable categories.10

1. Instrumental Category

It means that reading and listening as receptive skill take place because the readers want to achieve a particular objective. For example, someone read a road sign to know where to go or read an instruction in a machine to know how to operate it. For students, reading is useful for language acquisition, the more they read the more they get at it. It gives the students positive effect on their vocabulary knowledge on spelling and on their writing.11

Furthermore, Grabe and Stoller proposed some purpose of reading: to search for simple information, skim quickly, learn from texts, to get general information, and to integrate information, write and critique texts.12

2. Pleasurable Category

Another reason why people read is for pleasure. They want to entertain themselves by reading a novel or short story. Hence, some people read magazine or newspaper to spend their time. Others read poetry or a comic to get relaxed.

It can be concluded that the general purposes of reading are for instrumental and pleasurable categories. Some people read because they want to get information or to learn something from the texts and some other want to entertain themselves by reading such as reading a novel, comic or newspaper.

10

Jeremy Harmer, The Practice of English Language Teaching, (Third Edition, Harlow: Pearson Education Limited, 2001), p. 200.

11

Jeremy Harmer, How to Teach English New Addition, (Harlow: Pearson Education, 2007), p. 99.

12

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading,

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d. The Types of Reading

According to Harmer, the reader reads a text generally for pleasure and general understanding improvement. Based on the purpose above, there are two types of reading as intensive reading and extensive reading.13

1. Intensive Reading

Intensive reading is reading of shorter texts to get specific information. Intensive study of reading texts can be a means of increasing learners’ knowledge of language features and their control of reading strategies that can improve their comprehension skill.14 The term intensive reading, on the other hand, refers to the detailed focus on the construction of reading texts which take place usually in classroom.15

In order to get students reading in the class, intensive reading needs teacher’s role in the class. The teacher chooses the genre and topic of the text may be determined by the specific purpose that the students are studying for such as for business or science.16 There are the roles when the teacher asking the students to read intensively: organize purpose of reading by giving clear instructions how to read, observe the students’ progress of reading, giving feedback organizer to check whether they have completed the task successfully, and prompt students to notice the language features in the text.17

From the explanation above, intensive reading is reading activities that take place in the classroom. The genre of the text is chose by the teacher based on the learning purpose.

13

Harmer, op. cit., 2001, p. 210. 14

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 25.

15

Harmer, op. cit., 2007, pp. 99-100. 16

Ibid.

17

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2. Extensive Reading

Beside of intensive reading that proposes the students to read in the classroom in their learning activity. There is also extensive reading, a wider scope of reading. Extensive reading is reading of longer texts to get general information for pleasure.18 The term extensive reading refers to reading which students do often away from the classroom, they may read novels, web pages, newspaper or magazine.19 Extensive reading fits into the meaning-focused input and fluency development strands of a course, depending on the level of the books that the learner read.20

In addition, Nuttal also states that in improving students’ reading skill, the most effective way to do it is getting the students to read extensively. She also illustrated of extensive reading that it is assumed that in order to understand the whole (e.g. book), we must first understand the parts (sentences, paragraph, chapters) of which it is made up. However, we can in fact understand a text adequately without grasping every part of it; students have to be encouraged to develop this facility.21

From the statement above, extensive reading is a way to improve reading skill in which students have to read a longer text that they choose their books freely and read a part of the book that they are interested in.

To sum up, the types of reading skill are generally divided into two types. First, intensive reading that require the students to read in the class in order to follow teacher’s instruction and extensive reading that the students read for their pleasure outside the class, for example reading novels.

18

Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), pp. 4.

19

Harmer, op. cit., 2007,p. 99. 20

I. S. P. Nation, op. cit., 2009, p. 49.

21

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann, 1996), p. 38.

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e. The Components of Reading

There are some components of reading that the reader achieved while reading a text. Grabe and Stoller divided the explanation of reading’s components into two parts. The lower-level processes that represent the more automatic linguistic processes and are typically viewed as more skills oriented. Then, the higher-level processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills.22

Furthermore, Munby in Assessing Reading distinguishes the reading ‘microskills’ as the component of reading. It is focus on the product of reading as follow:23

1. Recognizing the script of a language

2. Deducing the meaning and use an unfamiliar lexical items 3. Understanding explicitly stated information

4. Understanding implicitly information 5. Understanding conceptual meaning

6. Understanding the communicative value of sentence 7. Understanding relation within the sentence

8. Understanding relations between parts of a text through lexical cohesion devices

9. Understanding cohesion between parts of a text through grammatical cohesion devices

10.Interpreting text by going outside it 11.Recognizing indicators in discourse

12.Identifying the main point or important information in discourse 13.Distinguishing the main idea from supporting details

14.Extracting salient details to summarize (the text, an idea) 15.Extracting relevant points from a text selectively

22

Grabe and Stoller, op. cit., 2002, pp. 19-20. 23

J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), pp. 10-11.

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16.Using basic reference skills 17.Skimming

18.Scanning to locate specifically required information 19.Transcoding information to diagrammatic display

f. The Reading Texts

There are many kinds of reading text that used in the senior high school to be learnt by students or printed materials that found in our daily life. Based on the curriculum available, there are procedure, narrative, and exposition text that should be learn by students on the second grade senior high school. For this research, the writer focuses in the materials on analytical exposition texts of second grade of senior high school students.

1. The Understanding of Analytical Exposition Text

The writer only discussed one of the text types that will be used for her research that is analytical expository text. Analytical exposition is a text that elaborates the writer’s idea about the phenomenon surrounding.24 Analytical Exposition text has social purpose to persuade the reader or listener that something is the case.25

Based on that definition, analytical exposition text is one of the texts should be learned by students to improve their reading comprehension, the text that expose one side of an issue that is correct according to the writer and persuade the reader to agree with the opinion. Analytical exposition text itself to persuade the reader that there is something that, certainly need to get attention. It is to analyze a topic and persuade the reader that an opinion is correct and supported by arguments.

24

Shirin Amarain and friends, Text Form and Features: A Resource for International Teaching, (Jakarta: Umbrella Corporation, 2009), p. 10.

25

Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.

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2. The Purpose of Analytical Exposition

People read text might be basically they want to get some factual information from the text. For example, people read a newspaper, might be they want to read updated information from the newspaper or want to get job information. Then, from the information that they got, a response will appeared as influence of the text. It means they have something to be known, and the information is available in the text. This is in line with Musafak’s statement “the purpose of analytical exposition text is to persuade the reader or listener by presenting one side of an argument that is case the case for of the case against.”26 To sum up, the purpose of analytical exposition text is to influence the reader to do or belief something that is the writer’s point of view.

3. The Schematics Structure of Exposition Text

An effective expository text has several steps which a reader may use as standard to guide his reading by author. In traditional expository text usually have three sections. The first section introduced the author’s point of view and can preview arguments that may follow in the text. The next is a series of arguments that aim to convince the audience. The final section is a conclusion to sum up the arguments and reinforce the author’s point of view.27

a. An introductory statement

An introductory paragraph is in the first paragraph. It consists of the author’s point of view as the thesis of the argument and the introduction that include a preview of the arguments. The thesis introduces a topic and indicates the writer’s position and the outline of the main paragraph to be presented.28

26

Ibid. 27

Amarain and friends. Op. cit., 2009. p. 10. 28

Ibid.

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b. A series of arguments to convince the audience

This is the main part of the analytical exposition paragraph. It is the content of the paragraph that exposes the argument to support the thesis statement. A new paragraph is used for each new argument with each topic sentence that introduces the argument. The thesis statement is followed by the supporting details.

c. A conclusion summing up the arguments

This past is the last section. Here, the author restates his or her thesis (point of view) and give a summary of what has been stated in the section above may include here.

d. The Language Features of Analytical Exposition

The language features usually found in expository text are:29 1. Using relational process, e.g. don’t interfere, etc.

2. Using internal and causal conjunction, e.g. therefore, etc. 3. Using general and abstract nouns, e.g. car, policy, etc. 4. Using technical verb, e.g. species.

5. Using relating verbs, e.g. that is important, etc. 6. Using actions and thinking verbs, e.g. I believe, etc.

7. Using modal verbs and modal adverbs, e.g. we must preserve, etc. 8. Using connectives, e.g. firstly, secondly, etc.

9. Using evaluating language, e.g. important, valuable, etc. 10.Using passive voice and simple present tense.

29

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g. The Affecting Factors in Reading

When reading a text, the readers will use their reading skill to comprehend the text. There are also the factors that affect in comprehending a text. Here some factors that can affect in reading.

David divides the factors which affect reading comprehension into two categories; inside and outside of mind. The inside factors are linguistic competence that the readers have, interest about various topics, motivation (how much the reader care about the reading task), and the reader’s reading ability. The outside factors fall into two categories – the element on the page and the qualities of the reading environment. The elements on the page –textual characteristics- include factors like text readability and text organization. The qualities of reading environment include factors like the things the teacher does before, during, or after reading to help students understand what is the text; the ways peers react to the task; and the general atmosphere in which the task is to be completed.30

From the explanation above, the factors that affect reading are divided into two. The inside of mind, what the readers have in their mind and their feeling to the text. Then, the outside factors related to the text itself and the environment or reading situation.

B.

Know Want Learn Plus Technique

a. The Understanding of Know Want Learn Plus Technique

Know Want Learn originally was conducted by Donna M. Ogle in 1986. She assumed that this easy procedure helps teacher become more responsive to students’ knowledge and interest when reading expository material, and it models for students the active thinking involved in reading for information.31

Then in 1987, Ogle and Carr completed the K-W-L by adding two sections: mapping and summarizing. They stated “we have developed a reading-thinking strategy called K-W-L Plus which focuses on the student as learner. The

30

Pearson P. David, Teaching Reading Comprehension, (New York: Hollt, Rinehart and Winston, 1978), p. 9.

31

Donna M. Ogle, K-W-L: Teaching Model That Develops Active Reading of Expository Text, The Reading Teacher, Vol. 39, No. 6 (Feb., 1986), p. 564.

(32)

title derives from the three principal components of K-W-L recalling what is known; determining what students want to learn, and identifying what is learned-plus mapping text and summarizing information.”32

The K-W-L is a process in which the teacher models and guides the students in active engagement with informational text. 33 Taught in this K-W-L strategy make the students to self-regulated what they want to learn from the text, it can act as self-controlled curriculum differentiator in the ability that individual determine what they want to discover about a topic, and it provides relatively direct feedback concerning what students actually did learn.34 In addition mapping and summarizing are added to K-W-L because reorganizing and writing of the text are strength tools in helping student process information from the text.35

From the paragraphs above, K-W-L Plus is included in pre-reading activity that motivate students by recalling their metacognitive skill. K-W-L Plus is an easy process in learning reading that helps the learner to comprehend the text. It is also powerful device to stimulate students mind to critically think about a topic.

b. The Procedures of Know Want Learn Plus Technique

Ogle as the first developer has stated the steps in this K-W-L as a logical three-step procedure. She has named this three-step procedure the K-W-L for the three basic cognitive steps required: accessing what I Know, determining what I Want to learn, and recalling what I did learn as a result of reading.36 For the further explanation, the following paragraphs provide the explanation of each step.

32

Eileen Carr and Donna Ogle, K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987, p. 626.

33

Camille Blachowicz, Reading Comprehension: Strategies for Independent Learners,

(New York: Guilford Press, 2008), p. 113. 34

Raymond Philippot and Michael F. Graves, Fostering Comprehension in English Classes, (New York: The Guilford Press, 2009), p. 123.

35

Carr and Ogle, loc. cit. 36

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19

The teacher and students begin the process by doing brainstorming together what they know about the topic given. Here, the teacher has an important role to motivate and guide the students to investigate their prior knowledge in order to stimulate so that they can explore everything that they have already know about the topic.37 After brainstorming and discussing, students note on their individual worksheet what they know about the topic in the column K (what I know).38 Then, the students have to categorize the information that they have already know. That will be useful to students in reading to involve them in thinking of the more general categories of information.39 For example, from the figure 1 the students categorize what they know about “killer whales” as description, food and location.

The second step of the logical procedure is exploring students’ curiosity. Using the list of information and categories generated, students identify areas about which they want to uncover more information. This activity develops the students’ own reason for reading-reading to find answers to questions that will increase their source of knowledge on the topic.40 The students should note again the question that they have on the worksheet column W (what I Want to know).

After brainstorming and questioning the topic, moreover the students have finished their reading. The last step is “what I did Learned”, here the teacher ask the students to describe, usually in written form, what they learned from the completion of reading. This will take much time for students to describe what the important information from the reading text.41

To make the explanation clear, the example of K-W-L chart activity is given as follow:

37

Blachowicz, op.cit., 2008, p. 114. 38

Carr and Ogle, op. cit. 1987, p. 627. 39

Ogle, 1986, loc. cit.

40

Ibid, p. 566. 41

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A 9th grade disable reader’s K-W-L worksheet on killer whales42

K (Know) W (Want) L (Learned)

They live in oceans. They are Vicious. They eat each other. They are mammals.

Description Food Location

Why do they attack people? How fast can they swim? What kind of fish do they eat? What is their description? How long do they live? How do they breathe?

D – They are the biggest member of the dolphin family.

D – their weigh 10,000 pounds and get 30 feet long. F – they eat squids, seals, and other dolphins.

A – they have good vision underwater.

F – They are carnivorous (meat eaters)

A – they are the second smartest animal on earth. D – they breathe through blow holes.

A – they do not attack unless they are hungry.

D – warm blooded.

A – they have echo-location (sonar).

L – they are found in the oceans.

[image:34.595.107.517.133.501.2]

Final category designations developed for column L, information Learned about killer whales: A = abilities, D = description, F = food, L = location.

Figure 2.1

The last in K-W-L plus strategy explains how far students can learn from their reading. A written component which features concept mapping and summarizing increases students’ independent learning to think critically. A map is a graphic outline to organize text information. Otherwise, making summary can help students improve comprehension.43 The following are the example of mapping and summarizing.

42

Carr and Ogle, op. cit., 1987. p. 628. 43

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21

The 9th grade’s concept map44

[image:35.595.106.516.102.588.2]

Abilities (2) Description (1) Kill for food Warm blooded Detect pebble sized aspirin Dolphin family

tablet in 30 feet of water Second smartest animal Find food in cloudy water next to man

Echo-location Born alive 10,000 lbs 30 feet long

Blow holes

Location (4) Food (3) All oceans small dolphins Sea worlds carnivorous

400 lbs. salmon daily (1) Through (4) indicate the order of categories the student chooses later for writing summary.

Figure 2.2 The summarization looked like this:45

Killer whales are warm blooded mammals and part of the dolphin family. They are the second smartest animal next to man. Killer whales are born alive. They are 30 feet long and weigh 10,000 pounds. They breathe through their blow holes.

They are able to kill for food. They can detect a pebble the size of an aspirin in a 30 foot tank. Killer whales also can feed in very cloudy water using echo-location. They eat as much as 400 pounds of salmon a day.

They are located in all oceans.

From the explanation above, K-W-L Plus is a useful strategy that can be applied in the classroom by students in group or individually. This strategy helps teacher to organize the learning activity sequentially by following the steps. Then for the students, they can evaluate their reading ability.

44

Carr and Ogle, op. cit., 1987, p. 629. 45

Carr and Ogle, op. cit., 1987, p. 630.

Killer whales

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C. Jigsaw Technique

a. The understanding of Jigsaw Technique

In cooperative learning method, there are many kinds of techniques used in teaching and learning process. Those are used as a tool of learning of education and various subjects. One of the cooperative learning techniques is jigsaw. Jigsaw was developed by Elliot Aronson and his colleagues at the University of Texas.

In applying jigsaw technique, each group consists of five to six heterogeneous members in which the materials are given to the students and each student has to understand the material. Student, who have the same part of the text, gather with the other students. After they got deeper comprehension, they come back to their jigsaw and explain it to the other members of the jigsaw group.46 Jigsaw requires learners to communicate with each other in order to fill in missing information and integrate it with other information.47

In this technique the teacher is not the provider of knowledge but the teacher asks students get the material in other resources. Jigsaw technique is efficient way to learn students are active participants in the learning process.

Meanwhile, according to Sholomo, Jigsaw is widely technique that is similar to group-to-group exchange with one important difference; every single student teaches something. Each student learns something which when combined with the material learned by others forming a coherent body of knowledge or skill.48

Based on the theory above, students have more opportunities to express their thought, and manage information obtained and can improve communication skills, each member of the group responsible for the success of the group and completeness of the material being studied, and can deliver to home group.

46

http://jigsaw_Reading_Rockets.htm (retrieved on September, 12th 2014).

47

Mahnaz Kazemi, “The Effect of Jigsaw Technique on the Learners’ reading Achievement: The Case of English as L2”, MJAL Journal, 4:3, (Iran: Autumn 2012), p. 173.

48

Shlomo Sharan (editor), Handbook of Cooperative Learning Methods, (London: Praiger Publisher, 1999), pp. 202.

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23

From the statement above, it can be concluded that jigsaw technique is a technique of cooperative learning that emphasizes the establishment of expert groups and these groups presenting the results of their discussion on each group member. Thus, in jigsaw technique, students are required to be experts in a particular matter and were able to present its expertise in the group. Jigsaw technique differs from other techniques in cooperative learning. It is because in jigsaw technique, the materials are divided into segments and each student in home group has different segments.

b. The Stages of Jigsaw Technique

According to Clark in Shlomo’s book, she conducted four generic stages in the process of Jigsaw approach.49

a. Stage 1: Introduction

In this stage, the teacher organizes the class into heterogeneous “home” group. Then, the teacher introduces the topic, text information or the material to be learnt. The teacher should explain how students learning will be assessed through learning experience.

b. Stage 2: Focused Exploration

In this stage, students recognize to form focus group. During this stage students need encouragement to think out loud in order to clarify their ideas and build understanding together.

c. Reporting and Reshaping

In this stage, student returns to their hoe group to take turns describing the ideas generated their focus groups. Meanwhile, during the reporting stage the member of groups should pose a question.

49

Ibid., p. 35.

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d. Integration and evaluation

The last stage is integration and evaluation. In this stage, the teacher ask the students to help the students reflect on how they worked together and about the materials they have learnt.

According to Aronson, there are ten steps in implementation of the jigsaw in the classroom:

1. Students are divided into a 5 or 6 person jigsaw group. The group should be distinct in terms of ethnicity, gender, ability, and race.

2. One student should be appointed as the group leader. This person should initially be the most mature student in the group.

3. The day’s lesson is divided into 5-6 segments (one for each member)

4. Each student is assigned one segment to learn. Each student should only have direct access to their own segment.

5. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it.

6. Temporary experts group should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group.

7. Students come back to their jigsaw group.

8. Students present their segment to the group. Other members are encouraged to ask question for clarification.

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25

10.At the end of the session, a quiz on the material should be given so students realize that the sessions are not just for fun and games, but that they really count. 50

In the following is the simple description of jigsaw technique:51 Home Teams

(Five or six members grouped heterogeneously)

Expert Teams

(Each expert team has one member from each of the home teams) Figure 2.3

D. Previous Relevant Studies

1. A journal entitled “Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts” written by Mona Roozkhoon, Mohammad Sadegh Bagheri, and Mortaza Yamini, an active journal of Islamic Azad University, which was published on April 30, 2013, Volume 2, Number 1.

The objective of the research was to examine the effects of using KWL charts strategy on EFL learners’ comprehension of culturally unfamiliar texts. The researcher conducted this research to forty two intermediate EFL learners

50

Elliot Aronson, Jigsaw Classroom.

http://www.broward.k12.fl.us/ci/strategies-and-such/strategies/jigsaw.html. Retrieved on October 1 2014.

51

Richard I. Arends, Learning to Teach, (Ninth Edition, New York: McGraw Hill, 2007), p. 353.

X X X X X

X X X X X X X X

X X X X X

X X

X X X X X

[image:39.595.112.504.269.522.2]

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with all the participants were female and native speakers of Persian in Bahar Language School in Shiraz. The participants were divided into two group, experimental group and control group.

The method used was a quantitative research and the design used was an experimental. The instrument used was a test. The pre-test was given in order to check their reading comprehension before treatment. Then, the post-test was given to the participants to see whether the application of KWL charts had any effects on EFL learners’ comprehension.

The result of this research showed that there was no significance improvement on EFL learners’ performance on reading quizzes while using KWL charts and KWL charts did not have any positive effect on Iranian EFL learners’ comprehension.52

2. A journal entitled “The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors” written by Zhang Fengjuan from Soochow University, Chinese Journal of Applied Linguistics, Published on August 2010, Volume 33, Number 4.

The objective of the study is to address the integration of the KWL strategy into English courses in ELT for non-majors. The questions considered included: 1) how can we integrate the KWL instructional schema into ELT for non-major? 2) what are response will learners make to this integration?.53

The method that used in this study was experimental. The instrument used was test and questionnaire. Questionnaire was about students’ evaluation of the KWL schema. As to written work, the mean score of the experimental group was 12.2470 and that of the control class was 11.8677. The result showed that there is a significance difference with the calculation of t-test result is 2.161 and p = 0.034 (<0.05). It is showed that the KWL strategy had brought improvement in comprehension and writing performance. The

52

Mona Roozkhoon and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts, English Linguistic Research, Vol. 2, No. 1, 2013, p. 72.

53

Zhang Fengjuan, The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol. 33, No. 4, 2010, p. 78.

(41)

27

questionnaire survey showed about 75% of the participants circled “4” and “5”, indicating that they were in favor or strongly favor of KWL strategy.

Based on the previous relevant study, the first study result that there is no effect in teaching reading by using K-W-L technique toward EFL learners. Meanwhile, from the second study result that there is an improvement in both students’ reading comprehension and writing by using K-W-L technique. Hence, the researcher is going to conduct K-W-L Plus technique with design of experimental study in teaching analytical exposition text compare with the use of jigsaw technique.

E.

Conceptual Framework

In reading a text, students meet many difficulties. For example, sometimes they tried hard to get the main idea especially in reading analytical exposition text. Teacher to facilitate students’ learning activity use some strategy to support their learning, one of the techniques in cooperative learning is jigsaw.

In this study, the writer previously assumed that Jigsaw as one of cooperative learning techniques is better than KWL Plus in teaching reading analytical exposition text. It is because jigsaw techniques can motivate students learning in social group. They can interact with other students in a group and share their knowledge. Meanwhile, KWL Plus uses students’ schemata or their metacognition skill to comprehend a text. In applying KWL Plus students’ prior knowledge is important to make a connection to the text given.

First Class is taught by using KWL Plus

Second Class is taught by Jigsaw

The score from both classes are compared Post-Test

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F.

Hypotheses of The Research

Based on the theory in conceptual framework above, the writer concludes the hypotheses could be formulated as follow:

1. Formulating alternative hypothesis (Ha):

The use of Know Want Learn Plus is more effective in teaching reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.

2. Formulating null hypothesis (Ho):

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CHAPTER III

RESEARCH METHODOLOGY

A. Method of the Research

For this research, the writer used experimental method in quantitative study since it requires numerical data. She conducted experiment in two different classes with two different techniques. The writer used Know Want Learn Plus in experiment class and Jigsaw in controlled class, in teaching analytical exposition text.

In analyzing the data, the writer used t-test to analyze the students’ achievement test, by holding a pre-test to know whether or not the two different classes are relatively at the same level, and post-test to know whether or not there is any significant different achievement of using Know Want Learn Plus and Jigsaw techniques.

B.

Place and Time of the Research

The research was conducted at SMAN 8 Tangerang Selatan. It was carried out from September to November, 2014 for six meetings which consisted of giving pre-test, presenting materials and giving post-test in the last meeting.

C. Population and sample of the research

The population of this research was the eleventh grade of SMAN 8 Tangerang Selatan. The eleventh grade of this school consisted of four classes with 35 students in XI MIA 1, 35 students in XI MIA 2, 35 students in XI MIA 3, and 38 students in XI MIA 4. So, the total numbers of the students in eleventh grade were 143 students.

The writer took the sample only two classes taken from class XI MIA 2 (35 Students) and XI MIA 3 (35 students). The sample was taken by using purposive sampling technique. All the class were given the pre-test and two closer

(44)

Mean was become the sample, XI MIA 2 and XI MIA 3. In which mean score of XI MIA 2 was 53.71 and mean score of XI MIA 3 was 55.09. So, XI MIA 2 was an experiment class using Know Want Learn Plus Strategy and XI MIA 3 was an controlled class using Jigsaw in teaching analytical exposition.

The strategy used in this quantitative research was purposive sampling. Purposive sampling permitted the researcher to assume that she can used their knowledge of the population to judge whether or not a particular sample will be representative.

D. Technique of Data Collecting

The technique of data collecting in this research was quantitative. Design of this research is quasi-experimental research. Meanwhile, the design of this research was experiment. The instrument was test. The test consisted of pre-test and post-test. The pre-test provided a measure on some attribute or characteristic that assess for participant in an experiment before they received a treatment.1 The pre-test consisted of 25 question items in two different classes, an experiment and controlled class. Meanwhile, the post-test was a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment.2 The post-test consisted of 25 question items was given either in experiment class or controlled class. From these data the writer analyzed and obtained the result of the research.

E.

Technique of Data Analysis

To compare the differences between students score in using Know Want Learn Plus in teaching reading of exposition texts and using Jigsaw in teaching reading of exposition texts, the writer used t-test.

1

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Third Edition, New Jersey: Pearson Education, 2008), p. 301.

2

Ibid.

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31

The formula of t-test is expressed as follow:3

M1 : Mean of difference of Variable X (Experiment Class) M2 : Mean of difference of Variable Y (Controlled Class) SEM1 : Standard Error of Variable X (Experiment Class) SEM2 : Standard Error of Variable Y (Controlled Class)

Before doing the calculation of t-test, there are several steps to be taken, the steps are:4

a. Determining Mean of Variable X (Variable 1) ��=∑�_�

1

b. Determining Mean of Variable Y (Variable 2) ��=∑�_�

2

c. Determining Standard Deviation of Variable X score ��=�∑�

2

�1

d. Determining Standard of Deviation of Variable Y score

3

Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2011), pp. 346-348.

4

Ibid.

�0 =�_��1− �2 ��−�2

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�� =�∑� 2

�2

e. Determining Errors Standard of Mean Variable X ��= ��1

��1−1

f. Determining Error Standard of Mean Variable Y ��= ��2

��2−1

g. Determining Error Standard of the Difference between Mean Variable X and Mean Variable Y

��1− �2=��12+��22

h. Determining to

�0=�_��1− �2 ��−�2

i. Determining Degree of Freedom

��= [�₁+�₂]−2

For that purpose the writer proposed the alternative Hypothesis (�_�) and Null Hypothesis (�₀) as bellow:

�� = “The use of Know Want Learn Plus is more effective in teaching reading

of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.”

�0 = “The use of Know Want Learn Plus is not more effective in teaching

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33

With note that: If �₀>t-table, it means that �_� is accepted and �₀ is rejected; but If �₀<t-table, it means that �_� is rejected and �₀ is accepted.

F.

Procedure of the Research

In conducting the research, the writer did some procedures in order to gain the result of the research. The procedures consisted of some steps as mentioned bellow:

First, the writer began the research by doing observation in the class to see the condition and population of SMAN 8 Tangerang Selatan in the eleventh grade. She also took some supporting data for the research. The writer observed the teaching and learning reading skill in the class.

Second, the writer made a test instrument (pre and post-test). Then, she did the test validity in the school and arranged the pre-test and post-test to be given to the sample of the research.

Third, the writer began to give pre-test to see the students’ reading score before they get the materials of reading analytical exposition by using Know Want Learn Plus and Jigsaw technique.

Forth, the writer took the sample from the population of the eleventh grade students of SMAN 8 Tangerang Selatan. The sample was took by giving the pre-test to the groups of class, then two of them that has closer mean were took as the sample. The samples were XI MIA2 (with mean score 53.71) and XI MIA 3 (with mean score 55.09). The first class was experiment class and another class was the controlled class.

(48)

Sixth, after the treatment that consisted of four meetings finish, the writer administered post-test to students in both two classes (the experimental class and the controlled class) by using the different format from pre-test but has same level of difficulty. So, the meetings were held in six times.

[image:48.595.109.503.293.683.2]

Finally the data that have been collected from the pre-test and post-test were calculated using statistical calculation of t-test to figure out the result or conclusion of the research. The writer also calculated the normality and homogeneity test by using SPSS Statistic 18 calculation.

Table 3.1

RESEARCH SCHEDULE

Activities

Month

September October November

1 2 3 4 1 2 3 4 1 2 3 4

Observation √

Test Validity √

Experiment Class

Pre-Test √

Treatment 1 √

Treatment 2 √

Treatment 3 √

Treatment 4 √

Post-Test

Controlled Class

Pre-Test √

Treatment 1 √

Treatment 2 √

Treatment 3 √

Treatment 4 √

Post-Test

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CHAPTER IV RESEARCH FINDINGS

A. Data Description

1. The Data of Experiment Class

Based on the statistical calculation, the mean score of pre-test is 53.71 with the maximum score was 76 and minimum score was 36 (see appendix 1). It can be classified by using Sturgess formula, the interval class is 6 and the length of interval class is 7. It showed that there are 4 students got score between 71 to 77, 4 students got score between 64 to 70, 7 students got score between 57 to 63, 6 students got score between 50 to 56, 7 students got score between 43 to 49, and 7 students got score between 36 to 42 (see appendix 3).

Furthermore, the mean score of post-test is 71.89, with the maximum score is 88 and minimum score is 52 (see appendix 1). The interval class is 6 and the length of interval class is 6, too. It showed that there are 4 students got score between 85 to 91, 7 students got score between 78 to 84, 8 students got score between 72 to 77, 6 students got score between 65 to 71, 7 students got score between 58 to 64, and 3 students got score between 52 to 57 (see appendix 3).

Meanwhile, the calculation showed that the mean of gained score of pre-test and post-pre-test in experiment class is 18.34, with the maximum score is 28 and minimum score is 4.

2. The Data of Control Class

The result showed that the mean score of pre-test was 55.09 with the maximum score was 76 and minimum score was 20 (see appendix 2). The length of interval class of the data is 10. It can be drawn that 4 students got score between 70 to 79, 9 students got score between 60 to 69, 11 students got score

(50)

between 50 to 59, 8 students got score between 40 to 49, 2 students got score between 30 to 39, and only 1 student got score between 20 to 29 (see appendix 3).

Otherwise, the mean score of post-test was 69.66 with the maximum score was 84 and minimum score was 44 (see appendix 2). The length of interval class is 7. The score can be grouped as 9 students got score between 79 to 85, 8 students got score between 72 to 78, 2 students got score between 65 to 71, 9 students got score between 58 to 64, 5 students got score between 51 to 57, and the last 2 students got score between 44 to 50 (see appendix 3).

Meanwhile, the mean of gained score of pre-test and post-test from control class is 13.6, with the maximum score is 24 and minimum score is 4.

B. The Analysis of The Data and Hypotheses Testing 1. Item Test Analysis

Before giving pre-test to the sample of research, the writer did the item test validity first. The test divided into two times. First, test validity of instrument I for pre-test items and test validity of instrument II for post-test items. The test validity of instrument I shown that there are 15 items is significant and 15 items is low of significant with the test reliability is 0.77 (high). Meanwhile, the test validity of instrument II shown that there are 13 items is significant and 17 items is low of significant with the test reliability is 0.52 (medium). Then, the writer modified the quality of distractor of the items that low of significant to be the instrument pre-test and post-pre-test.

2. Analysis of Pre-Test and Post-Test

In calculating the normality and homogeneity of pre-test and post-test, the writer use One-Sample Kolmogorov-Smirnov Test and Lillifors test.

a. Normality

(51)

37

data has been normality distributed or not; the data are homogeneous or heterogeneous.

The writer used SPSS Statistic 18 to count the normality of each test. The test would be normal distribution if the result of calculation from SPSS Statistic 18, the number showed less than the result in Kolmogorov-Smirnov table with the number of sample (n) is 35.

[image:51.595.120.496.276.573.2]

These tests are valued using SPSS Statistic 18. The normality Using One-Sample Kolmogorov-Smirnov Test results can be seen as bellow:

Table 4.1

Normality of Pre-test Using One-Sample Kolmogorov-Smirnov Test One-Sample Kolmogorov-Smirnov Test

KWL

Plus Jigsaw

N 35 35

Normal Parametersa,b Mean 53.7143 55.0857 Std. Deviation 11.53147 12.12040 Most Extreme

Differences

Absolute .136 .130

Positive .090 .099

Negative -.136 -.130

Kolmogorov-Smirnov Z .803 .769

Asymp. Sig. (2-tailed) .539 .595

a. Test distribution is Normal. b. Calculated from data.

(52)

[image:52.595.118.509.192.726.2]

of 35 = 0.224. It can be conclude that the pre-test of controlled class is normal, too.

Table 4.2

Normality of Pre-test Using Lilliefors

kelompok Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Nilai KWL

Plus

.136 35 .102 .948 35 .096

Jigsaw .130 35 .142 .965 35 .315

a. Lilliefors Significance Correction

[image:52.595.116.515.211.353.2]

Besides using the normality test calculation of One-Sample Kolmogorov-Smirnov Test the writer also using Lilliefors test. It shows that the normality is significant too. It is shown the absolute difference (D) in Lilliefors table of KWL Plus (Experiment) Class data is 0.136 and the absolute different (D) in Lilliefors table of Jigsaw (Controlled) Class data is 0.130. Both absolute different (D) of Experiment class data and the absolute different (D) of Controlled Class data are much less than the calculation Kolmogorov-Smirnov table with critical points of 35 = 0.224.

Table 4.3

Normality of Post-test Using One-Sample Kolmogorov-Smirnov Test KWL

Plus Jigsaw

N 35 35

Normal Parametersa,b Mean 72.1714 68.6857 Std. Deviation 9.99260 10.78062 Most Extreme

Differences

Absolute .106 .132

Positive .090 .125

Negative -.106 -.132

Kolmogorov-Smirnov Z .629 .780

Asymp. Sig. (2-tailed) .824 .576

[image:52.595.114.503.455.719.2]

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39

[image:53.595.116.512.292.582.2]

As in the pre-test, the normality calculation of post-test above used One-Sample Kolmogorov-Smirnov Test too. From the table above, it is shown the absolute difference (D) of KWL Plus (Experiment) Class is 0.106. It is much less than the calculation in Smirnov table with the closest Kolmogorov-Smirnov critical points of 35 = 0.224. It is means

The effectiveness of know want learn plus and jigsaw techniques in the teaching of expository reading texts to the eleventh grade students of sman 8 tangerang selatan in the 2014-2015 academic year