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