THE EFFECT OF JIGSAW TECHNIQUE ON STUDENTS’
SPEAKING ACHIEVEMENT IN DESCRIPTIVE TEXT
AT SMA SANTA MARIA MEDAN
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
FYTRIANI SARTIKA PUTRI SIREGAR
Registration Number: 2113121029
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ACKNOWLEDGEMENT
First of all, the researcher would like to thank to the Almighty and Merciful Lord, Jesus Christ, for His amazing bless and strength given to the researcher in finishing this thesis. You are Savior. The researcher realized that this thesis could not have been accomplished without the guidance; suggestions, comments, and encouragement also help from several people. Therefore, the researcher would like to extend his special gratitude to:
1. Prof. Dr. H. Syawal Gultom, M.Pd., as the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Faculty of Languages and Arts, State University of Medan and her thesis supervisor.
4. Dra. Meisuri, M.A., as the Secretary of English Department, Faculty of Languages and Arts, State University of Medan.
5. Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of Educational English Program, Faculty of Languages and Arts, State University of Medan.
6. Rafika Dewi Nasution, S.Pd, M.Hum., as her thesis supervisor who had given her valuable suggestions, advice, motivation, guidance, and precious, time in completing and correcting this thesis.
7. Prof. Dr. Busmin Gurning, M.Pd, as her academic supervisor and examiner. 8. Prof. Dr. Berlin Sibarani, Dr. Anni Pulungan, M.Hum, and Dr. Siti Aisyah Ginting, M.Pd, as her examiner who had revised this thesis became
better.
iii
10.Drs. Dasman Sirait, as the Headmaster of SMA SANTA MARIA MEDAN and all the teachers, especially Sir. Gultom and the students of X-1 and X-2
who helped the researcher collecting the data for her research.
11.Julfar Siregar and Nurmala Siagian, as her beloved parents who always give her the everlasting love, affection, support, finance, motivation and prayer. You’re the best parents ever!
12.Manguhal Parsaulian Hutagalung, as her beloved boyfriend who always be there when the researcher needs support, help, and motivate and for giving her his shoulder, prayer and love when she wants to cry. You’re a hero!
13.Dera Menra Sijabat, S.Pd, Aryadi Manuel Gultom, Dedy Pranata
Simangunsong, S.Pd., Fibie Liona Pasaribu, S.Pd., Irdawati Siagian,
S.Pd., Nora Mentari, Norita Purba, Permadi Pasaribu, and Roberto Tarigan, as her close friends who always share the good things, happiness,
and togetherness and for giving her advice, support and prayer.
14.The Girls (Arnita Alberta Sembiring, Devi Julianti Sihotang, Dora Margaretha Barus, Evelin Siahaan, Harni Lestari Gultom, Martina
Handayani Silalahi, and Roslinda Sidabutar), as her best friends who give
her support, prayer, advice, and smile when she is about giving up and for sharing the happiness and togetherness.
The researcher admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement in the future.
Medan, September 2015 The Researcher
ABSTRACT
Siregar, Fytriani Sartika Putri. 2015. The Effect of Jigsaw Technique on Students’ Speaking Achievement in Descriptive Text at SMA SANTA MARIA Medan . A Thesis. Faculty of Languages and Arts. State University of Medan. 2015
This research concerned on The Effect of Jigsaw Technique on Students’ Speaking Achievement in Descriptive Text at SMA SANTA MARIA Medan. This study used the experimental design. The population of the study was the students of SMA SANTA MARIA Medan. There were forty (40) students from two classes as the sample of the research. This study was conducted with two groups namely experimental and control group. The experimental group was taught by applying Jigsaw Technique while control group was taught by using Lecturing Method. The instrument of collecting data was speaking test where the students spoke in front of the teacher and there were ten (10) topics for twenty (20) students. The calculation shows that t-observed (3.4246) is higher than t-table ( ) at the level of significance (α) 0.05 with the degree of freedom (df) 38. Therefore, the null hypothesis is rejected and alternative hypothesis is accepted. It means that teaching speaking by using Jigsaw Technique is higher than using Lecturing Method.
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LIST OF APPENDICES ... vii
CHAPTER I. INTRODUCTION ... 1
A. The Background of Study ... 1
B. The Problem of Study ... 4
C. The Objective of Study ... 4
D. The Scope of Study ... 4
E. The Significance of Study ... 4
CHAPTER II. REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
1. Students’ Achievement in Speaking ... 6
2. Speaking ... 8
3. Teaching Speaking ... 8
4. Speaking Assessment ... 10
5. Teaching Technique ... 11
6. Cooperative Learning Technique ... 12
7. Jigsaw Technique ... 14
8. Teaching Method ... 17
9. Lecture Method ... 17
10.Descriptive Text ... 18
11.Describing People ... 19
B. Relevant Studies ... 21
C. Conceptual Framework ... 22
CHAPTER III. METHODOLOGY OF RESEARCH ... 24
A. Research Design ... 24
B. Population and Sample ... 24
C. The Instrument of Collecting Data ... 25
D. The Procedure of Collecting Data ... 26
1. Pre-test ... 26
2. Treatment ... 26
3. Post-test ... 26
E. Scoring the Test... 29
F. Validity and Realibility of The Test... 32
1. Validity of The Test ... 32
2. The Realibility of The Test ... 33
G. The Technique of Analyzing Data ... 34
H. Statistical Hypothesis ... 35
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDING ... 36
A. Data ... 36
B. Data Analysis ... 37
1. Testing Reliability ... 37
2. Analyzing the data using T-Test ... 38
3. Testing Hypothesis ... 39
C. Research Findings ... 40
D. Discussion ... 40
CHAPTER V. CONCLUSION AND SUGGESTIONS ... 43
A. Conclusion ... 43
B. Suggestion ... 43
vi
LIST OF TABLES
Pages
Table 1.1 The list of Students’ Speaking Scores of Class X-1 ... 2
Table 3.1 Research Design ... 24
Table 3.2 Teaching procedures for Experimental and Control Group ... 27
LIST OF APPENDIXES
Pages
APPENDIX A The Result of Pre-Test and Post-Test in Experimental Group . 47
APPENDIX B The Result of Pre-Test and Post-Test in Control Group ... 49
APPENDIX C The Calculation of Reliability ... 51
APPENDIX D The Calculation of Experimental and Control Group T-Test ... 53
APPENDIX E Percentage Points of T-Distribution ... 57
APPENDIX F Transcribes of Pre-Test and Post Test in Control and
Experimental Group ... 58
43 CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Jigsaw Technique in teaching descriptive text on students’ speaking
achievement was effective when applied in grade X of SMA SANTA MARIA
MEDAN. Based on the result of research, there was a significance difference in
the achievement between students in class X-2 who were taught descriptive text
through Jigsaw Technique and students in class X-1 who were taught descriptive
text with Lecturing Method.
Based on research finding, the researcher concludes that applying Jigsaw
Technique was significantly effect on the students’ speaking achievement in
descriptive text. It can be seen from the calculation of t-test at the level
significance 0.05; tobserved (3.4246) is higher than ttable (2.0244). Therefore, the
alternative hypothesis that formulated as “Students’ speaking achievement taught
by Jigsaw Technique is higher than taught by Lecturing Method in oral
descriptive text at SMA SANTA MARIA MEDAN” is accepted.
B. Suggestions
In the relation to the conclusion above, the researcher points out some
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1. It is suggested to the English teacher to find suitable technique and
effective media for teaching speaking. The teacher can apply Jigsaw
Technique for developing students’ speaking achievement as the
alternative to the other teaching techniques.
2. It is suggested to the students to learn more about how to pronounce well
and enrich the vocabulary needed in describing people in order to can be
more active in exchanging the expert topics.
3. It is also suggested to other researchers who want to apply Jigsaw
Technique in teaching learning process for carrying out a further research,
45
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