Ahmad Thib Raya, M.A., Dean of the Faculty of Tarbiyah and Teacher Training, Syarif Hidayatullah State Islamic University in Jakarta. Narrative text is a reader's account of a story, activity, or the writer's past experiences.3 The social function of narrative text is to retell past events or experiences for the purpose of informing or entertaining the reader.4. Based on the above explanation, the writer intended to conduct a quasi-experimental research titled "Effectiveness of Using Jigsaw Technique in Teaching Reading Recounting Text (A Quasi-Experimental Study on Eighth Grade Students of SMP Dharma Karya UT )".
INTRODUCTION
- The Background of the Study
- Identification of the Problem
- Limitation of the Study
- Problem Formulation
- Objective of the Study
- Significance of the Study
The second research was carried out by Yuli Prihastiwi (2013) titled “ The Effectiveness of Jigsaw Technique to Improve Students’ Ability in Reading. Training, Syarif Hidayatullah State Islamic University Jakarta titled "The Effectiveness of Puzzle Technique in Teaching Reading Comprehension". Based on the data in table 4.1 above, it shows above the students' pre-test score of the experimental class and controlled class.
Based on the data in table 4.2 above, it shows the post-test scores of the experimental class and the controlled class. The Earnings of the Experimental Class and the Controlled Class Students The Earning scores of. The data above describes that the achieved score of the experimental class is higher than the controlled class.
It is used to find the value of the t-test result in the t-table. Based on the result of the analysis, it can be said that the use of the jigsaw technique is effective.
THEORETICAL FRAMEWORK
Reading
- Definition of Reading
- Kinds of Reading
- The Purpose of Reading
In summary, reading is the way to get some ideas and information from the written text through the continuous process in which the reader can make decision to confirm, reject or improve the idea itself. Reading is an active communication process that involves the interaction of the writer and the reader through the text. It is a communication that the reader wants to understand the writer's idea by using some strategies.
It refers to the detailed focus on the construction of reading texts that usually, but not always, takes place in classrooms. It is a reading process in which one's eyes run quickly over a text to get the essence of it. It is a reading process where you quickly rush through a text to find a specific piece of information. 14.
According to the above statement, the purpose of reading is primarily to understand the content of the text and also to discover the writer's point of view, which is expressed through the printed words. Reading for information (to find out something or to do something with the information one gets). 15.
Recount Text
- Definition of Recount
- Kinds of Recount
- Schematic Structure of Recount
- Language Features of Recount
- Purpose of Recount
The purpose of procedural recount text is to inform the reader about the procedure for doing something. 19. The following text is an example of the schematic structure of a personal recount text: My summer vacation. The past form is very suitable for showing past activities or what happened as in recount text.
Artono Wardiman said that the social function of narrative text is to describe what and when event happened and to narrate past events for information and entertainment. 26 This means that narrative text is not only the retelling of the previous activities that happened, but also to inform the reader about certain information that happened. Moreover, the purpose of narrative text is also to entertain means that the retelling that is expected amuses the reader about the text that is written.
Utami Widiyati also supported that the social function of retelling text narrates the past. Based on the description above, the purpose of retelling text is to inform the reader about the previous event, or to entertain the reader with the content of the text.
Jigsaw
- Definition of Jigsaw
- Stages of Jigsaw
Based on the explanation above, there are some steps in teaching retell text using jigsaw technique. At the end of the activity, jigsaw technique is accepted in the teaching learning process to be effective in teaching reading on retelling text. This means that jigsaw technique is effective in teaching reading on retelling text, and this is an alternative hypothesis (Ha).
This means that the jigsaw technique is not effective for teaching reading on retelling text, and this is a null hypothesis (Ho). The test was used to find out if there is an effectiveness of using the jigsaw technique in teaching reading on retelling text. It is used to see if jigsaw technique is effective on students' reading of retelling text.
According to the calculation above, the average score of the experimental class is 18.5 and the average score of the controlled class is 8.2. 38 was rejected, and the teaching of reading of narrative text using puzzle technique gives influences on the students' performance of the eighth grade of SMP Dharma Karya UT.
Implementating Jigsaw in Teaching Recount Text
- Advantages of Jigsaw
- Disadvantages of Jigsaw
Previous Study
Reading Comprehension of Recount Text via Jigsaw Learning Activity” was conducted by Saved Sri Hesti Lestari (2012) in Jakarta, Indonesia. The aim is to find out whether the puzzle technique can improve the reading comprehension of students in the second grade of SMPN 1 Pusakanegara. Based on the result and discussion of this study, it can be said that the puzzle technique in teaching reading comprehension is successful.
The purpose of this research is to find out whether a jigsaw technique is effective in improving students' ability to read retelling texts about first grade students MAN Purworejo. She concludes that the jigsaw technique is effective in improving students' ability to read retell text. The purpose of this research is to find out if there was any significant difference in the students' reading performance in reading comprehension competence with or without jigsaw technique.
The result showed that there is a significant difference between the students who learned using the jigsaw technique and that it is also useful for teachers to use in teaching reading. The experimental group was taught using the jigsaw puzzle technique, while the control group was taught using the grammar translation method (GTM).
Theoretical Framework
On this occasion, there is an interest in the effectiveness of using the puzzle technique as a technique used in teaching the reading of a narrative text. This research uses the jigsaw puzzle technique in the first grade and the Grammar Translation Method (GTM) in the second grade. This means that there is no significant difference between students who were taught using the puzzle technique and students who were taught using the Grammar Translation Method (GTM) in reading repetitive text.
First, the researcher had to find the average score achieved by the experimental class and the controlled class. Based on the analysis of the data, it found that there is a significant difference between the students' achievement of reading retelling texts in the experimental class, which was given puzzle technique, and the controlled class, which was not. There is no significant difference in students' reading of narrated text performance between students who are taught through jigsaw technique and students who are taught without jigsaw technique.
Alternative Hypothesis (Ha): There is a significant difference between students taught using the jigsaw technique and students taught without the jigsaw technique on students' reading text achievement. This means that the answer to the research problem has been proven that there is a significant difference between the reading of narrative text by students in the experimental class that was taught using the jigsaw technique and in the controlled class that was taught without using the jigsaw technique.
Theoretical Hypothesis
RESEARCH METHODOLOGY
Place and Time of Research
This study was conducted over three weeks, with three treatments in each lesson.
Method and Design of Research
The Population and Sample of the Research
Technique of Data Collection
Two classes were compared: the experiment class was X-variable and the controlled class was Y-variable. The experimental class has 40 as the lowest score and the controlled class has 50 as the lowest score of the pre-test. Therefore, it can be seen that the experimental class has a higher significant score than the controlled class.
The lowest achieved score in the experimental class is -5 and the controlled class is -15, while the highest achieved score in the experimental class is 40 and the controlled class is 35. In addition, the average score achieved in the experimental class is 18.5 and the controlled class is 8.2. From the calculation above, the researcher got the average score obtained for each class is 18.5 for experimental class and 8.2 for controlled class.
From the calculation above researcher got the average standard error of each class is (3.93) for experimental class and (2.64) for controlled class. Later, the researcher determines the different score of standard error of experimental class and controlled class. Based on the above calculation, it is shown that the result of the t-test from the experimental class and controlled class is 2.17.
It can be seen that the post-test score of experimental class is higher than the score of controlled class.
Instrument of Data
The Data Analysis Technique
We compared the data with the growth of the results before and after the test and with the growth of the results in both the experimental and the controlled class. 55 as the mean score of the experimental class and 60 as the mean score of the controlled class and 75 as the highest score of both classes. 37 students in the experimental class was 57.17, and the average score after the test of the experimental class was 75.67.
The Statistical Hypothesis
RESEARCH FINDING AND INTERPRETATION
The Data Description
- The Pre-test Score
- The Post-test Score
- The Gained Scores
The Data Analysis
Interpretation
CONCLUSION AND SUGGESTION
Conclusion
It can be seen from the scores of the students who are taught using the jigsaw technique are better than those of the students who are not taught using the jigsaw technique. Based on the analysis results of the research, the conclusion was that the jigsaw technique was effective and applicable for teaching reading retelling text to the eight grade students at SMP Dharma Karya UT.
Suggestion
40 good materials because when the material provided is not really interesting, students will not be interested in engaging in the jigsaw process. The material can come from magazines, the internet and books and will increase student interest as well. This means that teachers must know everything that can happen in the classroom, not only consciously, but also subconsciously, while the jigsaw technique is being implemented.
The facilities may include a projector in the classroom and good books or magazines as learning resources. Researchers who want to conduct research must also be well prepared and make the atmosphere of the teaching-learning process as good as possible.
