CHAPTER I

INTRODUCTION

A. The Backgound of the Research

This research is about the effect of jigsaw technique to the ability of grade

eleven students of SMK Swasta Teladan Pematangsiantar in writing a descriptive

text. The researcher wants to investigate whether there is an effectiveness of

students writing ability in writing a descriptive text by the implementation of

jigsaw technique.

In learning English, one of the language skills that the students need to

acquire is writing. Writing is one of the skills that student has to master in

learning English. Harmer (1998) states Writing as a skill: by far the most

important reason for teaching writing, of course, is that it is a basic language skill,

just as important as speaking, listening, and reading. It has been realized that

writing skill is highly important.

On the other hand, writing is one of language skills which are assumed

difficult by the students. Richards and Renandya (2002) state :

Writing is the most difcult skill for L2 learners to master. The difculty

lies not only in generating and organizing ideas, but also in translating

these ideas into readable text. The skills involved in writing are highly

complex. L2 writers have to pay attention to higher level skills of planning

and organizing as well as lower level skills of spelling, punctuation, word

 choice, and so on. The difculty becomes even more pronounced if their

language prociency is weak.

In another word, most of the difficulties are developing ideas and

structuring the sentences. In writing, the students have to understand and practice

three key dimensions of text type, namely rhetorical purpose, register and text

structure. This kind of phenomenon also turns to be one of those obstacles that

make the students are difficult in mastering writing skill.

In school, students are required to learn to write different text types.

There are some types of text that should be learned by tenth graders, they are:

Recount, Narrative, Procedural, and Descriptive. The students are expected to

comprehend and create the various functional text, monologue, and essay. In

another word, the students are expected to be able to write any kind of texts that

can be benefecial for their future.

In fact, based on the researcher observation in SMK Swasta Teladan

Pematang siantar, the researcher found that the students problems that were

commonly faced in writing. Many students were not interested in writing and

regard it as the most difficult skill to learn. They often faced some problems to

organize their ideas they did some mistakes with the lack of knowledge in

vocabularies and grammatical rules and tenses. Besides, they could not recognize

or improve a sentence or paragraph correctly or they did not have an idea about

what they wanted to write. In addition, there were many students who got

difficulties to understand descriptive text on how they described person, place, or

thing, what its purpose involve the generic structure and language features, how to

apply those descriptive features in the text.

Meanwhile, during the process of learning English, the teacher taught with

conventional method. Teacher just asked the students to write a paragraph by

giving topic and allow them to make it alone. It made the students confused to

write the paragraph because they did not know how should they write. These

conditions made the students low motivation in learning English especially in

writing skill.

Based on the problem above, the researcher uses jigsaw technique to help

the students to overcome their problems in writing a descriptive text. Jigsaw is

one of the essential teachnique that can be used in teaching learning process. This

technique focus in group working that is able to build the student behavior and

communication ability. Jigsaw relies on highly structuring the interaction among

students, both in their teams and in their expert groups, to create interdependence

and intrinsically interesting learning tasks (Kagan, 2009). It can be useful for

carrying out effective in class group work. By using jigsaw technique, the students

can efficiently learn how to write descriptive text.

According to Hosseini, Maleki, and Mehrezi (2014) the participants

English writing ability had significant improvement in the jigsaw method. There

were a number of possible explanations for the progress of participants writing

abilities. By using jigsaw, students can have more chances to write in groups and

to compete with each other. Jigsaw enable students to be motivated and activated

and engaged in the process of learning writing skill.

 It also proved by Sitohang and Purnawarman (2012) that teaching recount

text by using jigsaw is an effective way to solve the challenges faced by students

in term of building and developing their knowledge of writing a recount text.

Jigsaw can also be effective to increase students knowledge of recount text

schematic structure. Students help one to another by sharing and getting detail

information about their part in the expert group, so that each student gets the

lesson specifically during the writing class. In addition, they suggested for further

researcher to conduct the research on the use of jigsaw in teaching writing in other

kinds of texts genre or in teaching other language skills.

On the other hand, according to Kazemi in Astane and Berimani (2014)

that using jigsaw technique in reading comprehension had significant effect. After

gathering the re-quired data, the results of a paired-samples T-test showed that the

students post-test reading scores improved significantly (P= 0.000) when

compared with their pre-test scores.

Based on the explanation above, the researcher do the research with the

title The Effect of Jigsaw Technique to The Ability of Grade Eleven Students of

SMK Swasta Teladan Pematangsiantar in Writing a Descriptive Text.

B. Identification of the problem

The students often faced some problems to organize their ideas they did

some mistakes with the lack of knowledge in vocabularies and grammatical rules

and tenses. The students got difficulties to understand descriptive text on how they
described person, place, or thing, what its purpose involve the generic structure

and language features, how to apply those descriptive features in the text.

C. The Scope of the Research

This research focuses on Jigsaw I to the ability of grade eleven students of

SMK Swasta Teladan Pematangsiantar in writing a descriptive text.

D. The Problems of the Research

1. What is the effect of jigsaw technique to the ability of grade eleven

students of SMK Swasta Teladan Pematangsiantar in writing a descriptive

text?

2. What is the effect of conventional teaching method to the ability of grade

eleven students of SMK Swasta Teladan Pematangsiantar in writing a

descriptive text?

3. Is the effect of jigsaw technique more significant than the effect of

conventional teaching method to the ability of grade eleven students of

SMK Swasta Teladan Pematangsiantar in writing a descriptive text?

E. The Objectives of the Research

1. To find out the effect of jigsaw technique to the ability of grade eleven

students of SMK Swasta Teladan Pematangsiantar in writing a descriptive

text.
 2. To find out the effect of conventional teaching method to the ability of

grade eleven students of SMK Swasta Teladan Pematangsiantar in writing

a descriptive text.

3. To find out if the effect of jigsaw technique more significant than the

effect of conventional teaching method to the ability of grade eleven

students of SMK Swasta Teladan Pematangsiantar in writing a descriptive

text.

F. The Significances of the Research

The researcher hopes this research will give some advantages in English

teaching learning process, especially in teaching writing skill. There are two kinds

of advantages in this research, theoretically and practically.

Theoretically, this research will introduce application of jigsaw technique

to improve the students achievement in writing skill, especially in writing

descriptive text. The research finding will add the study on teaching writing skill.

Practically, the research finding will give some advantages for the English

teacher and effort to develop the teaching learning process in language especially,

writing skill. By knowing application of jigsaw technique to improve the students

achievement in writing descriptive text, it helps the teacher to anticipate the

students in learning writing especially in writing descriptive text.

For the readers, it can inform them about application of jigsaw technique

to improve the student achievement in writing descriptive.

 The finding of this research will benefit for further researcher which can

deliver useful information to do the next research in the future, especially by using

jigsaw technique in teaching descriptive text to improve students writing.

G. The Theoretical Framework

The researcher used theory of Kagan (2009), Slavin (1985) about jigsaw.

Besides, she also occupied Jacobs, et.al (1981), Harmer (1998, 2004), Langan

(2009), Wignel (1995) as related theories for writing and assessing writing. In

order to test the hypothesis, she used Arikuntos formula (2010).

H. The Hypothesis of the Research

In this research, the researcher uses statistical hypothesis. Statistical

hypothesis is used to decide whether the hypothesis will be accepted or rejected.

So, the hypothesis which are formulated in this study are:

Ha : the effect of Jigsaw technique is more significant than the effect

of conventional teaching method to the ability of grade eleven

students of SMK Swasta Teladan Pematangsiantar in writing a

descriptive text.

H0 : the effect of Jigsaw technique is not more significant than the

effect of conventional teaching method to the ability of grade

eleven students of SMK Swasta Teladan Pematangsiantar in

writing a descriptive text.

I. Key Terms

There are some key terms of this research, as follows:

1. Jigsaw Technique is the specific cooperative learning technique which the

group is divided into four-six persons in a group. It makes students focus

in the learning material and they have to cooperate one another.

2. Writing is one of the important ways of expressing our thoughts and

communicating ideas.

3. Descriptive Text is a text which says what a person or a thing.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Writing

1. Definition of writing

According to Rogers (2005), writing is the use of graphic marks to

represent specific linguistics utterances. According to Patel and Jain (2008),

writing is a kind of linguistic behavior; a picture is not. It presents the sounds

of language through visual symbols. Writing is essential features of learning

a language because it provides a very good means of foxing the vocabulary,

spelling, and sentence pattern. It becomes an important aspect of students'

expression at higher stage. Writing is the most efficiently acquired when

practice in writing parallels practice in the other skills. Writing provides an

excellent consolidating activity.

Based on the explanation above, it can be concluded that writing is the

important ways of expressing our thoughts and communicating ideas through

written symbol.

2. The Process of Writing

Writing as one of productive skills need a process. Harmer (2004)

states : Writing process is the stages that a writer goes through in order to

produce something in its final written form. There are four steps in writing

process:

a) Planning

When planning, the writer has to think about three main issues. In

the first place, they have to think about purpose of their writing since this
 will influence not only the type of text the wish to produce, but also the

language they use and the information they choose to include. Secondly,

they have to think about the audience, they are writing for, since this will

influence not only the shape of writing, but also the choice of language.

Thirdly, writer has to consider the content of the structure of the piece that

is how best to sequence the fact, idea or argument which they have

decided. This stage called prewriting.

b) Drafting

The first version of writing called draft. The writer must use the

idea that he generated in the planning as a guide. This stage needs an editin

g for checking the text.

c) Editing

It is almost impossible to write a perfect paragraph on the first try.

The first try is called first draft. Perhaps the order of information is not

clear enough or the discourse marker is wrong. The way to revise and

improve the first draft is called editing. Editing is essential part of

preparing a piece of writing for public reading or publication.

d) Final Version ( Final draft)

One writer have edited their draft, making the changes they

consider to be necessary, they produce their final version. This may look

considerably different from both the original plan and the first draft,

because things have changed in the editing process. But the writer is now

ready to send the written text to its intended audience.

3. Teaching Writing

According to Harmer (1998), there are four reasons for teaching

writing to students of English as a foreign language.

a)Reinforcement

Some students acquire languages in a purely oral way, but most of

them benefit greatly from seeing the language written down. Students

often find it useful to write sentences using new language shortly after they

have studied it.

b) Language development

The actual process of writing helps learners to learn as they go

along. The mental activity they have to go through in order to construct

proper written texts is all part of the ongoing learning experience.

c) Learning style

Writing is appropriate for learners who take little longer time at

picking up language just by looking and listening. It can also be a quiet

reflective activity instead of the rush and bother of interpersonal face-to-

face communication.

d) Writing as a skill

Teaching writing is a basic language skill just as important as

speaking, listening and reading. Students need to know how to write

letters, how to reply advertisement etc. They also need to know some of

writings special conventions such as punctuation, paragraph construction

etc.
4. Assessment of Writing

According to Jacobs (1981, in Weigle, 2002), there are five aspects of

writing: content, organization, vocabulary, language use, and mechanics.

Table 2.1. Scoring the Test of Writing

N Component Level Criteria

o
1 Content 30-27 Excellent to Very Good: Knowledgeable,
substantive, through development of thesis,
relevant to assigned topic.
26-22 Good to Average: Some knowledge of
subject, adequate range, limited development
of thesis, mostly relevant to topic, but lacks
detail.
21-17 Fair to Poor: Limited knowledge of subject,
little substance, inadequate development of
topic.
16-13 Very Poor: Does not show knowledge of
subject, non-substantive, not pertinent, or not
enough to evaluate.
2 Organization 20-18 Excellent to Very Good: Fluent expression,
ideas clearly stated/supported, succinct, well-
organized, logical sequencing, cohesive.
17-14 Good to Average: Somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10 Fair to Poor: Non-fluent, ideas confused or
disconnected, lacks logical sequencing and
development.
9-7 Very Poor: Does not communicate, no
organization, or not enough to evaluate.
3 Vocabulary 20-18 Excellent to Very Good: Sophisticated range,
effective word/idiom choice and usage, word
form mastery, appropriate register.
17-14 Good to Average: Adequate range, occasional
errors of word/idiom form, choice, usage but
meaning not obscured.
13-10 Fair to Poor: Limited range, frequent errors
of word/idiom form, choice, usage, meaning
N Component Level Criteria
o
confused or obscured.
9-7 Very Poor: Essentially translation, little
knowledge of English vocabulary, idioms,
word form or not enough to evaluate.
4 Language 25-22 Excellent to Very Good: Effective complex
use constructions, few errors of agreement, tense,
number, word order/function, articles,
pronouns, prepositions.
21-18 Good to Average: Effective but simple
constructions, minor problems in complex
constructions, several errors of agreement,
tense, number, word order/function, articles,
pronouns, prepositions but meaning seldom
obscured.
17-11 Fair to Poor: Major problems in
simple/complex constructions, frequent errors
of negation, agreement, tense, number, word
order/function, articles, pronouns,
prepositions and/or fragments, run-ons,
deletions, meaning confused or obscured.
10-5 Very Poor: Virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough to evaluate.
5 Mechanic 5 Excellent to Very Good: Demonstrates
mastery of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4 Good to Average: Occasional errors of
spelling, punctuation, capitalization,
paragraphing but meaning not obscured.
3 Fair to Poor: Frequent errors of spelling,
punctuation, capitalization, paragraphing,
poor handwriting, meaning confused or
obscured.
2 Very Poor: No mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible or not enough to evaluate.
B. Descriptive Text

1. Definition of Descriptive Text

According to Langan (2009), Descriptive text is describing of

something or someone, give the readers a picture in words. To make this

word picture as vivid and real as possible, you must observe and record

specific details that appeal to your readers senses (sight, hearing, taste, smell,

and touch). More than any other type of writing, a descriptive paragraph needs

sharp, colorful details. So, it can conclude that a descriptive text focuses on a

spesific thing and its specific features.

2. Social Function of Descriptive Text

According to Wignel (1994), the function of descriptive text is used to

describe a paticular person, place or thing.

3. Generic Structure of Descriptive Text

According to Wignel (1994), there are two generic structures of

description text, they are:

1. Identification : identifies phenomenon to be described

2. Description : describes parts, qualities, characteristics

4. Significances Lexicogrammatical Features

According to Wignel (1994), there four significant lexicogrammatical

features of description text, they are:

1. Focus on specific Participants

2. Use of Attributive and Identifying Processes
3. Use of simple present tense
 The example of descriptive text:

Shane

Identification Shane is a Year 4 boy.

He has a cool hair style. He is good at handball

Description
because he is tall and strong. He likes Rugby

League. He wears Reebok Pumps. He is a sensible

boy.

The first paragraph is identification because it identifies Shane from the

general to be described. The second paragraph is description because it

describes Shane to be specific.

(Quote from Watkins 2005)

C. Jigsaw Technique

1. Definition of Jigsaw Technique

Slavin in Brandt (1991) states Cooperative learning refers to a set of

instructional methods in which students work in small, mixed-ability learning

groups. Jigsaw is a cooperative learning strategy that enables each student of a

group to specialize in one aspect of the learning unit. Students meet with

members from other groups who are assigned the same aspect, and after

mastering the material, return to the original group and teach the material to the

group members. According to Richards, Platt, and Platt in Astane and Berimani

(2014), jigsaw is a type of cooperative learning which each member of a

group has a piece of informat ion needed to complete a group work . Therefore
it would be a significant strategy to cooperate the learners in the class with an

intimate atmosphere.

As a cooperative learning method, jigsaw has to consist of group

member about five to six students in one group. Aronson in Slavin (1985)

stated that jigsaw was one of the earliest of cooperative learning method. In

jigsaw, each student in a five to six- member group is given unique

information on a topic that the whole group is studying. Furthermore, in jigsaw

every student is an essential piece for their jigsaw group because every student

is an expert in their jigsaw group.

According to Haas and Laughlin (1997), the purpose of jigsaw is to

have a group of students teach each other factual content. Each child is

assigned to both a study group and a learning team. First, study groups meet

and by studying together become expert on their assigned topic. Next, students

go to their learning teams to teach teammates the content they have learned in

the study group. Finally, all students in the class are tested and held

individually accountable for knowing the content presented by all learning

team members.

Jigsaw is a unique teaching technique where the student able to learn

and teach each other and every student becomes an expert here. Slavin (1985)

states the unique characteristic of jigsaw is that students are given portion of

the total learning task master and than teach that segment to the other members

of their team. Until all of the pieces of the learning puzzle are in place,

meaningful learning cannot occur; hence, the name jigsaw

 Based the explanation above, the researcher concludes that jigsaw

technique is the teachers ways to reach the teaching goals where the student

study in a groups (four to six members) and each student has personal task

which has been tough to the others members as the expert.

2. Procedure in Jigsaw Technique

According to Perkins and Tagler in Miller,et.al (2011), there are some

steps that usd in jigsaw technique: (1) Divide students into five or six persons

per jigsaw groups. (2) Divide group assignments. In larger classrooms random

assignment to groups may be the mot effecient approach, but in smaller

classrooms strategic assignment based on the relevant individual differences

(e.g., gender, ethnicity, ability) may be necessary to achieve diversity. (3) Give

students time to understand the purpose and parts of the entire assignment, and

then to become familiar with their specific pieces. There is no need for them to

memorize, reach full understanding, or have all their questions answered at this

point. (4) From temporary expert group are formed, where one student from

each jigsaw group joins the students from other groups who were assigned the

same piece. (5) Give students in these expert groups time to discuss the main

points of their segment and to rehearse the presentations they will each make to

their respective jigsaw group. (6) Bring the students return to the jigsaw group.

(7) Ask each student to presents her or his expert-validated segment to the

group. Group members may question and clarify the detais until every students

understand each segment. (8) At the end of the session, give a quiz on the
entire lesson so that the students realize that these sessions are not just fun and

game.

3. The Benefits of Teaching Jigsaw

According to Mesch (1991) the benefits of teaching Jigsaw are :

a) The students feel enjoy. Active learning is simply more fun than passive

learning. More important, students have a better understanding of a topic

when they are required to teach it to someone else. By structuring individual

accountability through the jigsaw procedure, students are given the

responsibility for the teaching-learning process.

b) The students feel a responsibility to the group for understanding the

material because their beause their group is counting on them. It is very

embrassing for an expert to go back to his or her group without knowing the

subject enough to teach it.

c) There is peer pressure toward learning-students who have traditionally

been the hitchhikers can not do so during this type of activity. Because of

peer pressure an feelings of responsibility toward a group members, students

come to class.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The researcher used the design of research based on quantitative research.

According to Arikunto (2010), Quantitative research is a way to connect cause

and effect between the two factors is intentionally inflicted of the reserachers by

eliminating factors that disturb. The sample of this research was divided into two

groups, experimental group and control group. Experimental group was the group

which get the jigsaw and the control group was the group which get the

conventional teaching method. Both of group were given pre-test and post-test

with the same items.

Table 3.1. Research Design

Group Pre-Test Treatment Post-Test

Experimental (XI-P)
Control (XI-TKJ) -

: Treatment using jigsaw

- : Treatment without using jigsaw

B. Population and sample

Arikunto (2010) stated, population is a set (or collection) of all elements

prossessing one or more attributes of interest. So, in doing this research there

must be subject that will be investigated. Subject of this research was the XI

grade students of SMK SWASTA TELADAN PEMATANGSIANTAR in

Academic year 2016/2017. As a subject of investigation the total of population

were 235 students that divided into six classes, such XI-RPL 1, XI-RPL2, XI-TKJ,

XI-AK, XI-AP, XI-P

Arikunto (2010) stated, a sample is a part of population that researched.

To take the sample, the writer used purposive sample. The advantage of puposive

sample is the place of the researcher to choose the data source that suitable with

the variable researched (Arikunto, 2010). Purposive sample gives the same chance

for each population to be experimental and control class. In this case, the chosen

class was the XI, first class and second class. The first class was experimental

group XI-P and second class was the control group XI-TKJ. In the experimental

group there were seven (7) of male and twenty three (23) of female and the total

of the students were thirty (30). In control group there were twenty five (25) of

male and five (5) of female and the total of the students were thirty (30).

C. Research Object

The object of this research is the ability of grade eleven students of SMK

Swasta Teladan Pematangsiantar in writing descriptive text in the academic year

2016/2017 by using jigsaw technique.

D. Research Instrument
According to Arikunto (2010), The Research instrument is a device that

use by the researcher while collecting the data to make the researcher work easier

and to get the better result, complete and systematic in order to make the data is
easy to processed. In this research the researcher uses writing test as a instrument

of research.

In this research, the researcher used the test as an instrument of collecting

the data. The researcher used the written test by asking the student to construct or

write a text in descriptive text, after that the researcher gave the score for the

student writing.

D. Technique of Collecting Data

When the researcher enter to the class there were three steps that should be

done by the writer in collecting data, namely:

1. Pre Test

In doing pre-test, the writer asked the students in control group and

experimental group to write a descriptive text as they know . The procedure of

pre-test was same in control group even in experimental group. This test was

used to know the their prior knowledge.

2. Treatment

After the pre-test was given to the both of group, the treatment was started

to the each group with different teaching model. The experimental group was

taught by using jigsaw in teaching descriptive text. The control group was

taught without using jigsaw in teaching descriptive text. Then the researcher

compared the score of control group and experimental group using t-test.

3. Post test
 After giving treatment to the control group and experimental group, the

teacher gave post-test to both of group with the same manner. The students

began to write a descriptive text again as the post-test.

E. Technique of Analyzing the Data

After the researcher collected the data, and then the researcher analyzed

the data by the following steps:

1. The researcher scored the students writing test in pretest and in post test
2. The researcher listed the score of experimental class as variable Y and

control class as variable X in the table.

3. The researcher calculated the mean (M) of variable X and Y by using the

following formula :

The form : (Sudjana, 2009)

x
Mx=
1. N1

y
My=
2. Ny

4. The researcher calculated the Standard Deviation of each class or variable

by using the following formula:

The form : (Sudjana, 2009)

x
2

SD = N ( x 2 )
1

N
 5. After that, counting t-test to know the effect of using jigsaw technique on

the students ability in writing descriptive text. The t-test formula

(Arikunto, 2010) is as follow

mxmy
T test=

( x 2 + y 2 1 + 1
)(
NX + NY 2 NX NY )
mx : Mean deviation of Experimental group
my : Mean deviation of Control group
x2 : Standard Deviation of Experimental group
y2 : Standard Deviation of Control group
NX : Total number samples of Experimental group
NY : Total number samples of Control group

Then, the form of degree of freedom (Arikunto, 2010) is as follow

Df : NX + NY 2

Df : Degree of Frequency

NX : Total number samples of Experimental group

NY : Total number samples of Control group

CHAPTER IV

DATA ANALYSIS AND RESEARCH FINDINGS

A. The effect of jigsaw technique to the ability of grade eleven students of

SMK Swasta Teladan Pematangsiantar in writing a descriptive text

 The result of data analysis in teaching writing descriptive text by using

jigsaw technique was presented in the following table below.

Table 4.1. The Students Score of Experimental Group

No Students X Y (x) x2
1 AS 56 67 11 121
2 DFM 50 61 11 121
3 DR 63 70 7 49
4 ETS 40 63 13 169
5 FFM 42 61 19 361
6 FKP 45 60 15 225
7 FMP 46 64 18 324
8 FLS 57 60 3 9
9 JI 54 65 11 121
10 LSD 59 84 25 625
11 MR 58 71 13 169
12 NS 64 78 14 196
13 PN 46 61 15 225
14 PRP 63 85 22 484
15 RS 50 67 7 49
16 RT 63 79 16 256
17 RA 54 66 12 144
18 RLW 64 82 18 324
19 RS 49 63 14 196
20 SRPR 62 70 8 64
21 SS 56 69 13 169
22 SNP 56 70 4 8
23 SSL 40 61 21 441
24 SS 60 72 12 144
25 SLG 60 68 8 64
26 SLF 63 71 8 64
27 WPP 62 68 6 36
28 W 58 78 20 400
29 YDH 45 66 21 441
30 ZN 54 61 7 49
SUM () 1639 2061 392 6048
Note

X : Students score of pre-test in experimental group

Y : Students score of post-test in experimental group

x : Range in experimental group

The table shows that in experimental group, the lowest score for pre test is

40 and the highest is 64, while the lowest score for post test is 60 and the highest

is 85. The skill of the students are different of each other. We can see that the sum

of X(Pre test ) is 1639 while Y(Post test) is 2061. It means that there is a

difference after using the technique.

a) Mean Score of Experimental Group

Mean Score of Pre-Test Mean Score of Post Test

MX X MY Y
= N = N

1639 2061
= 30 = 30

= 54, 63 = 68,7

Mean Deviation

Mx x
= N
 392
= 30

= 13,06

Note

MX : Mean score of pre-test in experimental group

MY : Mean score of post-test in experimental group

Mx : Mean deviation in experimental group

X : Sum of multiplication X in experimental group

Y : Sum of multiplication X in experimental group

x : Sum of multiplication x in experimental group

N : Total of the data

In this section the researcher counted mean score and mean deviation of

MX
experimental group. Mean score of pre-test ) is 54,63. Mean score of post-

MY Mx
test ( ) is 68,7. Mean deviation of experimental group ( ) is 13,06.

Mean score of pre-test is lower than mean score of post-test. It means that the

result of mean score in experimental group get the increasing of value after the

holding of treatment by using jigsaw technique.

b) Standard Deviation of Experimental Group

 x
2

SD = N ( x 2 )
1

N

1
SD = 30 30 ( 6048 )(392)2

1
SD = 30 181440153664

1
SD = 30 27776

1
SD = 30 (166,66 )

SD = 5,55

Note

SD : Standard deviation

N : Total of the data

x: Sum of range

Based on the calculation above the researcher got the score of standard

deviation of experimental class is 5,55.

B. The effect of without using jigsaw technique to the ability of grade

eleven students of SMK Swasta Teladan Pematangsiantar in writing a

descriptive text
 The result of data analysis in teaching writing descriptive text without

using jigsaw technique was presented in the following table below.

Table 4.2. Score Pre-test and Post-test of control group

No Students X Y (y) y2
1 ABUB 50 55 5 25
2 AS 46 57 11 121
3 ASS 57 62 5 25
4 AM 46 53 7 49
5 ASS 54 62 8 64
6 BS 52 65 13 169
7 CD 58 61 3 9
8 DH 40 58 18 324
9 ER 37 48 11 121
10 ES 38 41 3 9
11 FM 46 55 9 81
12 FPD 57 58 1 1
13 HAB 37 60 23 529
14 KRS 55 61 6 36
15 LSMS 55 62 7 49
16 MAPSA 45 46 1 1
17 MM 50 56 6 36
18 MIAP 51 56 5 25
19 MZL 50 55 5 25
20 MIS 45 52 7 49
21 NIT 50 57 7 49
22 NGBH 61 67 6 36
23 PJN 65 70 5 25
24 REA 55 57 2 4
25 RSI 53 54 1 1
26 SSS 49 54 5 25
27 S 55 59 4 16
28 YPA 42 47 5 25
29 YA 54 57 3 9
30 ZRV 62 66 4 16
SUM () 1515 1711 196 1954
Note

X : Students score of pre-test in control group

Y : Students score of post-test in control group

y : Range in control group

The table shows that in control group, the lowest score for pre test is 37 and

the highest is 65, while the lowest score for post test is 41 and the highest is 70.

a) Mean Score of Control Group

Mean Score of Pre-Test Mean Score of Post Test

MX X MY Y
= N = N

1515 1711
= 30 = 30

= 50,5 = 57,03

Mean Deviation

My y
= N

196
= 30

= 6,53

Note

MX : Mean score of pre-test in control group

MY : Mean score of post-test in control group

M y : Mean deviation in control group

X : Sum of multiplication X in control group

Y : Sum of multiplication X in control group

y : Sum of multiplication y in control group

In this section the researcher counted mean score and meant deviation of

MX
control group. Mean score of pre-test ) is 50, 5. Mean score of post-test (

MY My
) is 57,03. Mean deviation of control group ( ) is 6, 53. Mean score

of pre-test is lower than mean score of post-test. It means that the result of mean

score in control group get the increasing of value after the holding of treatment

by using conventional teaching method.

b) Standard Deviation of Control Group

y
2

SD = N ( y 2 )
1

N

1
SD = 30 30 ( 1954 )(196)2

1
SD = 30 5862038416
 1
SD = 30 20204

1
SD = 30 ( 142,14)

SD = 4,73

Note

SD : Standard deviation

N : Total of the data

y : Sum of range

Based on the calculation above the researcher got the score of standard

deviation of control class is 4,73.

C. Testing Hypothesis

In order to know whether there is any effect of using jigsaw technique on

the student ability in writing descriptive text, the differences of mean score and

standard deviation of each group are calculated by using t-test formula. The form

of t-test formula is :

mxmy
t=

( x 2 + y 2
Nx+ Ny2 )( 1
+
1
Nx Ny )
Note :

Mx : Mean deviation of Experimental group

My : Mean deviation of Control group

x2 : Standard Deviation of Experimental group

y2 : Standard Deviation of Control group

Nx : Total number samples of Experimental group

Ny : Total number samples of Control group

M xM y
t=

( x2 + y2
Nx+ Ny2 )( 1
+
1
Nx Ny )
13,066,53
t=

( 6048+ 1954 1 1
30+302 )( 30 30 )
+

6,53
t=

( 8002
58 )( 2
60 )

6,53
t=
( 137,96 ) ( 0,06 )

6,53
t=
8,27

6,53
t=
2,87

t=2,27
 After adapting the data into t-test formula, its obtain that t value is 2, 27.

d.f = ( Nx + Ny 2 ) = 30 +30 2 = 58.

Based on the t-table distribution gained the significant critical value 2,27 >

2,00 and level of significant 5% (0. 05), so the value table of t-table is 2,00. The

calculation shows that t-obtained value higher than t-table. It means that the

students` achievement in writing descriptive text who were taught by using jigsaw

technique was better than the students` achievement who were taught without

using jigsaw technique, so Ha is accepted.

E. Research Findings

Research finding is the conclusion of the research result with the data

shown. After the researcher treated the data and verified the hypothesis, then the

researcherr came to the research findings. It is important as an adequate exposition

of the purpose of the study being reported and the section of topic involved. Based

on the researcher work in data analysis of this thesis, there are some several

discoveries which are actually found by the researcher. They are as following:

1. The effect of conventional teaching method to the ability of grade eleventh

students of SMK Swasta Teladan Pematangsiantar in Writing a descriptive text is

the students felt bored to construct the text because they were lack of ideas. As the

MX MY
result, mean score of pre-test ) is 50, 5, mean score of post-test ( ) is
 My
57,03 and mean deviation of control group ( ) is 6, 53. Mean score of pre-

test is lower than mean score of post-test. It means that the result of mean score

in control group get the increasing of value after the holding of treatment by

using conventional teaching method.

2. The effect of jigsaw technique to the ability of grade eleventh students of SMK

Swasta Teladan Pematangsiantar in Writing a descriptive text is the students more

interested in learning English. They are easier to organize their ideas and to

construct a text in form of descriptive text. As the result, mean score of pre-test

MX MY
) is 54,63, mean score of post-test ( ) is 68,7 and mean deviation of

Mx
experimental group ( ) is 13,06. Mean score of pre-test is lower than mean

score of post-test. It means that the result of mean score in experimental group

get the increasing of value after the holding of treatment by using jigsaw

technique.
3. The effect of jigsaw technique more significant than the effect of conventional

teaching method to the ability of grade eleventh students of SMK Swasta Teladan

Pematangsiantar in Writing a descriptive text in teaching descriptive text because

the students in experimental group got the higher score than the students in

control group and the value of t-test (2,27) is higher than t-table (2,00) at level of

significance = 0,05 and d.f = 58. This means that there is a significant effect of

jigsaw technique in students writing descriptive text ability.

F. Discussion
 As stated previously, the objective of this research is to know if there is an

effect of using jigsaw technique in teaching writing descriptive text to the eleven

grade students of SMK Swasta Teladan Pematangsiantar in academic year

2016/2017.

Regarding on the result of data analysis above, it is strongly related to

some advantages served by using jigsaw technique. According to Hosseini,

Maleki, and Mehrezi (2014) the participants English writing ability had

significant improvement in the jigsaw. There were a number of possible

explanations for the progress of participants writing abilities. By using jigsaw,

students can have more chances to write in groups and to compete with each other.

Jigsaw enable students to be motivated and activated and engaged in the process

of learning writing skill. It also proved by Sitohang and Purnawarman (2012) that

teaching recount text by using jigsaw is an effective way to solve the challenges

faced by students in term of building and developing their knowledge of writing a

recount text. Jigsaw can also be effective to increase students knowledge of

recount text schematic structure. Students help one to another by sharing and

getting detail information about their part in the expert group, so that each student

gets the lesson specifically during the writing class. In addition, they suggested for

future researcher to conduct the research on the use of jigsaw in teaching writing

in other kinds of texts genre or in teaching other language skills.

Such the researcher does in this thesis, the researcher found out the effect

of jigsaw technique to the ability of grade eleven students of SMK Swasta Teladan

Pematangsiantar in academic year 2016/2017.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

 A. Conclusions

Based on the previous data can be concluded that using jigsaw technique is

more significant in improving students ability in learning writing descriptive text

using jigsaw technique; and it also has good influence to the students. Based on

the researcher observation, the students of experimental group have higher

motivation in the teaching learning process than students of control group. The

experimental group is also more active and lively. So that, they enjoy the teaching

learning process and learned the materials easily. In control group, the students

seem bored and less motivation. And these all can be seen from the result of the

research which is held by the researcher.

B. Suggestions

The researcher intends to propose some suggestions that hopefully will be

useful, especially for as follows:

1) English Teachers

Teachers need to identify and solve the students difficulties in writing

immediately. Here some points of consideration the researcher would like to

suggest:

a. While teaching genre in writing, teachers should give clear explanation

regarding to the function of the text, the generic structure, and the

lexicogrammatical features.
 b. Another consideration is that teachers should provide some relevant

examples of the text. It helps the students to understand the text clearly.
c. Besides, since writing is the most complex skill, teachers need to

reconsider techniques and media while presenting the material. Using

various techniques and recent media will change the classroom climate.

This may solve the students boredom in writing class.

2) Other researchers

The researcher also gives suggestion to other researchers to investigate the

use of other media or techniques for the sake of language skills mastery (i.e.

listening, speaking, reading, writing) . This research can be used as reference

since it proved that the students writing ability was significantly affected by

jigsaw technique.