i

THE EFFECTIVENESS OF JIGSAW TECHNIQUE TO TEACH

RECOUNT TEXTS: A CASE OF THE EIGHTH GRADE STUDENTS OF
SMP N 1 PEKALONGAN IN THE ACADEMIC YEAR 2011/2012
A Final Project
Submitted in partial fulfillment of the requirements
For the degree of Sarjana Pendidikan
In English

By
Ikhda Resthi Agustina
08420019

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGES AND ARTS EDUCATION
IKIP PGRI SEMARANG
2012

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DECLARATION

I certify that final project is definitely my own work. I am completely responsible
for the content of final project. Other writers opinion or findings included in the
final project are quote or cited in accordance with ethical standards.


Semarang, March 2013


Ikhda Resthi Agustina







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APROVAL

This final project entitled THE EFFECTIVENESS OF JIGSAW
TECHNIQUE TO TEACH RECOUNT TEXT: A case of eighth grade students of
SMP NEGERI 1 Pekalongan in the academic year 2011/2012 written by:
Name : Ikhda Resthi Agustina
NPM : 08420019
Department : English Education
This project has been approval by the team of advisors of the English
Department of Faculty of Language and Art Education of IKIP PGRI Semarang
on:
Day :
Date :

Approved by
Advisor I Advisor II

Drs. Nur Hidayat, M. Hum Th. Cicik Sophia B, S. S, M. Pd
NPP. 936501106 NIP. 197902212005012001
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RATIFICATION

This final project has been approved by the team of examiners on
Indri Kustantinah, S.S, M. Hum
NIP.197912222005012004
Examiner ............................................

Drs. Nur Hidayat, M. Hum.
NPP. 936501106
Advisor I/Examiner .............................................

Th. Cicik Sophia B, S. S, M. Pd.
NIP. 197902212005012001
Advisor II/Examiner .............................................

Drs. Wiyaka, M. Pd.
NIP. 196412261990031002
Head of English Department .............................................

Dra. Sri Suciati, M. Hum.
NIP. 196503161990032002
Dean of FPBS/ Chair Person ..........................................

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DEDICATIONS

Lovingly this writting is especially dedication to:

1. My parents: Mr. Sahudi and Mrs. Chuzaimah (Alm.), thanks for your
pray and I am sure that you can see me where you are and this I can
present to you to make yuo proud of me. Thank you so much for your
pray, motivation and support.
2. My lovely brother: Wahyu Hidayat who have supported for all
3. All my lecturers who have taught and give me knowledge.
4. My someone special: Mas Iwan who have supported for all
5. All my friends in class A, especially: Dyah Ayu Fitriyani, thank for your
help and pray.
6. My best friends: Tyas, Yuniar and Lia, I believe you are always there for
me and thanks for your help, spirit and pray.
7. All my friends after everything is said and done, thanks for your spirit and
pray.




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MOTTO
TIME IS LIFE















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ACKNOWLEDGEMENTS
First and foremost, I would like to thanks to God, the Almighty for the
blessing and inspiration leading to my final project completion.
I would like, furthermore, to express my sincere thanks to:
1. Dra. Sri Suciati, M. Hum., as Dean of Faculty of Languange and Arts
Education of IKIP PGRI Semarang, who gives me permission to conduct
this study.
2. Drs. A. Wiyaka, M. Pd., as Head of English Department of IKIP PGRI
Semarang.
3. Drs. Nur Hidayat, M. Hum., my first advisor, for his suggestion, advice,
and encouragement in completing this final project.
4. Th. Cicik Sophia B, S. S, M. Pd., my second advisor, for her continuous
and valuable guidance, advice, and enencouragement in completing this
final project.
5. All the English lecturers, for their precious lesson.
Finally, I realize that due to my limited ability this final project must have
shortcomings but I hope it is useful.

Semarang, March 2013

The writer


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ABSTRACT


Agustina, Ikhda Resthi. 2013. The Effectiveness of Jigsaw Technique to
Teach Recount Text: A case of English Year Students of SMP Negeri 1
Pekalongan in The Academic Year 2011/2012. S1 Final Project, Faculty of
Language and Arts Education IKIP PGRI Semarang. The first Advisor is
Drs. Nur Hidayat, M. Hum. And the second Advisor is Th. Cicik Sophia
B, S. S, M. Pd.

The aims of study are to describe the implementation of jigsaw
technique in teaching Recount texts and to know students ability in
writing Recount texts taught using Jigsaw technique. The obectives of the
research are (1) To find out the students ability to write Recount text of
students taught with Jigsaw technique. (2) To find out students ability to
write Recount text of students taught without Jigsaw technique. (3) To
know whether or not there is a significant difference if writing Recount
text between the students taught with Jigsaw technique and the students
taught without Jigsaw tecnique. In this study the writer use experimental
method to get the result.
The study was carried out on the eighth grade students of SMP
Negeri 1 Pekalongan in the academic year 2011/2012 as the subject of the
study. In this study, the writer used sample as this subject of the study. It
consists of 34 students and the instrument used in collecting the data was
writing test.
The writer carried out three steps. The first step is explaining and
teaching what the meaning of Recount text and the teacher gave a test
(pre-test). Then the second step was explaining what the meaning of
Jigsaw technique and makes a small group. The last step was the writer
gave post-test after teaching Recount text using Jigsaw technique is
appropriate technique for teaching Recount texts. It motivates the students
for thingking critically and it could develop students writing skill.
The result of the study are the mean score of students taught using
Jigsaw technique is 83, 68, the mean score of students taught without
using Jigsaw technique is 72, 18, teaching Recount texts using Jigsaw
technique was more effective than without using Jigsaw technique.
And the writer suggests that in the teaching and learning process,
it is really necessary for the teacher to teach more intensively. The teachers
should be more attentions to their methods in teaching English, the teacher
improves the quality of teaching Junior High School. The student also
should be more interested in studying English especially Recount text.

Key words: Writing, Recount text, Jigsaw technique.



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TABLE OF CONTENTS


TITLE.......................................................................................................i
DECLARATION.....................................................................................ii
APPROVAL............................................................................................iii
RATIFICATION.....................................................................................iv
DEDICATION........................................................................................v
MOTTO...................................................................................................vi
ACKNOWLEDGEMENT.....................................................................vii
ABSTRACT...........................................................................................viii
TABLE OF CONTENTS.......................................................................ix

CHAPTER I: INTRODUCTION..........................................................1
A. Background of the study..................................................................1
B. Statements of the Problem................................................................3
C. The Objectives of the Study.............................................................3
D. Significance of the Study.................................................................4
E. Definition of the Key Terms............................................................4
F. Outline of the Final Project..............................................................5

CHAPTER II: REVIEW OF RELATED LITERATURE...................7
A. Previous of Study............................................................................7
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B. Purpose of Learning........................................................................8
C. Essence of Language......................................................................8
D. Genre..............................................................................................9
E. Essence of Descriptive Texts.........................................................31
F. Observation of English Curriculum of SMP.................................34
G. Writing..........................................................................................35
H. Writing text...................................................................................36
I. The Important of Writing Process.................................................36
J. Writing Process..............................................................................37
K. Creating a Well Writing Texts.......................................................38
L. Jigsaw Technique...........................................................................40

CHAPTER III: METHODOLOGY OF RESEARCH.......................43
A. Design of Research........................................................................43
B. Subject of the Study......................................................................44
C. Instrument......................................................................................45
D. Procedure of Collecting the Data..................................................45
E. Technique of Data Collecting.......................................................46

CHAPTER IV: RESEARCH FINDING AND DISCUSSION.......49
A. Research Finding..........................................................................49
B. Discussion.....................................................................................58

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CHAPTER V: CONCLUTION AND SUGGESSTION................60
A. Conclution..................................................................................60
B. Suggestion..................................................................................61

BIBLIOGRAPY

APPENDICES















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CHAPTER I
INTRODUCTION

A. Background of the study
In the global area, English seems to be most important language in
the world. English is used in the variety of business, politic, entertainment,
education, and another field of life. English skill is being main condition to
get a job now. For the reason, English is being taught as the first foreign
language in many countries in the world.
English one foreign language in Indonesia is more needed day by
day. Today they need of mastering English is an effect of the global era. The
progress of the information of technology makes it possible to communicate
to others all around the world easier and faster. So, mastering English is
absolutely required now.
In addition to an international device, English is also an important
role in science and technology development. Concerning the fact that most of
science of technology books written in English, it will be very helpful for us
to master English well. In case of mastering English the government has been
doing some effort to revise the English teaching curriculum.
The program of the teaching materials for each school even for each
class is formally arranged by official curriculum. English lesson in the
program of the teaching materials for each school even for each class is
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formally arranged by official curriculum. English lesson in Junior High
School in collaboration in listening, speaking, reading and writing skill that is
taught integratedly. However, the vocabulary is the most important aspect in
mastering English because by knowing vocabulary we will be easier in
achieving English.
It is achieved by mastering 1500 vocabularies on theme and sub
theme which have been provided in curriculum, students will be able to:
a. Understand and interpret a simple short text orally in the form of the
dialogue.
b. Do conversation, express feeling, emotional change option to each other
about a certain topic fluently.
c. Understand and interpret written text in the form of dialogue, narration and
special form.
The students on the level of Junior High School are mostly those
who study English as a new foreign language. It is needed more effort to
study. The student of Junior High School to lack recount text and it causes
the difficulties not only on achieving the lesson of the students in mastering
English learning process. Because in making paragraph, the students need to
know genre, recount text is one of the genre. The writer assumes that the
students who have good mastery of recount text will not have a good
achievement of English. Based on this assuming, the writer tries to analyze
the teaching recount text using jigsaw technique to increase student recount
text mastery by researcher titled The Effectiveness of Using Jigsaw
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Technique to Teach Recount Text A Case of the English Grade Students of
SMP N 1 Pekalongan in the Academic Year 2011/2012.

B. Statements of the Problem
In accordance with the title of research, the writer formulates the
following questions:
1. To what extent are the student taught using jigsaw technique able to write
recount text?
2. To what extent are the student taught without using jigsaw technique able
to write recount text?
3. Is there any significant difference on the students ability to write recount
texts between the student taught using jigsaw technique and those taught
without using jigsaw technique?

C. Objectives of the Study
Based on the statement of the problems above, the objective of the
study are:
1. To find out the students ability to write recount text of students taught
with jigsaw technique.
2. To find out students ability to write recount text of students taught
without jigsaw technique.
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3. To know whether or not there is a significant difference of writing recount
text between the students taught with jigsaw technique and the students
taught without jigsaw technique.

D. Significant of the Study
To the teacher:
1. To give contributions to the effort to increase the quality in teaching
recount text.
2. To apply the result of the research in teaching recount text.
To the students:
1. To give motivations to the students in writing recount text mastering skill.
2. To improve their knowledge in writing skill.

E. Definition of the Key Term
In this passage there will be short explanation about the means order
to avoid misunderstanding and limits a case of discussion. In the previous
items, it is mentioned that the title is the Effectiveness of Jigsaw Technique to
teach recount text: A case of the eighth grade students of SMP N 1
Pekalongan in the academic year 2011/2012.
The definitions of the key terms in this research are:
1. Teaching Recount Text
To give knowledge for students of recount text or give the lesson of
recount text.
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2. Effectiveness
Effectiveness is the extent to which an activity fulfils its intended
purpose of function.
3. Jigsaw Technique
Jigsaw technique is a cooperative learning technique in which students
work small groups.
4. SMP N 1 Pekalongan
It is a school where the research will be conducted. It is located on
Jalan W.R Supratman 8.

F. Outline of Final Project
Chapter I will explain the background of the study, statement of the
problems, objective of the study, the significant of the study, the clarification
of the key terms, and the outline gabbing of the study.
Chapter II will present a review related literature which discusses the
essence of learning, purpose of learning, the essence of language, the essence
of recount text, observation of English curriculum on SMP.
Chapter III will deal with type of the research. It will be subject of the
study consists of (population, sample and technique of sampling), instrument
and technique of data analysis.
Chapter IV will present data interpretation. It consists of the data from
the tests.
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Chapter V will present the conclusion of the investigation together
with some suggestion for the improvement of recount text.





















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CHAPTER II
REVIEW OF RELATED LITERATURE

A. Previous Study
The researcher is going to present the previous that deal with
teaching recount text using jigsaw technique. The first researcher is Hartati
who conducted a researcher entitle The students writing skill that were
taught by using picture and without using picture in teaching a written
descriptive text of the eleventh year students of SMK N 1 Kendal in
academic year 2009/2010.
The result shows that some of the the students are competent is
using jigsaw technique in writting descriptive texts and the other and
students are not. There are 2 students who get A (9,52%), 8 students who
get B (38,09%), 2 students who get D (9,52%) and 4 students who get E
(19,04%), while the mean score of all students is 48,05% which indicates
that it is fair.
From the study found some problems faced by the students, such as
using picture in writing sentence, arranging good sentences, lack of
vocabularies and less of motivation and creativity. Then the possible ways
for the problems are the teacher should explain the materials related to the
problems clearly, ask them to prectice a lot and memorize some new
technique. Sometimes, the teacher can motivation the students by telling
them some inspiring technique or give them some advices that they have
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to study as well as they can. It should be done by the students to make
their parents proud of them.

B. Purpose of Learning
The result of learning is not only knowledge but also other result
such as fact, concept, intellectual word and motoric skill. Those can be
classified into 3 domains as follows:
1. Cognitive Domain
Cognitive Domain is an aspect concerning intellectual ability such as
knowledge, comprehention, analysis, evaluation, application.
2. Psychomotor Domain
Psychomotor Domain is an aspect concerning skills; It is divided into
three: initiatory, pre- routine, routine level.
3. Affective Domain
Affective Domain is an aspect concerning attitude such as receiving,
responding, and characterizing

C. Essence of the Language
John B Csol adopted by Ramelan (1992: 10) gave definition of
language as follows: language is an arbitrary system of speech sound or
sequence speech sound which is used or can be in interpersonal
communication by aggregation of human being and which rather
exhaustively catalogs things, process and events the human environment.
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Language is vasted in culture and the original of spoken language.
Spoken language is as old as humanity itself.

D. Genre
One of the main concern of the theory known as genre theory is
to discover and describe the major characteristic of kind of writing (or
speaking), important for particular in both normal schooling and the wider
society.
Actually, there are two difference kind of genre / text types.
Moreover, every kind of genre has different social function, difference
schematic structure and different language futures.
Story Genre Fuctual Genre
1. Narrative
2. News Story
3. Exemplum
4. Anecdote
5. Recount
6. Spoof

1. Procedure
2. Explanation
3. Report
4. Exposition
5. Discusstion
6. Description
7. Review
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8. News Item
9. Commentary

1. Report
a. Social Function
To describe the way things are, with reference to arrange of natural,
manmade, and social phenomena in our envirounment.
b. Schematic Structure
1) General Classification
Tell the phenomenon under discussion is.
2) Description
Tells the phenomenon under discussion is like in terms of
part, qualities, habits or behavior (if living); uses (if non-
natural)
c. Language Features
1) Focus on generic participant
2) Use of simple present tense
3) No temporal sequence
4) Use of being and having clauses
d. Example:
RICE
Rice is plant that procedure an edible grain, the name is
also used for the grain itself. Rice is the primary food for half the
11

people in the world. In many regions it is eaten with and provides
more and provides more calories than any other single food.
(General classification)
According to the United Nations Food and Agricultural
Organization (FAO), rice supplies an everage of 889 calories per
day per person in China. In contrast, rice provides an average of
only 82 clories per day per person in the United States. Rice is a
nutritious food, providing about 90 percent of calories from
carbohydrate and as much as 13 percent of calories from protein.
(Description)
2. Explanation
a. Social Function
To explain the processes involved in the formation or working of
natural or socio- cultural phenomenon.
b. Schematic Structure
1) A general statement to position the writinger
2) A sequenced explanation of why or hoe something occurs
c. Language Future
1) Focus on generic, non- human participant
2) Use of simple present
3) Use of temporal and casual conjuctive relational
4) Use of mainly or action clauses; some passive to theme
right.
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d. Example:

Making Paper from Woodchips
Woodchips is a process used to obtai and paper product
from thr forest trees. The woodchipping process begins when the
trees are cut down in a selected area of the forest called a coupe.
(General Statement)
Next the top and branches of the trees are cut out and then
the lods are taken to the mill. At the mill the bark of and ten the
logs is removed and the logs are taken to chipper which cuts them
screenfed to remove dirt and other impurities. At this stage they
are either exported in this from or changed into pulp by chemicals
and heat. The pulp is then bleached and the water content is
removed. (Explanation)
Finally, the pulp is rolled out to make paper. (Closing)
3. Procedure
a. To describe how something is accomplished through a sequence of
actions or steps.
b. Schematic Structure
1) Goal
2) Material (not required for all producedural texts)
3) Step 1-n

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c. Language Future
1) Focus on generalize human agents
2) Use of simple present tense, often imperative
3) Use mainly temporal conjuctions (or numbering to indicate
sequence)
4) Use of material processes
d. Example:
Playing the Hole Game (goal)

Material needed:
a) One marble per person
b) A hole in ground
c) A line (distance) to start from
Step:
a) First, you must dub. (click marble together)
b) Then check that the marbles are in good condition and are
nearly worth the same value.
c) Next, you must dig a hole in the ground and draw a line a fair
distance away from the hole.
d) The first player carefully throws his or her marble towards the
hole.
e) Then the second player tries to throw his or her marble closer to
the hole that his or her opponent
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f) The player whose marble is closest to the hole tris to flick his or
her marble into the hole. If successfully. The player tries to
flick his or her opponents marble into the hole and gets to keep
both marbles.
4. Analytical Exposition
a. Social Function
To persuade the writinger or listener that something is the case.
b. Schematic Structure
1) Thesis
Position: introduce topic and indicates writers position
Preview: outline the main argument to be presented
2) Argument
Point : restates main arguments outlined on
Preview
Elaboration : develops end supports each point /
argument
3) Reiteration
Restates writers position
c. Language Feature
1) Focus on generic human and non- human participant
2) Use of material processes
3) Use of relation processes
4) Use of mental processes
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5) Use of simple present tense
6) Reasoning expressed as verb and noun
7) More use of modality
d. Example:
The Causes of Car Accidents
There are many different causes of car accidents in the
United Stated. (Thesis)
Sometimes, accidents are caused by bad weather. Ice or
snow can make road very dengerous. (Argument 1)
Accident can also results from problems with the car.
Event a small problem like a flat type can be serious. (Argument
2)
Bad road are another cause of accidents. (Argument 3)
Some accident are caused by drinking too much alcohol.
(Argument 4)
In fact, this is the most important causes of accident.
(Reiteration / Summing)

5. Hartotary Exposition
a. Social Function
To persuade the reader and listener that something should or should
not be the case.
b. Schematic Structure
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1) Thesis
Announce of issues concern
2) Argument
Reason for concern, leading to recommended
3) Recommendation
4) Statements of what ought or ought not to happen
c. Language Feature
1) Focus on generic human and non- human participants
2) Use of mental processes
To state what writer thing or about issue
3) Use of material processes
To state what happens
4) Use of relational processes
To state what is or should be
5) Use of simple present tense
d. Example:
OPEN LETTER TO THE PRIME MINISTER
The Hoo RJ Hawke, MP
Prime Minister
Parliament House
CANBERRA ACT 2600
Dear Prime Minister
IN THE MOUTH OF BABES
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We are waiting to you because we are concerned about the
way food is being advertised for children. (Thesis)
What we eat not affects our health in years to come. Bad
dietary habits start while we are very young . for this reason, your
government supports health education that encourages a balances
healthy diet. Austrlians are encouraged to get the bulk of their
nutrients from foods high in fat, salt and sugar. (Argument 1)
TV atvertising for children present a completely different
message. Nearly 80% of food advertising pushed fatty snacks or
sweets- the very food taht should be eaten least. To make matter
worse, these ads taken much up much of the advertising time. The
must be stopped. (Argument 2)
TV advertising is powerful and influential. Perents,
however string- wiled, find it hard to resist pressures create by this
advertising industry. (Argument 3)
For the hour when the children are the main audience, TV
advertising of food must be nade reinforce, not undermine, the
message about a balance diet. We appeal to you, as Prime Minister,
to take the lead in calling together the advertisers, TV network,
comsumer and public health bodies to decide how this is to be
done. (Recommendation)


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You Sincerely
Signed by Barbara Biggins and other
Prominent signatories

6. Disscusion
a. Social Function
To present (at least) two points of view about an issue.
b. Schematic Structure
1) Issue
2) Statement
3) Preview
4) Argument for against or statement of differing points of view
5) Point
6) Elaboration
7) Conclusion or recommendations
c. Language Feature
1) Focus on generic human and generic non- human participants.
2) Use of mainly material, mental, and relational processes
3) Use of temporal and casual conjunctives relations
4) Use of logical conjuctive relations
5) Use of modality
6) Reasoning expresses as verb and nouns

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d. Example:
Homework
I have been wondering that homework is necessary.
(Issue)
I think that should have homework because it help us to
learn and revise our work. Homework helps many people who
arent very smart to remember what they have learned. Homework
is really good because it helps us with our education. (Argument
For)
But, many times, doing homework is not a great idea. I
think we shouldnt have homework because i like to go out after
school to a restaurant or the movies. Sometimes, homework is
boring and not important. (Argument Against)
I think homework is bad because I like to play and discuss
thing whit my family. (Recommendation)
7. News Item
a. Social Function
To inform writingers and listener or viewer about events of the day
which are considered newsworhty or important.
b. Schematic Sructure
1) Newsworthy Event
Recounts the event in summary

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2) Background Events
Elaborate what happened, to whom, in what circumtance.
3) Sources
Comments by participants in, witnesses to and authorities
expert on the event.
c. Language Future
1) Short, telegraphic information about story captured in
headline.
2) Use of material processes to retell the event
3) Use of projecting verbal processes in sources stage
4) Focus on circumtances
d. Example:
Russian Nuclear Catastrophe
Moscow- A Rusian journalist has uncovered envidence of
another Soviet Nuclear Catastrophe, which killed 10 sailor and
contaminated an entire town. (Newsworthy Even)
Yelena Vazrshavskya is the first journalist to spaek to
people who witnessed the explosion of nuclear submarine at the
naval base of shkotovo-22 near Vladivostok. (Background Event
1)
The accident which occured 13 mouths before the
Chernobly disaster, spwriting redioactive fall out over the base and
nearby town, but was coverd up by official of the Soviet Union.
21

Residents were told the explanation in the reactor of the Victor-
class submarine during a refit had been a thermal and not a
nuclear explosion. And those involved in the claen- up operation to
remove more than 600 tons of contamined material were shown to
secrecy. (Background event 2)
A board of in investigators was later to describe it as the
worst accident in the history of the Soviet Navy. (Saources)
8. Review
a. Social Function
To criticize an art work, event for a public audiences. Such works
of art include movies, TV shows, books, plays, operas, recording,
exhibitions, concerts and ballets.
b. Generic Structure
1) Orientation
Place the work in the general and particular context, often
by comparing it with others of its kind or through analogue
with a non- art object or event.
2) Interpretative Recount
Summaries the plot and/or provides an account of how the
re reviewed rendition of the work came into being is
optional, but if present, often recursive.


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3) Evaluation
Provides and evaluation of the work and/or its performance
or production, is usually recursive.
4) Evaluation Summation
Provides a kind of punch line which sums up the
reviewers opinion of the art event as whole, is optional.
c. Language Future
1) Focus on particular participants
2) Direct expression of opinions through use of attitudinal
lexis
3) Use of elaborating and extending clause and group
complexes to package the information
4) Use of metaphorical language
d. Example:
Harry Potter and the Chamber of Secrets
The book takes place in modern times, in England. The
main character is Harry Potter. Harry Potter is wizard. He goes to a
school for witches and wizards, called Hogwarts. (Orientation)
It is Harrys second year at Hogwarts and he and his two
best friends, Hermione Granger and Ron Weasley are heaving a
great time learning magic. There is a new professor, Gilderon
Lockhard keeps nagging Harry tries to get attention to be famous!
While all the witches at school love the new professor, all of the
23

wizards think he is a big joke! After a mouth of school at Hogwarts
strange attacks begin to happen. First, the caretakers cat, Mrs.
Morris, has been found, not dead, but petrified! Not only was
Filchs cat attacked, but some of the Muggle- born students at
Hogwarts have been found pretrified, also. Naturally, all of the
students are frightened at this, but they become even more scared
when the next victim to be found petrified is the Gryffindor ghost,
nearly Headless Nick! (Interpretative Recount)
What kind of monster is powerful enough to kill someone
who is alwritingy dead? Who will be the next victim of the monster
at Hogwarts will the victims ever be revived? To find out you must
writing Harry Potter and the Chamber of Secrets! I have to say that
the story was bright, fast- paced, intriguing and ultimately
satisfying. (Resolution)
I like book because it kept mewanting to writing next
page, and the next, and so on. The book is definitely a page-turned
I recommended this book to nine years old and over. (Evaluative
Summative)
9. Description
a. Social Function
To describe a particular person, place and thing.


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b. Generic Structure
1) Identification
Identification phenomenon to be described
2) Description
Describes parts, qualities, characteristics.
c. Language Feature
1) Focus on specific participant
2) Use of attributive and identifying processes
3) Frequent use of epithets and classifier in nominal groups
4) Use of simple present
d. Example:
Jakarta
Jakarta is situated in Northwest Java. Jakarta is the capital
city of Indonesia. (identification)
As a cosmopolitan city, Jakarta is the leading seaport and
centre of trade communications. During the time of a Dutch rule,
Jakarta was known as Batavia. The Dutchs influence is reflected in
the network of canals that cut through the city. The citys broad
avenues are line with many modern building with cars and bajay
(vespa driven and taxicabs). (Description)



25

10. Narrative
a. Social Function
To amuse, to entertain and to deal with actual or various
experiment in different ways; Narrative deals with problematic
events which to a crisis or turning point of some kind, which in
turn finds a resolution.
b. Generic Structure
1) Orientation
Sets the scene and introduces the participant
2) Evaluation
A stepping back to evaluate the plight
3) Complication
A crisis arises
4) Resolution
The crisis is resolved, for better or for worse
5) Re- orientation: optimal
c. Language Feature
1) Focus on spesific and usually individully participants
2) Use of material (action) processes
3) Use of relational and material processes
4) Use of temporal conjuctions and temporal circumstances
5) Use of past tense
26

6) Short, telegraphic information about story summarized in one-
sentence headline
d. Example:
The Golden Tree
Once upon a time a long, a long time ago on a hill outside
a little village, there was a big palace bigger than the village itself
and in the place there lived a King. The King wanted to be rich.
(Orietation)
Now one day the King promised one of his gardeners three
million gold coins if he could grow a tree all year round which bore
rich golden fruit.
The gardeners searched all over the countryside but he
could not find the right seed to grow a tree which would bear
golden fruit. So at last he went to see the wise old owl who lived
deep in the forest and knew all about many things. The wise old
owl told him what to do and where to go to get the right seed to
plant. (Complication)
The gardener went exactly where he was told and did
exactly what he was told. He planed the seed and gave it some
water, some fertilizer and he waited. Suddenly the tree spiring up
so quickly that it made the gardener jump. The gardener wacthed as
the tree began to bear rich golden fruit. When the King had stood
27

there for a long time, staring at it open- mounted, the gardener
asked for his tree million coins.
So the King agreed to the request, and the gardener took
his money and went lived happily ever after. (Resolution)
11. Spoof
a. Social Fuction
To retell an event with a hummorous twist
b. Generic Structure
1) Orientation
2) Event(s)
3) Twist
c. Language Feature
1) Focus in individual participant
2) Use of material processes
3) Circumstances of time and place
4) Use of past tense
d. Example:
Penguin in the park
One day, a man was walking in the park when he came
across a penguin.
He took him to a policeman and said, I have just found
this penguin. What should I do?. The policeman replied, take
him to the zoo.
28

The next day, the policeman saw was still carrying the
penguin with him. The policeman was rather surprised and up to
the man and asked, Whay are you still crying that penguin
about?. Didnt you take it to the zoo?. I certainly did, replied
the man.
And it was a gwriting idea because he really enjoyed it, so
today Im taking him to the movies !!
12. News Story
a. Social Function
Factual text which informs the writer of daily newspaper about
events of the day which are regarded as newsworthy or important.
Newspapers need to make the news as writingable as possible in
order to attract as many from advertisers and wider circulation of
the newspaper. News stories especially the ones publisher in
afternoon newspaper-often make the events of the day as dramatic
or sensional as they can in order to make more people buy them.
b. Generic Structure
1) Newsworthy events
2) Background events
3) Sources
c. Language Feature
1) Short telegraphic information about summarized in one
sentence headline, e.g. Killer Cyclone Wrecks 4 Towns.
29

2) Use of material or action processess to retell story, e.g. started
moving, left, destroyed, etc.
3) Use of objective verbal processes in score stage, e.g. Gono
thought....
4) Focus on circumstantial meaning (especially in newsworthy
events stage) e.g. last night, into devestated northern
Queensland.
5) Often dramatic use of participant structure-espesially in
thematic position, e.g. Troops started...., .... Tracy ripped
through, etc.
d. Example:

Killer Cyclone Wrecks 4 towns
(by Rick Feneley and Lisa Scott)
Troops started moving into devestated northern
Queesnland to help clean up after cyclone Avivu left a toll of
mystery with one man dead, 40 injured more than a hundreds home
destroyed and canefields flattened.
Helicopter, trucks, sandbags, tarpaulins and electric
generators were rushed into declared disaster areas in immediate
response to report of widespwriting damage. Winds of up
210km/h-just as intense as Cyclone Tracy which devastated
Darwin-ripped through the town of Ayr. Home Hill, Brandon and
30

Clare in Burdekin district yesterday. At least 100 homes in tiny
sugar towns of Ary were uprooted.
An elderly man who was sheltering in his caravan near
Ayr drowed when a hude gust picked up the van and huled it into a
creek. Another man was reporting missing, freared drowned, at
Bowen. At nearby Home Hill, Peter and Jennifer Dennis watched
in horrora as their home collapsed around them and their three
babies.
Gino Pegararo, 52, of home Hill, wept as his surveyed his
ruined house. Gino thought he heard his sherd falling apart. I put
my head around the bathroom door.... and I knew it was my house
that gone.

E. Essence of Recount Text
The purpose of recount text is to retell the events for the purpose of
inform or entertain.
a. The generic structure of recount, recount text has structure as below:
1) Orientation
Provides the setting and introduces participants.
2) Events
Tell what happened, in what sequence.
3) Re- orientation
Optional- closure of events
31

b. The language future of recount text:
1) Focus on individual participant
2) Use of material (action) processes
3) Use of past tense
4) Focus on temporal sequence
5) Circumtances of time and place
c. Example:
Remote Control Racing Cars
Schematic Structure
Orientation On the weekend of the 3rd of March, I went to the
Ryde BMX track with Robert and Christ
Macdonald
Events 1 When we got there it was very crowded in the
carpark and we wondered where everyone was
because there werent many people on the BMX
track
Event 2 So we parked the car and then we saw a lot of
people surrounding a little track with speedling
cars going around it. There were also about five
people contolling the cars from a high platform.
The cars were about 30 cms long a high twriting
on the tyres and a flap on the front so that they
32

wouldnt tip over.
Re- orientation Then after the races they were awarding trophies
to the winners. When we were just going a boy
was contrilling a car around the track and it was
going very fast. Someone else had a three wheeler
motorbike, but didnt go as fast. Then we had to
go, so we packed up the and then we left.

According to Beverly (1990 : 17-18) a text is not any meaningful
stretchof language in oral cycle or written cycle. But of course not all texts
are same, and a functional modal of language tries to describe the ways in
which they differ. Texts are structured in different ways to achieve their
purpose. Recount is one of the examples of games. In a recount, we
reconstruct past experience. It can be said that recount is a text retell past
event. The first step for constracting a recount text is Orientation which
provides information about who, what, when and where. The next step is
Recount of Events which provides the sequence of events. The third step is
Reorientation, it provides conclusion. The last step which is not always
necessary is Coda.
The language features of recount which are explained by Gerot and
Wignell (1994 : 194) are focus on spesific participants, use of material
processes, circumstances of time and place, use of past tense and focus on
temporal sequence.
33

a) Specific Participant
Participant refers to the subject in a sentence. There are many
participants used to write text type in English, individual,
specific, generic human and no human participants. Because
recount retells someones experience, specific participants are
used to create the writing according to the language features
suggested. Specific participants refer to be the does involved.
It means a particular character for instance I, we, our dog,
Radita, the shopkeeper. The participant used is not people or
human beings and dog in general but I, we, which refer to the
specific names of human beings.
b) Material Process
In traditional grammar, processes are the same as predicate or
verbs used in a sentence. Material processes of material doing.
They express the nation that same entity physically does
something which may be done to same other entity. For
example: Tom writes a letter. How to recognize a material
processes in a sentence is by using the do probe. What did X
do? (to Y). What happened to Y? (Gerot and Wignell, 1994:55).
Because writing recount is retelling what someone did in the
past time, the most verbs used is verbs of doing or material
processes.

34

c) Circumtances of Time and Place
Circumtances are the same as object in the traditional grammar
which gives description about time, place and manner. In the
recount text, it is obvious that there must be circumtances of
time to describe about the time (when the events happened) and
place (where the event took place).
d) Past Tense
Because recount is retelling the past event, the tense used past
tense. Using past tense is one of language features which directs
the sentences to be understandable in the past form.

F. Observation of English curriculum of SMP
Language is a device to express meaning that is formed through
grammar and vocabulary. Grammar and vocabulary can be formed as ideas,
thought, opinion and feeling. English that is the first foreign language in
Indonesia plays important role in developing science and technology, art and
culture and developing international relationship.
Curriculum of English in SMP is competence based on curriculum.
In English teaching, learning to communicate in English needs support from
target language. In learning English there are four skills as follows:
a. Listening skill
b. Speaking skill
c. Reading skill
35

d. Writing skill
Factor used to express those skills mentioned above are:
a. Grammar, teaching science based on rules in English teaching.
b. Vocabulary, teaching new word based on context.
c. Pronunciation, teach students to pronounce English like the
way it is pronounced by native speaker.

G. Writing
Writing is probably the linguistics skill that is least used by most
people in their native language. Event in the most advanced in societies a
significant percentage of the adult population writes with difficulty. Good
writing skill usually develops from extensive reading, some specific training,
and a good deal of practice.
Writing involves the following basic skill:
a. Handwriting or typing
b. Spelling
c. Construction grammatical sentence
d. Punctuating


36

H. Writing Activities
Writing in an English language course may be handled in different
ways for different purposes. The aim of the commonest type of writing
practice is to consolidate the learning of functional of grammatical items. For
example, you might give the learners sentence completion exercises or
guided composition requiring the writing of several examples of
comparatives after you have presented and practiced them orally. This can be
very useful to clarify the grammar, to provide a change of activity in a lesson
or to give extra practice outside the classroom as homework.
Teaching ideas
Here are three examples of simple writing tasks:
a. Parallel compositions
b. Parallel letters
c. Picture compositions

I. The Important The Writing Practice
There are four skills you learn in language :
a. Listening
b. Speaking
c. Reading
d. Writing
Which one of these language skills is different from them? The
answer is writing.
37

It is in credibly easier to read something in a foreign language than it
is to write in foreign language. In order to read , or you really need is a decent
vocabulary and a basic sense of grammar. Writing is a totally a different
story. You need to choose the words and phrases yourself and then somehow
put them all in a good order. Since writing is much difficult, most learners
dont practice as much as they should. When students write something, they
realize that their writing is somewhat childlike. This awkward feeling of
realizing that their English writing is at a much, lower level than theyd like,
prevents them from continuing to practice. Instead, they just try to forget the
weakness and just hope it will to go sometime. Unfortunately, it never does
and the student is frustrated for years about being such a poor writer.

J. Writing Process
Writing is a difficult skill even for native speaker though it can be
practiced in mastered it shouldnt be a hurried task. Time is needed to process
it, edit it and produce something that can be understood by another person
(Painter, 2003 :57). When writing is viewed as process, it can be divided into
stage. Understanding the stage of the writing process can help the writer to
control the hard work of writing and to improve their skills. The stage of the
writing process according to Alan Maley (2003: 21-23) are following:



38

1) Pre- writing
Before putting pen to paper, the skilled writer and real life
considers with function. It is explanation of how something
work, which has to be careful, detailed and clear.
2) Writing and Re-writing
This second phase of activity is to get an idea how the text is
developing, to revise plants, and bring in new ideas or rearrange
those already expressed.
3) Editing
The post writing stage consists of reading through and trying to
apply the readers perspective in order to assess how clearly
readers might follow the ideas. The editing process makes the
final readjustments and checks accuracy so that the text is
maximally accessible to the reader.

K. Creating a Well Written Text
Bailey (2005: 5) states that good writing includes must follow
commonsense rules, the writing must be easy to be read and the writing must
attract the reader in the first place. Further Painter(2003: 57) adds good
writing includes.
1. Getting the grammars right
2. Having a range of vocabulary
3. Punctuating meaningful
39

4. Using the conventions of lay out
5. Spelling accurately
6. Using a range of sentence structure
7. Linking ideas and information across sentences to develop the topic
8. Developing and organizing the content clearly and convincingly
Writing skills is complex and difficult to teach since in this case
writing does not only mean putting down graphics from on piece of paper.
They are component of writing:
1) Content
Essay addressed the assigned topic, no extraneous materials.
2) Organization
The organization of introduction, body, and conclusion are
correct.
3) Grammar
The Fluency of English grammar
4) Vocabulary
Precise Vocabulary usage, use of parallel structure, concise
5) Mechanics
The used of correct English writing conventions, capitalization,
punctuation, and spelling.
40

To encourage the students in their writing an English teacher played
an important role in developing their ability. She/he should be patient and
creative to support and help them in improving their writing ability.

L. Jigsaw Technique
Jigsaw classroom, a cooperative learning technique that reduces
racial conflict among school children, promotes, better learning, improve
student motivation, and increases enjoyment of the learning experience. The
Jigsaw technique was first developed in the early 1970 by Elliot Aronson and
his student at the University of Texas and the University of California. Since
ten hundreds of school have used the Jigsaw classroom with great success.
The Jigsaw approach in considering to be a particularly valuable tool averting
tragic such as the columbine massacre.
Jigsaw technique is a cooperative learning technique in which
student work in small groups. Jigsaw can be used in a variety of ways for a
variety of goals but it is primarily used of the acquisition and presentation of
new material, review or informs debate. Each group member is assigned to
become an expert on some aspects of a unit of study after reading about their
area or expertise. The experts from different group meet to discuss their
topic, and then return to their group meet to discuss their topic, and then
return to their groups and take turn teaching their topic their group mates.


41

a. The tenth easy steps for jigsaw
1. Divide students into five or six person jigsaw group. The group
should be diverse in term of gender, ethnicity, race and ability.
2. Appoint one student of each group as the leader. Initially, this
person should be the most mature student in the group.
3. Divide the days lesson into five or six segment.
4. Assign each student to learn one segment making sure students
have direct access only to their own segment.
5. Give students time to read over their segment at least twice and
become familiar with it. There is no need for them to
memorize it.
6. From temporary expert groups by having one student for
each jigsaw group join other students assign to the same
segment.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group.
Encourage other in the group to ask question for clarification.
9. From group to group observing the process if any group is
having trouble.
10. At the end of the session give a quiz on the material so that
students quickly come to realize that this session are not just
fun and games.

42

b. The advantage of Jigsaw Technique
The Jigsaw Technique classroom has a number of advantages:
1. Most teachers find it easy to learn and enjoy doing it.
2. It can be used with other teaching strategies.
3. It is free for the taking when the children have been exposed
the Jigsaw.
4. It is easier to maintain, it is benefits in middle school and high
school.















43

CHAPTER III
METHODOLOGY OF THE RESEARCH

Method is the way of how something is done. It is also an over plan
for the orderly presentation of language material of procedure where there is a
specific way to solve the problem.
Research is defined as effort or activities to find out the answer of only
phenomena of applying the scientific method. Research can be defined as an effort
to find, to develop, and to test the truth of knowledge and the effort done by using
scientific method.

A. Design of Research
In this research, the researcher uses experimental research involved one group
of the student. The first, this group will be taught without Jigsaw technique
game. The second, this group will be taught using Jigsaw technique.
The design of experimental is as follows:
Name of
Group
Pre- test Treatment Post- test
One group of
the students
(01) X (02)

Where:
(01) : The pre- test mean of the group
43
44

(02) : The post- test mean of the group
X : Treatment of the group

B. Subject of the Study
a. Population
Population is any group of individuals that has one or more characteristic
in common to which interested in the researcher. The population may be
all the individuals or particular type or more restricted part of the group. A
sample is a part of population that represent the whole population. A
sample is a limited number of elements selected from the population to be
the representation of that population. The writer takes a number of samples
from the eighth year students. The population of this research is the eighth
year students of SMP Negeri 1 Pekalongan in the academic year
2011/2012.
b. Sample
The choice of sample is based on the fact that the eighth year student is
homogenous enough for the research because they are almost in the same
age, have been studying English for the same period of time and use the
same curriculum and textbook. The writer takes the whole population as
sample because the population is less than 100 populations.
c. Technique of Sampling
Sampling is a technique used for getting the sample. The writer uses
cluster purposive technique. According to Arikunto (2006 : 139) a
45

researcher may take 10% - 15% or 20% - 25% or more of the population is
used as the sample. Here the writer takes the entire of the eighth year
student of SMP Negeri 1 Pekalongan as the sample of the research. In this
study the writer uses purposive cluster sampling. Cluster means the writer
will take one class as a sample. It is VII D consists of 34 students.

C. Instrument
In this research the writer uses two kinds of test. They are pre- test and post-
test.
a. Pre- test
Pre- test is used for matching the group experiment and control class. This
test is given before the class are given treatment. By giving pre- test, the
one class is regarded to have ability.
b. Post- test
In the last meeting, the writer gives a post- test to know the student
writing skill. Post- test is used to measure the effect of certain treatment in
is teaching descriptive text using Jigsaw technique.

D. Procedure of Collecting the Data
1. At first, the writer comes and asks permission to the headmaster of SMP
Negeri 1 Pekalongan.
2. The writer gives pre- test to both students to explore the data of students
writing recount text.
46

3. The writer gives post- test to the experimental student by Jigsaw technique
to experimental student and without Jigsaw technique.
4. The writer gives post- test to both students.
5. The writer gives the students 45 minutes to finish the test.
6. The last, the writer collects the result of the test.

E. Technique of Data Analysis
Data analysis is the most important part in the research that has a
great to know a significant difference between the students taught using and
taught without Jigsaw technique. In concluding this research, the writer tries
to describe the data in unity as clear as possible.
After collecting the data by using test, the writer analyzes the result
of the test. To find out the result of the test, the writer uses some statistics to
find out the result of the test and to answer the statement of the problem,
which was mention in chapter 1:
Therefore, there are the following steps:
a. To analyze, experiment result uses pre- test and post- test on one group.
The formula is:

: The mean
: The sum of score
47

: Sample
The classification of the students writing skill will be consulted to
the following table:
Criteria of mastery Grade
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor

a. The difference the mean of deviation of the experimental
students, the formula is:
1. d = post-test result pre test result
2.
3. -
b. T-test formula:

Where:
Md : Mean of difference pre-test and post-test
: Deviation each subjects (d-Md)
48

: The sum of square devition
: Subject of sample
.b. : N-1
(Arikunto, 2006:306)
After finding the result with T-test, then the writer looks for the
level of significance to consult the result to the t-table. When the t-obtain
value is higher than t-table=( ), so there is a significant difference
in the student of the ability to write recount text between the student taught
using Jigsaw technique and those taught without using Jigsaw technique.










49

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

In this chapter, the research described and discussed the data to know
whether there is any significant difference students taught using jigsaw technique
able to write descriptive texts and without using jigsaw technique.

A. Research Finding
The writer has prepared the instrument, therefore the writer carried
out the actual test to the students to find out the students writing recount texts
of the writing test.
The writer must find out mean of the students writing recount
texts who taught by using jigsaw technique and without using jigsaw
technique, therefore the writer has answered the statement of the problem in
chapter one. There are some steps to calculate the data as follows:
1. The ability to write recount texts of students taught using Jigsaw
technique
The score of students to write recount texts taught using Jigsaw technique
can be seen in table.


49
50

Table 4.1 Recapitulation the score of students taught using
Jigsaw technique

No. Students Score
1.
2.
3.
4.
11 students
12 students
7 students
4 students
100
86
71
54
34 students 2845

The table above describes the students score from 34 students as
the sample there are 11 students got 100, 12 students got 86, 7
students got 71, and 4 students got 54.
The mean scores of ability to write recount text of students taught using Jigsaw
technique. The formula is:

: The mean
: The sum of score
N : Sample
51

Based on the above formula, the calculation of the average score can be
illustrated as follows:



Table 4.2 Level of Achievement
Criteria of mastery Grade
91 100 Excellent
81 90 Very good
71 80 Good
61 70 Fair
51 60 Poor
Less than 50 Very poor

The table above describes 35 students, there are 11 students
categorized into excellent, 12 students categorized into very good,
7 students categorized into good and 4 students categorized into
poor.
52

The mean score of students taught using jigsaw technique is 83, 68.
The writer transferred the score into the level achievement, it can
be said the mean of the ability to write recount texts using jigsaw
technique is good

2. The ability to write recount texts of students taught without using
Jigsaw technique
The score of students to write recount text taught without using Jigsaw
technique can be seen in the table.
Table 4.3 Recapitulation the score of students taught without
Jigsaw technique
No. Students Score
1.
2.
3.
4
2 students
9 students
14 students
9 students
100
86
71
54
34 students 2454

53

The table above describes the students score from 34 students as
the sample there are 2 students got 100, 9 students got 86, 14
students got 71 and 9 students got 54.
The mean scores of the ability to write recount texts of students taught
without using Jigsaw technique. The formula is:



Based on the calculation above, the calculation of the students ability will
be consulted the following table:
Table 4.4 Level achievement
Criteria of mastery Grade
91 100 Excellent
81 90 Very good
71 80 Good
61 70 Fair
51 60 Poor
54

Less than 50 Very poor

The table above describes 34 students, there are 2 students
categorized into excellent, 9 students categorized into very good,
14 categorized into good and 9 students categorized into poor.
The score of the ability to write recount texts of students taught
without using Jigsaw technique is 72, 18. The writer transferred the
score into the level achievement, it can be said mean of students
taught without using Jigsaw technique is not good.
The students ability to write recount texts who are taught by using Jigsaw
technique of the group, the writer computing the result of the mean of post-test is
(83, 68) with the students ability to write recount texts who are taught without
using Jigsaw technique of group, the writer computing the result of the mean of
pre-test is (70, 11). From the table above, it can be seen clearly that the students
ability to write recount texts who are taught by using Jigsaw technique and
without using Jigsaw technique is good. But the value of the students ability to
write recount texts who are taught by Jigsaw technique higher than without using
Jigsaw technique, therefore the categorized the students who taught by using
Jigsaw technique is good.
a. To determine the mean of difference pre-test and post-test, the formula
are:
55


Mean of difference pre-test and post-test
Total of deviation of the group
Number of students each group
Based on the above formula, the calculation of the average score
can be illustrated ad follow:




b. The sum of square deviation

=
=
=
=

56

3. The significant difference of students ability to write recount text who
are taught by using Jigsaw technique and without using Jigsaw
technique
In this study the writer used t-test formula to find out whether or
not there is significant difference between the students ability that are
taught by using Jigsaw technique and those taught without using Jigsaw
technique. T-test means to answer the problem of this study.
a. The computation of T-test
Therefore, the writer used the T-test formula as follow:

Where:
Md : Mean of difference pre-test and post-test
: Deviation each subject (d-Md)
: The sum of square deviation
.b. : N-1
Based on the above formula, the calculation of the average score can
be illustrated as follow:

57





From the computation of the formula t-test to find out score of
t, the result of t is 4,2. Meanwhile, from the table of significance 5%
with of dk = (N1+N2) 2 = (34+34) 2 = 66, it is obtained table value
= 2,05. So, the t-test is higher than t-table. Based on result of the
computation above, it can be concluded that there is a significant
difference. So the positive hypothesis Ha which is known cloud be
accepted.
It can be concluded that using Jigsaw technique is more
effective to teach Recount text for the student than conventional
method.
B. Discussion
The result of the test shows that the mean score of ability in writing
recount text of SMP Negeri 1 Pekalongan in the academic year 2012/2013 use
34 samples of the research. The mean score students taught using Jigsaw
technique is 83, 68. The mean score students taught without using Jigsaw
technique is 72, 18.
58

The writer shows that t-data > t-table therefore, there is a significant
difference the students writing ability between the students who are taught
using Jigsaw technique and those taught without using Jigsaw technique in
teaching recount texts because the mean score students taught using Jigsaw
technique was higher than taught without using it. Teaching recount texts
using Jigsaw technique was more effective than without using Jigsaw
technique.
Using Jigsaw technique the writer finds it easy to learn and enjoy
doing it. It is free for taking when the children have been exposed the Jigsaw
technique and easier to maintain, it is benefits in middle school and high
school. The students ability to write recount texts who taught Jigsaw
technique the students get more idea and interesting to write something. They
are more motivated to receive what the teacher explains. Besides that, they are
will be interested to get the material in teaching learning process.






59

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

In this chapter the writer, presented the conclusion and suggestion to the
reader. This final project describes the students ability to write recount texts
using Jigsaw technique and without using technique of the eighth year students of
SMP Negeri 1 Pekalongan in the academic year 2012/2013.
A. Conclusion
Based on the research about the use of Jigsaw technique to teach
recount texts for the eighth grade students of SMP Negeri 1 Pekalongan.
1. The ability to write recount texts of the students taught using jigsaw
technique is very good. This can be seen from the mean of the score
(83, 68) which is included in the range of (81 90) and categorized
into very good
2. The ability to write recount texts of the students taught without using
Jigsaw technique is good. This can be seen from the mean of the score
(72, 18) which is included in the range of (71 80) and categorized
into good.
3. There is significant difference between the ability to write Recount text
taught using Jigsaw technique and those taught without using Jigsaw
60
60

technique. After the use Jigsaw technique is applied is teaching
learning process to the students, the interest problem in learning
Recount text increased. It was prevent by the result of the test. Based
on the computation the result of the test is 4,2 and meanwhile t-table of
significant is 5% with df (34+34) 2 = 66. It was show by result of the
table was 1,67. So, the value of t-test is higher than t-table. It can be
conclude that using Jigsaw technique is more effective for teaching
Recount text for Junior High School that without using it.

B. Suggestion
After carrying out the research, the writer would like to offer some
suggestions to be improving the students ability who taught using Jigsaw
technique in teaching recount texts are proposed as follows:
1. The English teacher
a. The teacher should know the suitable method of teaching. It can
help the teacher to convey the material to the students. It is
important because method of teaching may influence the result of
the students achievement in English.
b. As motivation in the classroom, the English teacher should make
lively classroom situation utilizing every that makes the classroom
more alive.
61

c. The creativity of English teacher is needed in teaching English, as
her/his duty is to transfer to knowledge of English to students.
Therefore the students can easily receive and understand the
material that is given by the teacher.
2. The students
a. The students should practice a lot of writing the English texts in
order to increase their knowledge in writing.
b. The students should be more interested and motivated in studying
recount texts by using Jigsaw technique. Motivation is very
important to increase that achievement to studying English.
3. The reader
The writer hopes that the reader can get more information and
experience in the purpose of developing and improving their
knowledge learning.





62

BIBLIOGRAPHY

Arikunto, Suharsimi. 2002. Dasar Dasar Evaluasi Pendidikan. Jakarta: Bumi
Aksara

________________. 2006. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta.

Bailey, Edward P. 2005. Writing and Speaking at Work. New Jersey: Pearson
Education Inc

Baverly, D. 1990. Exploring How Text Work. Sydney: Primary English
Teaching Association.

Brown, H Douglas. 2004. Language Assessment Principles and Classroom
Practice. New York: Longman.

Cameron, L. 2001. Teaching Language to Young Learners. Cambridge
University Press, United Kingdom.

Garrot,L. and P. Wignell. 1994. Making Sense of Functional Grammar.
Australia: Antipodean Educational Enter Prises.

Ramelan. 1992. English Phonetics. Semarang: IKIP Semarang Press.

Sodiq, Jafar. 2009. Genre Based Writing. Semarang: IKIP PGRI Semarang.

Sudaryo, dkk. 1991. Strategi Belajar Mengajar 1. Semarang: IKIP Semarang
Press.


xiii
63








APPENDICES







64

No Students
Score
Pre-
test
Score
Post-
test
Gain (d).
(Post-test
Pre-test)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
S-1
S-2
S-3
S-4
S-5
S-6
S-7
S-8
S-9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
71
71
71
71
86
54
71
54
54
86
100
71
86
86
54
54
71
54
54
54
100
86
100
86
71
54
71
86
71
100
100
71
86
100
86
54
100
54
86
86
+29
+15
+29
+15
-15
+0
+0
+32
+17
+14
0
0
0
+14
+32
0
+29
0
+32
+32
841
225
841
225
225
0
0
1024
289
196
0
0
0
196
1024
0
841
0
1024
1024
65

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
71
71
86
86
71
71
86
71
54
86
100
86
71
71
100
86
71
86
54
86
71
71
86
86
100
100
100
100
+29
+15
-15
0
-17
+15
-15
0
+32
0
0
+14
+29
+29
841
225
225
0
289
225
225
0
1024
0
0
196
841
841
Sum 2454 2845 +391 12097