The effectiveness of jigsaw technique in improving students' writing ability: an experimental study at SMK Citra Bangsa Plered-Purwakarta

Nurmaulidah, Deasy (2010) The effectiveness of jigsaw technique in improving students' writing ability: an experimental study at SMK Citra Bangsa Plered-Purwakarta. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

There are many factors in teaching learning process that can influence the result of it, such as teacher competency, method and technique of teaching, using of instrument and other. One factor that can influence the students’ writing ability is teaching through jigsaw technique can be use as medium in explaining material especially in writing ability. As we know, language learning will be effective when it is fun so it is easy to achieve the purpose of teaching learning process. In reality, the students’ writing ability at SMK Citra Bangsa Plered-Purwakarta is very less. From the phenomenon above, it can be taken the relevance problem, how the students’ ability in writing if jigsaw technique is applied in teaching writing. This research is intended to know the answer towards the problems investigated empirically, they are: How is students’ writing ability that was taught by jigsaw technique? How is students’ writing ability that was taught by conventional technique? How significant is the jigsaw technique to improve students’ writing ability? The method used in this research is experimental method. The experimental is devided into two groups; they are experimental group (teaching by using jigsaw technique) and control group (teaching writing by conventional technique). To get data, the study used pre-test and post-test. The data anlysis is used to compute a significant effect between teaching by using jigsaw technique and teaching without using jigsaw technique on students’ writing ability. The counting is used statistical method with “t test�. The result of analysis data shows us that the students’ in modal auxiliaries writing ability by using jigsaw technique have average score 16.1, while the average score of students’ writing ability without jigsaw technique is 14.2. The counting of “t test� had data “t count� =4.2 and t table = 2.9 or t count is more than t table. So, it can be said that Ha was accepted. It means that there is a significant effect of teaching writing using jigsaw technique and without using jigsaw technique to improve students’ writing ability.

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