ii

CHAPTER I

INTRODUCTION

A. The Background of Study

In Indonesia, English becomes the subject that students should master
and that is examined in national examination in Junior High School1. English
is specified as a compulsory subject, part of the basic curriculum.
In learning English, the students must capable or master not only the four
skills, those are speaking, listening, reading, and writing, but also language
components, such as grammar, pronunciation and vocabulary.
Structure is important part of language components. The structure of a
language sometimes refers to as grammar. Learning English grammatically
enable students‟ language to use linguistic form accurately, meaningfully, and
appropriately.
Grammar consists of many parts that should be learned by the students.
One of the important one is tense. Tense has fundamental role in the English
language, so the inappropriate uses of tenses may obscure the meaning. By
tense, the students know when the action occurs, and understand or know the
correspondence between the form of the verb and their concept of time.
The students of Junior High School are extended to learn some tenses
including simple past tense. The simple past indicates that an activity or
situation began and ended at a particular time in the past. The simple past
tense is related to narrative and recount text. The students must study simple
past tense because mastering simple past tense would help the foreign
language learners to better understanding in using English.
However, after the writer observed teaching and learning grammar at
SMPN 3 Padang Bolak on 25 February 2018, the writer found that in learning
and teaching process, the students have low score in grammar, teacher‟s
method in learning simple past tense makes the students less of motivation or

interest,
1
Prof. Dr. Khairil Anwar, Kurikulum 2013 untuk Tingkat Sekolah Menengah
Pertama/Madrasah Tsanawiyah, (Jakarta: PT. Binatama Raya, 2013), p. 7.

1
 2

some students think that grammar a boring subject, and the students got
difficulty in memorizing form of regular and irregular verbs.
Teaching method in explaining the materials could cause students
difficulties in using the correct structure of simple past tense. In other words,
the Indonesian students may find difficulties in memorizing irregular verbs.
This might be because the students are influenced by teaching method.
Based on the situation of learning simple past tense in that school, the
writer thinks that it is important to create suitable techniques related to
students‟ condition. The teachers have to make the correct way for students to
make them not only get the material, but also can appropriate method. The
students need to be delivered a technique that makes them intended to learn
actively in learning simple past tense. In this research, the writer will use
cooperative learning by using jigsaw technique as an alternative way in
teaching simple past tense.
Cooperative Learning is not a new idea in education. There are a few
teachers use this method. In cooperative learning, students make a small
group and work together to meet common goals. The students can interact
with each other to acquire and practice a subject. Cooperative learning
principles and techniques are tools which teachers use to encourage mutual
helpfulness in the groups and the active participation of all members.
There are many techniques in Cooperative Learning but the writer
chooses jigsaw technique in teaching simple past tense. In jigsaw technique,
students are assigned to five or six member study teams. Materials are
presented to the students in text form, and each student is responsible for
learning the material. Then, when the students finish learning material in
expert team, they have to return to their home teams and teach other members
what they have learned.
The writer assumes that jigsaw technique is one of the techniques which
can improve the students‟ achievement and will enable students to
comprehend the material more easily, because the students in jigsaw
 3

technique classroom work collaboratively. Hopefully, by using jigsaw

technique, the students will enjoy their learning activities.
Based on the explanation above, the writer do a research in MTs Al-
Ikhwan. The writer use jigsaw technique to teach simple past tense. The title
of this research is “The Effectiveness of Jigsaw Technique in Teaching
Simple Past Tense” (An Experimental Research at Grade VIII of SMPN 3
Padang Bolak).

B. Identification of Problems
Based on the background of the study about the effectiveness of jigsaw
technique in teaching simple past tense, the writer identify some condition
that promote the research problems these are:
1. The students have low score in grammar.
2. Teacher‟s method in learning simple past tense makes the students less of
motivation or interest.
3. Some students think of grammar as boring subject.
4. The students difficult in memorizing form of regular and irregular verbs.

C. Limitation of Problem
To avoid misunderstanding in interpreting the study, it is important to set
some limitation of the problems. The writer limits the study on the teaching
English that concerns on regular and irregular verbs of simple past tense by
using jigsaw technique at grade VIII.A and VIII.B of SMPN 3 Padang Bolak.

D. Formulation of Problem
The writer formulates the research question as follows: “Is the jigsaw
technique effective to improve students‟ ability in simple past tense?”
 4

E. Objective of the Study

The objective of the study is to know whether or not jigsaw technique is
effective to improve students‟ ability in simple past tense based on their
understanding of regular and irregular verbs
 CHAPTER II

THEORETICAL FRAMEWORK

This theoretical framework consists of two parts. The first part is simple past
tense which covers the definition of simple past tense, the use of simple past
tense, and regular and irregular verbs. The second part is cooperative learning
which covers the definition of cooperative learning, the elements of cooperative
learning, the principles of cooperative learning, and the definition of jigsaw
technique.

A. Simple Past Tense

1. Definition of Simple Past Tense
The simple past indicates that an activity or situation began and
ended at a particular time in the past2. Simple is not complicated or easy
to understand and used to describe the present or past tense of a verb that
is formed without using an auxiliary verb3. The past tense places an event
definitely in the past. The time of the action is identified such as
yesterday, last summer, after work on Friday, etc. From this definition
the writer argues that simple past is used to an event, situation or activity
that happen in the past.
According to Marcella Frank, the simple past tense represents
definite past. It refers to event that was completed before the statement is
made. It is often accompanied by such expressions of definite past as
yesterday, last year, two weeks ago4. The writer identifies that the simple
past indicates event in the past, use definite past, and the activity was
completed.

2
Betty Azar Schrampfer, Understanding and Using English Grammar, (New Jersey: Prentice
Hall Regents, 1989), p. 24.
3
A.S. Hornby, Oxford Advanced Learner’s Dictionary International Student’s Edition,
(Oxford: Oxford University Press, 2000), p. 1248.
4
Marcella Frank, Modern English: Exercise for Non-native Speakers, Part I: Parts of
Speech, (New Jersey: Prentice Hall, 1997), p. 49.

5
 6

Therefore a past event should be presented in past tense and past

tense use definite past such as last month, yesterday, two days ago, etc.

2. The Use of Simple Past Tense

The use of the simple past verb form is as follows5:
a. To refer to actions that happened at a definite time in the past.
a) He completed his laboratory experiment yesterday.
(Yesterday indicates the time of the action.)
b) John built this house in 1947.
(In 1947 indicates the time of the action)
c) How did you break the window?
(The time of action is not mentioned here but the action obviously
took place in the past.)
d) He completed his laboratory experiment two days ago.
(Note: The word ago is usually associated with the simple past
tense. It points to a date or period of time which is measured back
from the present.)
b. To refer to actions which happened over a period of time in the past.
a) She lived in the city for a long time.
b) All last year, they travelled round the world.
c. To refer to a past habit.
a) Smiths never drank coffee.
b) They always drove to work.
According to Elaine Kim, the simple past tense is used to talk about
completed past events and activities6. In conclusion, there are three use
of simple past tense. It is to tell habit in the past, event in the definite
time in the past, and period time in the past.

5
Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage,
(Singapore: Longman, 1992), p. 297.
6
Elaine Kim and Darcy Jack, Interactions 1 Grammar, (New Jersey: prentice-Hall, Inc,
1989), p. 24.
 7

3. Regular and Irregular Verbs

There are two kinds of verbs in simple past tense. They are regular
and irregular verbs:

a. Regular Verbs
Regular verbs are the simple past and past participle ends in –
ed7. Regular verbs have predictable past tense forms, –d or –ed is
added to the end of the base form8. From this definition the writer
argues that regular verb is easy to change because verb of the past
tense end in –ed. The following Table 2.1 is the list with past tense
and past participle forms of regular verbs:

Table 2.1
The List with Past Tense and Past Participle Forms of Regular
Verbs

Past Participle
Base Form Past Tense Form
Form
Walk Walked Walked
Love Loved Loved
Ask Asked Asked
Play Played Played
Help Helped Helped
Wash Washed Washed
Finish Finished Finished

7
Betty Azar Schrampfer, loc. cit.
8
Kam Chuan Aik and Kam Kai Hui, loc. cit.
 8

b. Irregular Verbs
According to Betty, irregular verbs are the simple past and past
participles do not end in –ed9. A small number of verbs, among them
some of the most commonly used verbs in the language, have forms
that differ from the regular tense forms shown in the paradigms we
have given earlier10. In order to use the tense forms of these irregular
verbs, the speaker of English must know their “principal parts”.
The first principal part of the verb is the simple form of the verb.
The second principal part is the past tense. The third principal part is
the past participle. And the fourth principal part, if it is given, is the
present participle.
The writer identifies that irregular verb is more difficult than
regular verb because the change of verb of each principal part is
different. Verb of four principal parts must be remembered because
there is no rule in changing verb. The following Table 2.2 is the list
with past tense and past participle forms of irregular verbs:

Table 2.2
The List with Past Tense and Past Participle Forms of Irregular
Verbs

Simple Form Simple Past Past Participle

Arise Arose Arisen

Be Was, were Been
Bear Bore Borne/born
Beat Beat Beaten/beat
Cast Cast Cast

9
Betty Azar Schrampfer, loc. cit.
10
Ibid., p. 7.
 9

Catch Caught Caught

Deal Dealt Dealt
Dig Dug Dug
Eat Ate Eaten
Fall Fell Fallen
Give Gave Given
F
Hang Hung Hung
Keep Kept Kept
Let Let Let
Make Made Made
r
From the explanations above, it can be seen that regular verb and
irregular verb have different rules in changing verb. Regular verbs
are simple past just end in –ed and irregular verbs have different
form in the four principal parts.
In the writer suggestions, there are several ways how to cope
with regular and irregular verbs:
a) For regular verbs, the past tense and past participles forms are
spelt by adding –d or –ed to the base form, eg study becomes
studied.
b) For irregular verbs, the past tense and past participles must be
memorized because irregular verbs have unpredictable past
tense and past participle forms. So, the easiest way is just
memorize forms of irregular verbs.

B. Cooperative Learning
1. Definition of Cooperative Learning
Cooperative learning is a technique where students study in a group
and each group consists of five or six members. The students will active
and participate in the group.
 10

Cooperative Learning is part of a group of teaching/learning

techniques where students interact with each other to acquire and practice
the elements of a subject matter and to meet common learning goals.
With cooperative learning, students work together in groups that usual
size is two to four members11. Therefore, cooperative learning is a
technique of teaching and learning process that the students study
together in a group.

2. Principles of Cooperative Learning

Cooperative learning principles are tool which is used by teachers to
encourage mutual helpfulness in the groups and the active participation of
all members12.
The teacher must know the principles of cooperative learning
because it can help the teacher to understand benefit of using cooperative
learning in the classroom. There are eight principals of cooperative
learning, such as13:
a. Positive interdependence
Students are encouraged to think in terms of positive
interdependence, which means that the students are not thinking
competitively and individualistically, but rather cooperatively and in
terms of the group.
b. Work together
Students often say together in the same groups for a period of time,
so they can learn how to work better together. The teacher usually
assigns students to the groups so that the groups are mixed or males
and females or different ethnic groups and or different proficiency
levels. This allows students to learn from each other and also gives

11
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 52.
12
Ibid.
13
Diane Larsen Freeman, Technique and Principles in Language Teaching, (New York:
Oxford University Press, 2000), p. 167-168.
 11

them practice in how to get along with people different from

themselves.
c. Social skills
Social skills such as acknowledging another‟s contribution, asking
others to contribute, and keeping the conversation calm need to be
explicitly taught.
d. Language acquisition
Language acquisition is facilitated by students interacting in the
target language.
e. Individually accountability
Although students work together, each student is individually
accountable.
f. Responsibility
Responsibility and accountability for each other‟s learning is shared.
g. Leadership is distributed
Each group member should be encouraged to feel responsible for
participating and for learning.
h. Social purposes
Teachers not only teach language; they teach cooperation as well. Of
course, since social skills involve the use of language, cooperative
learning teaches language for both academic and social purposes.

From the explanations above, there are several principles in

cooperative learning: the students study in a group, every member has
responsibility to share information about the lesson, the students can talk
each other, the students have more motivation, the students not only get
the material but also they know how to study together or social skill, etc.
But according to Wendy Jolliffe, there are two principles of cooperative
learning. They are positive interdependence and individual
accountability. But the two principles of cooperative learning have
covered by Diane Larsen. The writer thinks that positive interdependence
 12

is very important because the students can help each other in learning the
materials and the students are not thinking competitively. There are two
principles of cooperative learning 14:
a. Positive interdependence – „We sink or swim together’
This requires each pupil in a small group to contribute to the learning
of the group. Pupils are required to work in a way so that each group
member needs the others to complete the task. It is a feeling of „one
for all and all for one‟. The writer gets the meaning of positive
interdependence that the students study in the groups and each
student must help the group to comprehend the material.
b. Individual accountability – „No Hitchhiking!’
This means that each member of the group is accountable for
completing his or her part of the work. It is important that no one can
„hitchhike‟ on the work of others. It requires each pupil in the group
to develop a sense of personal responsibility to learn and to help the
rest of the group to learn also. The writer gets the meaning of
individual accountability that each student in a group learns or
completes part of the task so every student has responsibility to help
or explain the material to their group.

From the explanation above, the writer comments that principles of

Diane Larsen are more complete than principles of Wendy Jolliffe.
There are several ways how to apply principles of cooperative
learning in teaching learning:
a. The teacher divides students into several groups.
b. The teacher order to the students to discuss the material in group.
c. The teacher order to the students to interact each other.
d. The teacher order to the students to work together.

14
Wendy Jolliffe, Cooperative Learning in the Classroom: Putting it into practice, (London:
Cornwell Press, 2007), p. 3.
 13

e. The teacher explains that every student has responsible for

participating and learning.
f. The teacher order to the students to help each other in learning the
material.

C. Jigsaw Technique
1. Definition of Jigsaw Technique
In cooperative learning, there are many techniques used in teaching
and learning process. One of the cooperative learning techniques is
Jigsaw. Jigsaw is a cooperative learning technique in which students
teach part of the regular curriculum to a small group of their peers. The
classroom teacher divides a lesson into five or six parts and gives one
part of the lesson to each student in a jigsaw group of five or six
students15. The writer assumes that jigsaw is a technique that students
learn in a small group and each student has one part of the material.
Based on the explanation above, it can be seen that jigsaw technique
is study in small group.

2. Usage of Jigsaw Technique

Prior to teaching in jigsaw groups, students study in groups with
their counterparts from other jigsaw groups to help each other prepare to
teach their part to their respective jigsaw groups16. The writer
summarizes that in teaching using jigsaw technique, the students have
one part of the task and each student become expert in his/her own part.
Then the students teach their part in their group.
In the jigsaw group, each student teaches a necessary and unique
piece of information to help the group master the assigned work. When

15
Joel M. Moskowitz, Janet H. Malvin, Gary A Schaeffer, and Eric Schamps, Evaluation of
Jigsaw, a Cooperative Learning Technique, American Educational Research Journal, 20, 1985, p.
104-105.
16
Ibid.
 14

the unit is completed, the students are tested and they each receive a
grade based upon their own test performance17. It means that jigsaw
group is fun because each student share information and help the group
to understand the material. And also the students get a score based on
their group performance so the students encourage to do the best in their
own test performance.
This contrasts with other cooperative learning techniques in which
student receive a grade based upon their group performance. By using
Jigsaw, student cooperation is promoted by structuring student
interdependence through the learning task rather than through the grading
system18. The writer identifies that in jigsaw technique the students have
responsibility to teach and explain their own task so member of the group
easily to comprehend the lesson.
Based on the explanation above, it can be seen that each student
become expert in his/her own task so they can help each other. And the
students get a score based on their group performance.

D. Using Jigsaw Technique in Teaching Simple Past Tense

Jigsaw is one of cooperative learning techniques. It is can help the
teachers to teach students to be mastery learning. Although there are many
techniques in teaching and learning English, the researcher chooses jigsaw
technique to improve the students‟ ability in simple past tense because the
jigsaw technique can help students to communicate one another if they have
problems in grammar. In teaching and learning process using jigsaw
technique, the students can be helped by others so the students who get the
problems can comprehend the material.

17
Ibid., p. 13.
18
Ibid.
 15

In this study, jigsaw technique is used to teach simple past tense. This is
the way how to apply the jigsaw technique in teaching simple past tense19:
1. Divide students into 5 or 6 person jigsaw groups. The groups should be
diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person
should be the most mature student in the group.
3. Divide the day's lesson into 5-6 segments.
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. Form temporary "expert groups" by having one student from each jigsaw
group join other students assigned to the same segment. Give students in
these expert groups time to discuss the main points of their segment and
to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage
others in the group to ask questions for clarification.
9. Float from group to group, observing the process. If any group is having
trouble (e.g., a member is dominating or disruptive), make an appropriate
intervention. Eventually, it's best for the group leader to handle this task.
Leaders can be trained by whispering an instruction on how to intervene,
until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students
quickly come to realize that these sessions are not just fun and games but
really count.

19
Elliot Aronson, Jigsaw Classroom, 2000, Retrieved 6 April 2014 from
http://www.jigsaw.org/steps.htm.
 16

E. Relevant Study
In this research, the writer summarizes the relevant study to prove the
originality of the research.
1. The first research was conducted by Galuh Kartika Prabandari. In this
study, she conducted about improving students‟ mastering simple past
tense through cooperative learning of Student Team Achievement
Division (STAD) type at the second grade of SMPN 3 Tangerang Selatan
academic year 2011/2012. The research question of this study are “Can
STAD improve students‟ effort to master Simple Past Tense?” and “How
extend do the students‟ master simple past tense through Cooperative
Learning of STAD type. The method of this study is Classroom Action
Research (CAR). The classroom action research design applied in this
study is a collaborative classroom action research. The result of this
study showed that there is improvement of students‟ mastery on simple
past tense by using cooperative learning of Student Team Achievement
Division (STAD) Type20.
2. The second research was conducted by Leni Mandasari. This research is
aimed to describe the effectiveness of Story Based Approach in learning
the simple past tense at the eight grade students of SMPN 3 South-
Tangerang. The research question of this study is “Is there any significant
difference in the achievement of the students‟ English grammar
especially in the simple past tense taught by using story based
approach?” Method of this study is an experimental study, the control
class was taught by using CTL and the experimental class was taught by
using SBA. The result of this study showed that here is significance
influence in teaching the simple past tense by using SBA21.

20
Galuh Kartika Prabandari, “Improving Students‟ Mastering Simple Past Tense through
Cooperative Leraning of Student Team Achievement Division (STAD) Type”, Skripsi Universitas
Islam Negeri Jakarta, 2012, unpublished.
21
Leni Mandasari, “The Effectiveness of Story Based Approach in Learning the Simple Past
Tense”, Skripsi Universitas Islam Negeri Jakarta, 2012, unpublished.
 17

3. The third research was conducted by Hizbullah. The purpose of this

study is to find the empirical evidence whether or not there is significant
difference between students‟ score in learning simple past tense by using
cooperative learning at second grade of MTs Pembangunan UIN Jakarta,
especially using jigsaw technique and by using Grammar Translation
Method in teaching simple past tense. The research question of this study
is “is there any significance for students in learning simple past tense by
using Cooperative learning, especially using jigsaw technique and by
using Grammar Translation Method in teaching the simple past tense?”
He used experimental research design. From this research, the writer
found that teaching simple past tense by using Jigsaw technique has
positive influence for students22.

F. Thinking Framework
Since grammar needs to be integrated into language skills, teachers need
to have knowledge of various kinds of techniques in teaching and learning
English. The students of Junior High School are conveyed to learn some
tenses including simple past tense.
The simple past indicates that an event, activity or situation happen at a
particular time in the past. The simple past tense is related to narrative and
recount text. The students must study simple past tense because mastering
simple past tense would help the foreign language learners to be better
understood in using English.
In learning simple past tense using jigsaw technique, the students are
assumed very active and easy to learn simple past because they study together
in a group. Jigsaw technique as one kind of techniques provides students to
study in group and interact with each other to acquire and practice simple past
tense.

22
Hizbullah, “Teaching Simple Past Tense by Using Cooperative Learning”, Skripsi
Universitas Islam Negeri Jakarta, 2010, unpublished.
 18

The writer assumes that jigsaw technique as one kind of method is

effective to be used in the teaching of simple past tense because the students
in jigsaw technique classroom work collaboratively, active, more relaxed, and
easy to learn. As a result, the students can learn simple past tense easily and
the student will enjoy their learning activities.

G. Hypothesis

Ho (Null Hypotheses) = thereis no effect ou using jigsaw technique in

teaching simple past tense (µ = µo).
Ha (Alternative Hypotheses) = there is effect of using jigsaw technique
in teaching simple past tense (µ ≠ µo).
 CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study

The research takes place at grade VIII.A and VIII.B of MTs Al-Ikhwan,
academic year 2017/2018. The writer do the research for 2 months, started
from April up to May 2018.

B. Method and Design of the Study

In this research, the writer uses quantitative research using experimental
research design. McMillan and Schumacher state that quasi-experimental
research is a good design of the research because although it is not true
experiments, it provides reasonable controlled over most sources of invalidity
and it is usually stronger than the pre-experimental design23. In this research
the writer conducts experimental research design by teaching two different
classes using two different techniques. The first class is an experimental class
that taught using jigsaw technique. The second class is a control class that
taught using Grammar Translation Method. This research begins by
administering the pre-test and closed by administering the post-test to the
students. Then the results of the two tests will be compared using the T-test
formula to determine the final calculation of the research.

C. Population and Sample

The subject of the study is students at grade VIII.A and VIII.B of MTs
Al-Ikhwan. Population of students consists of 285 students. The sample of
research of two classes that are class VIII.A which consists of 25 students as
experiment class and VIII.B which consists of 25 students as control class.
The samples are 25 students from each class as sample by random sampling24.

23
James H. McMillan and Sally Schumacher, Research in Education-6th ed., (Boston: Pearson
Education, 2006), p. 273.
24
Drs. Ibnu Hajar, M.Ed, Dasar-dasar Metodologi Penelitian Kuantitatif dalam Pendidikan,
(Jakarta: PT.Raja Grafindo persada, 1999), p. 137.

19
 20

D. Technique of Data Collecting

In collecting the data, the writer uses quantitative data. The writer
collects the data of the research by giving test to the students. The tests
consists of pre-test and post-test. The pre-test is given before the treatment
and the post-test is given after the treatment. From these data the writer
determines the result of the research. There are some steps in collecting the
data:
1. The writer begins the research by observing the condition and population
of MTs Al-Ikhwan, the writer also takes some supporting data for the
research.
2. The writer takes the sample from the population of grade VIII students of
MTs Al-Ikhwan. The samples are class VIII.A as experimental class and
VIII.B as control class.
3. The writer takes the same instrument for the students (pre-test).
4. The next step is the treatment. The experimental class will be taught by
using Jigsaw technique and the control class will be taught by using
Grammar Translation Method.
5. After the treatment consists of four meeting finish, the writer takes the test
to the students (post-test).
6. Finally, the data calculated by using T-test formula.

E. Instrument
The instrument of this research is test. The test is divided into pre-test
and post-test. The pre-test is conducted in the first meeting, before the
treatment and the post-test is conducted in the last meeting, after the
treatment. The test consists of 30 items of multiple choices.
 21

F. Test of Statistical Requirement

1. Testing Data Normality
The writer uses Kolmogorov Smirnov test to analyze normality
test25. This test is intended to determine whether the data is normally
distribution or not. The statistical calculation of normality test uses
Kolmogorov Smirnov. The data is normally distributed if significant >
0.05 and the data is not normally distributed if significant < 0.05.
2. Testing Data Homogeneity
The writer uses Levene test to analyze the homogeneity test. This
test is intended to test the similarity of two variants of a normally
distributed population. The statistical calculation of homogeneity test
uses Levene test. In this test the variances of the experimental and control
group are homogenous if significant > 0.05. The variance of the
experimental and control group are not homogeneous if significant <
0.05.

G. Technique of Data Analysis

The analysis quantitative data that used in this study is T-test to
determine the final calculation of the research. It is used to know the
difference score between the experiment

SE M1 : Standard Error of Experiment Class

SE M2 : Standard Error of Control Class
The data have been collected from the pre-test and post-test then were
analyzed by the following steps:
1. Finding out gained score of students‟ scores by comparing students‟ post-
test and pre-test score and describing it on the tables. Then the writer
determining the variable of the data, the gained scores of experimental
class is variable X and the gained scores of control class is variable Y.
2. Determining mean X with the formula:
∑

3. Determining mean Y with the formula:

∑
 22

4. Determining the standard deviation of variable X:

∑
=√

5. Determining the standard deviation of variable Y:

∑
=√

6. Determining the standard error mean of variable X:

=√

7. Determining the standard error mean of variable Y:

=√

8. Determining the standard error mean difference of M1 dan M2:

=√
9. Determining t0 with the formula:

10. Determining t-table in significance level 5% with df:

df= (N1 + N2) – 2

11. Giving interpretation.

H. Statistical Hypothesis

To prove the hypothesis, the data that is obtained from the experiment class and
control class is calculated by using t-test formula with the assumption as follows:
1. If t0 > ttable:
The alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It
means there is there is effective of using jigsaw technique in teaching simple
past tense at grade VIII of MTs Al-Ikhwan.
2. If t0 < ttable:
The alternative hypothesis (Ha) is rejected and the null hypothesis is accepted. It
means there is no effective of using jigsaw technique in teaching simple past
tense at grade VIII of MTs Al-Ikhwan.
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