THE EFFECTIVENESS OF JIGSAW TECHNIQUE IN ONLINE

LEARNING BY USING WHATSAPP VIDEO CALL ON

TEACHING GRAMMAR AT INTENSIVE ENGLISH COURSE
FOR THE FIRST YEAR STUDENTS OF UIN ANTASARI
BANJARMASIN DURING NEW NORMAL COVID-19

THESIS PROPOSAL DESIGN

BY
FIKRI FUADI AZMY
NIM 194030103011

MAGISTER PROGRAM
ENGLISH EDUCATION DEPARTMENT
UNIVERSITY OF PALANGKA RAYA

1
 2

CHAPTER I

INTRODUCTION

1.1 Research Background

The COVD-19 pandemic strucked and almost paralyzed all countries

including Indonesia in terms of social and economic activities. At present, the

Indonesian government has imposed warnings and prohibitions on leaving homes,

working, or going to school. Many schools and universities around the world are

closing down. The Indonesian government decides a distance learning system using

online or E-Learning.

Looking ahead to the decision of closing face to face interactions, most of the

universities in Indonesia employed online learning to cope this challenge. Online

Learning refers to the new format of learning delivery which allows the

tehcnological tools such as computer and internet bridging the transfer of learning

materials (Agarwal, 2020).

In recent years, technological development has allowed universities to

conduct innovative instructions with the involvement of online learning either fully

or partially. However, COVID-19 caused emergency situasion has forced universities

to massively employ online learning in order to maintain instructions.

Students still continue their education, especially about English learning

through online learning and via video call with their teacher. The online learning is
 3

confusing to adjust to as the students do not prepare through simulations or practice

beforehand. Students report the online learning program to be even more stressful

than regular classrooms. Some of the common reasons for this go along with the

sentence of: “Normal classes may have been difficult, but having friends makes it so

much more manageable and less stressful” (Cakrawati, 2017).

In learning English, the students must be 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 an

important part of language components. The structure of a language sometimes refers

to grammar. Learning English grammatically enable students’ language to use

linguistic forms accurately, meaningfully, and appropriately (Aqel, 2013).

Grammar consists of many parts that should be learned by the students. One

of the important one is tenses. Tenses have fundamental role in English, so the

inappropriate uses of tenses may obscure the meaning. The students know when the

action occurs, and understand or know the correspondence between the form of the

verb and their concept of time (Aqel, 2013).

The students are extended to learn some tenses including simple present

tense. The simple present tense is a verb tense with main uses. We use the simple

present tense when an action is happening right now, or when it happens regularly,

the simple present tense is formed by using the root form or by adding –s or –es to

the end of verb (Abdullah, 2013). The students must study about simple present tense
 4

because mastering simple present tense would help the foreign language learners to

better understanding in using English.

However, in this pandemic COVID-19, after the researcher observed the

teaching and learning process of grammar in Intensive English Course at UIN

Antasari Banjarmasin, the researcher found that in learning and teaching process by

online learning, the students had low score in grammar, the method in learning

grammar made the students less of motivation or interest, many students thought that

grammar was a boring subject, and the students got difficulties in memorizing the

forms of grammar. Teaching method in explaining the materials by online learning

could cause students’ difficulties in using the correct structure or grammar. In other

words, the students may find difficulties in memorizing them. This might be because

the students were influenced by the teaching technique which was not interesting.

In this new normal COVID 19, the teaching technique is very important for

students because they are studying in online learning mode. E-Learning is a system

or concept of education that utilizes information technology in teaching and learning,

where learning is arranged using an electronic or computer system to support the

learning process (Mbarek and Zaddem, 2013). These government regulations

undoubtedly affect the learning process. However, students still have to keep

learning even though it is done online. Many platforms of digital sources have been

implemented by many schools and universities, one of them is WhatsApp

Messenger.
 5

WhatsApp Messenger has over one billion users, so it is impossible for such a

reach not to reach the educational arena. It is up to teachers and institutions to take

advantage of this for the benefit of educational process, in which WhatsApp allows

smartphone users to quickly exchange texts, audio messages, make a call and video

call for free (Fattah, 2015).

WhatsApp is cost-effective and easy to use, giving it competitive advantages

over the other social network platforms. WhatsApp in education is a reality.

Educators see the benefits of the WhatsApp application in the educational process.

Specialist advise the use of chat groups in order to share classes with students in

virtual mode, Many interesting material of the study can be done with the messaging

application (Fattah, 2015). For example, allowing the users to communicate the

materials through WhatsApp Video Call.

Based on the situation of learning grammar at Intensive English Course UIN

Antasari Banjarmasin, the researcher thinks that it is important to create suitable

techniques related to students’ condition, especially in online learning. The teacher

has to make a correct and interesting way for the students to make them not only get

the materials, but also obtain appropriate method. The students need to be delivered a

technique that makes them willing to learn actively in online learning. In this

research, the researcher will use Jigsaw Technique in online learning by using

WhatsApp Video Call as an alternative way in teaching grammar.

 6

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 the common goals. The students can interact with each other to

acquire and practice a certain subject. Cooperative learning principles and techniques

are tools which instructor uses to encourage mutual helpfulness in the groups and the

active participation of all the students (Oludipe and Awokoy, 2010). There are many

techniques in Cooperative Learning but the researcher chooses Jigsaw Technique in

teaching grammar. In Jigsaw Technique, the students are assigned to study teams

consisting five or six members. The 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 (Kilic, 2018).

By online learning, the Jigsaw Technique is suitable by applying Whatsapp

Video Call. Whatsapp Video Call allows up to eight participants to video call each

other. Whatsapp is one of the most popular messaging apps in the world, isn’t just

popular for texting or voice calling, WhatsApp users also have the option to make

video calls. The video call feature is free on whatsapp and to get started all the needs

is a working internet connection. The best thing is that Whatsapp Web Video Call is

possible too. WhatsApp is considered easy to operate by users of all ages and

backgrounds. WhatsApp is also less problem connection than other applications such
 7

as Zoom, Google Meet, etc. So that the researcher thinks that WhatAapp Video Call

is the suitable media for online learning especially using Jigsaw Technique.

The researcher 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 Technique work collaboratively.

Hopefully, by using Jigsaw Technique in online learning, the students will enjoy

online learning activities, especially during this new normal.

Based on the explanation above, the researcher will do a research at Intensive

English Course for the first year students of UIN Antasari Banjarmasin. The

researcher uses Jigsaw Technique in online learning to teach grammar, especially

simple present tense. The title of this research is “The Effectiveness of Jigsaw

Technique in Online Learning by Using WhatsApp Video Call on Teaching

Grammar at Intensive English Course for The First Year Students of UIN Antasari

Banjarmasin during New Normal COVID-19”.

1.2 Research Problem

Based on the background of the study about the effectiveness of Jigsaw

Technique in teaching grammar, the researcher formulates the research problem as

follows: “Is Jigsaw Technique in online learning by using WhatsApp Video Call

effective to improve students’ ability in grammar in simple present tense?”

1.3 Research Objective

 8

The objective of the study is to know whether or not Jigsaw Technique in

online learning by using Whatsapp Video Call is effective to improve students’

ability in grammar especially in using simple present tense.

1.4 Research Hypothesis

This research will answer the question of “Is Jigsaw Technique in online

learning by using Whatsapp Video Call effective in improving students’ ability in

grammar?”

To get the answer of the question above, the researcher proposes Alternative

Hypothesis (Ha) and Null Hypothesis (H0) as follows:

Ha: Jigsaw technique in online learning by using WhatsApp Video Call is

effective in improving the students’ ability in grammar in simple

present tense

H0: Jigsaw technique in online learning by using WhatsApp Video Call is

not effective in improving the students’ ability in grammar in simple

present tense

1.5 Research Delimination

To avoid misunderstanding and to make the research clearly, accurate,

effective and understandable, the Jigsaw Technique in online learning will be applied

in teaching grammar by using Whatsapp Video Call to the first year students at
 9

Intensive English Course classes of UIN Antasari Banjarmasin in odd semester of

academic year 2020/2021. The researcher limted the material will be limited that

concerns on simple present tense including positive sentence, negative sentence,

yes/no question and WH question.

1.6 Research Significance

The researcher hopes this research will be useful for teachers, students, and

also for the researcher. For teachers the result of this research will give contribution

to English teacher in teaching grammar especially in online learning through

WhatsApp Video Call, particularly to give an alternative way in selecting techniques

will be used in online learning. For students, the researcher hopes it will make

students know that study grammar is easy if they study grammar using Jigsaw

Technique in online learning through WhatsApp Video Call. And also the researcher

hopes this research will be useful for him to know this technique in teaching

grammar by using Jigsaw Technique in online learning through Whatsapp Video Call

is effective or not.

1.7 Clarification of Key Terms

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

- Jigsaw Technique

The Jigsaw Technique is a method of organizing classroom activity that

makes students dependent on each other to succeed. It breaks classes into

 10

groups and splits classes into mixed groups to work on small problems that

the group collates into a final outcome (Kilic 2018).

- WhatsApp Video Call

WhatsApp Video Call is one of the features in WhatsApp Messenger that

allows to have face to face conversations. WhatsApp Video Call works across

both Android and iOS. This makes WhatsApp is one of the best smartphone

apps for cross-platform video call (Fattah, 2015).

- Teaching Grammar

Teaching grammar is an important part of English learning. In order for

students to have a functional knowledge of a language. They must have at

least some knowledge about grammatical constructs of the language (Aqel,

2013).

- Intensive English Course

Intensive English Course is the program conducted to facilitate the students’

needs for enhancing their language skills. This program accomodates and

prepares the first semester and the second semester of the first year college

students at UIN Antasari Banjarmasin to learn English. It’s held by Language

Development Unit (Unit Pengembangan Bahasa or UPB) UIN Antasari

Banjarmasin.
 11

CHAPTER II

REVIEW OF RELATED LITERATURES

2.1 Relevant Theories

In this section, the researcher discusses about some theories which are

relevant with the research. This section is divided into four parts, they are

cooperative learning, jigsaw technique, teaching grammar, and simple present tense.

2.2. Cooperative Learning

The Definition of Cooperative Learning

Cooperative learning is one of teaching method which is commonly used in

the process of teaching and learning. Cooperative learning offers that students’

interaction and it is students-centered. In cooperative learning students must

exchange their knowledge and opinion. Cooperative is working together to

accomplish shared goals. Within cooperative activities individuals seek outcomes

that are beneficial to themselves and beneficial to all other group members.

Cooperative learning refers to instructional methods in which students work together

in a small group to help each other to learn (Oludipe and Awokoy, 2020).

2.2.1 The Characteristics of Cooperative Learning

The cooperative learning has the characteristics as follows (Zhang, 2010):

a. Using small groups. Each group consists of three, four, or five students.
 12

b. Focusing on tasks to be accomplished. Together with the team-mate, they

should work hard to finish the tasks successfully.

c. Requiring group cooperation and interaction. The students work as team.

They should work cooperatively and interact with each other.

d. Mandating individual responsibility to learn. Besides as the team- mate,

each student is also asked to have the responsibility individually. It

supports division of labor, because in cooperative learning, sometimes

each student has each own job in team, and she/he must responsible with

his/her job.

2.3 Jigsaw Technique

The Definition of Jigsaw Technique

Jigsaw model is under the cooperative learning. Cooperative learning is a

teaching learning process model which gives the opportunity for the students to

cooperate with other students in systematic tastes (Kilic, 2018). Cooperative

learning is a set of instructional models in which student work in mixes ability

groups to reach specific learning and social interaction objectives.

There are many kinds of model of cooperative learning. They are Students

Achievement Division (STAD), Jigsaw, Group Investigation, Structural Approach,

Team Game Tournament, Team Accelerated Instruction (TAI), and Cooperative

Integrated Writer Reading and Composition (CIRC) (Oludipe and Awokoy, 2020).
 13

The Jigsaw classroom is originally developed by Elliot Aronson in 1971 in

Austin, Texas, and was considered effective in increasing positive educational

outcomes. In the original Jigsaw, each member of a group was assigned a different

part of material. Then all the students from different groups who had the same

learning material gathered together and formed an “expert group” to discuss and

communicate with each other until they all mastered the material. Later, the students

returned back to their home group to teach the material to other members of their

group (Kilic, 2018). Furthermore, Jigsaw technique places great emphasis on

cooperation and shared responsibility within groups. The success of each group

depends on the participation of each individual in completing their task. This means

the Jigsaw technique effectively increases the involvement of each student in the

activity.

Jigsaw is the model of teaching learning where the students are set up in

teams; each team member is responsible for mastering part of the learning material

and teaching that part to the other team members. Jigsaw makes the students learn

their friends by exchanging the information. Besides, jigsaw is model learning

technique of cooperative learning, with students learn in small group consist of four

or five person, diverse inter ability, cooperative in positive interdependence and

responsible to present the task for each member (Adams, 2013).

2.3.1. The Procedures of Jigsaw Technique

 14

The procedures of Jigsaw Technique are as follows (Adams, 2013):

a. Students are divided into several group where the member of a group

consists of 4 – 5 students .The group should be diverse in terms of

gender, ability. It is called home group

b. Topic is given to the students in text form and each student has

accountability to study it

c. Each member from different group has responsibility to study the topic

and then the students read and discuss the text and find some information

in the text in their group. It called expert group.

d. After each student comprehended the text, then the students comes back

to the home group to explain other member about the material that has

been studied in expert group. At the end of the session, gives an

assessment to them.

From the explanation above, it can be concluded that jigsaw is a technique in

which the students learn in group form, and each member has different member, then

she/ he shares the information to complete all information to others.

2.3.2. The Advantages and Disadvantages of Jigsaw Technique

The following as the advantages and disadvantages of using jigsaw technique

as a cooperative learning as follows (Kazemi, 2012):

The Advantages of Jigsaw Technique:

 15

a. Jigsaw creates positive learning environment and implies more individual

responsibility, encourages cooperation and peer teaching.

b. Jigsaw can be integrated into a number of classroom activities that are

structured so that everyone does not have to read an entire work or even

segments from the same work.

c. Jigsaw model is under cooperative learning method. CL is a model of

teaching and learning process where the activities and the classroom

focus on the students as the central of the teaching learning process.

d. One of the characteristics is that it fosters positive interdependence by

teaching students to work and learning together in a small group setting.

e. The student centered as the core of the teaching and learning process or

in other words jigsaw model makes the students as the central activities

in the classroom. It makes the teacher becomes a facilitator in the

classroom.

f. Jigsaw is adaptable to a wide variety of curricular settings, and teachers

will find it useful in a number of respects.

g. Jigsaw involves discovering processes in applying findings and

contributes to the development of the higher order thinking skills, such as

analysis, synthesis, and evaluation as well as elements of argumentation

and critical thinking.

The Disadvantages of Jigsaw Technique:

 16

a. Jigsaw takes much time to organize the group. The teacher should make

groups that combine the students who have different intelligences.

Besides, the class situation become noisy, so the teacher needs to control

the students.

b. The problem of dominant learner. Learners quickly realize that the group

runs more effectively if each student is allowed to present her or his

material before question and comments are taken.

c. If the group setting is too big, it will make the group less effective in

working among the member.

d. If students don’t get into their group quickly enough or read their initial

texts quickly enough, it will run out of time.

2.4 Teaching Grammar

The Definition of Grammar

Grammar is the study of a language rules by which the words may change

their forms and or combined into sentences. Grammar is a theory of language that

describes how it put together and work. Grammar of a language is the description of

the ways about words that can change their forms and can be combined into

sentences in that language (Aqel, 2013). Based on these definitions, the researcher

concludes that grammar is the set of rules that describes how words or group of

words can be arranged to form sentences in a particular language. So the grammar of

 17

English consists of all the rules that govern the formation of English sentences.

Obviously, when we utter some words without using a certain rule, our utterance

would be in vain. Then our listeners do not understand what we have said or what the

purpose of our utterances. Therefore, grammar guides people how to speak and write

in a correct way. In this way, the communication could occur fluently and

understandable (Aqel, 2013).

2.4.1. The Importance of Grammar in Language Teaching

English learning activities involve four skills consisting of listening, reading,

writing, and speaking. They have to be supported with language components, such as

grammar, vocabulary, phonology, etc. Furthermore, the grammar existing in the

language must be complex. They could be related, changed (forms and function) or

even combined each other into structure that are more complex. The real example is

that a single word in English may have some functions and various forms (noun,

verb, adjective, and adverb). For instance, the word ‘move’ as verb may change into

‘mover’ as noun. Penny Ur argued that knowledge of grammatical rules of a

language is very important for the mastery of that language (Ling, 2015). People who

want to understand English better should understand its grammar. Meanwhile, every

language has its own rules of grammar that makes its user understand each other.

Michael Swan stated that grammar is important to make comprehensible utterances

because by knowing the ways in building sentences, it is possible to communicate

 18

meaningfully and successfully. Bad grammar can lead the miscommunication among

them because grammar is very essential. It makes the speakers of language

understand each other. It is understood that grammar is different over language. We

cannot use the Indonesian language grammar in English and vice versa.

Nevertheless, people still will be able to learn a language (Ling, 2015).

In short, the mastery of grammar can contribute to the learners’ language

acquisition, especially for the second or foreign language learners. In learning

foreign language, it is necessary to master certain structure items (grammar) to

support the mastery of four language skills better because the speakers utterances of

sentences would have different ideas or meaning to his hearers or readers (Ling,

2015). It also makes the language speakers understand each other so that they could

communicate effectively and accurately. In other words, grammar is still needed in

the learning a language.

2.5 Simple Present Tense

The Definition of Simple Present Tense

Tense represents any forms of a verb which refers to when the action

happens. Moreover, Simple Present Tense is the tense that is used to indicate the

events, actions and conditions that are happening all the time, or exist now. For

instance: I live in Madrid, she does not like cheese and I think you are wrong. Those

sentences are all in the Simple Present Tense (Abdullah, 2013).

 19

Tense is a set of verb forms that represents a particular time or period in the

past, present or future. In addition, Simple Present Tense is used to talk about

thoughts and feelings in the present moment, or immediate reactions to something

(Abdullah, 2013).

Based on the explanation above, the researcher can conclude that tense may

indicate whether an activity occurs at moment of speaking, has been completed, has

extended over a period time, or is still in progress. Then the simple present tense

indicates an activity that happens at moment of speaking or a state being in the

present, about things in general, something happening all the time or repeatedly, or

something that is true in general.

2.5.1 The Use of Simple Present Tense

The use of Simple Present Tense are to express daily events, habit or actions,

general truth, facts and used to express any conditions or non-action states that

represents a situation that happens right now at moment of speaking. The verbs

included are mental states (know, understand, believe, and think), emotional states

(like, love, hate, appreciate), sense perceptions (see, hear, taste, smell, and feel),

possession (have, own, belong, possess), other existing states (cost, weight, contain,

look, appear, include, exist, be) (Siswoyo, 2016).

The use of Simple Present Tense is used to express a habitual or daily

activity. For example, I study for two hours every night.

 20

The usages of Simple Present Tense are as follows (Siswoyo, 2016)

a. To express a habitual action, e.g., they often play football together, we

usually study at night.

b. To state general action and truth, e.g.,:

- The earth revolves around the sun.

- A year has twelve months.

- The sun rises in the east and sets in the west.

c. To express events, actions or conditions that are happening or exist at

moment, e.g.,:

- Mary sings beautifully.

- She seems to be very tired today.

- I work hard at home.

d. To express future action, especially with verbs of movement or travel

such as come, go, leave, stay, or arrive.

- The plane leaves tomorrow morning.

- We leave for Jakarta in Tuesday, our train arrives at 09.05.

- I arrive in Hong Kong on Sunday.

e. To express the meaning of Present Continuous Tense by using certain

verbs in Simple Present Tense such as agree, consider, expect, like,

know, prefer, remember, wish, want, etc. e.g.,: Udin likes a radio (not

Udin is liking a radio), They agree with you (not they are agreeing with
 21

you).

Based on the explanation above, it can be concluded that simple present tense

is used to express habitual or everyday activity, general action or something that is

true in general, and future action.

2.5.2. The Form of Simple Present Tense

The Form of Simple Present Tense as follows (Deviga and Diliyana, 2018):

a. The Simple Present Tense uses the simple (unchanged) form of a verb for

first person, second person, and third person plural subject, except for a

third person singular subject. For third person singular subject, the verb

ends in –s/-es (talk-talks/kiss-kisses).

b. In negative statement, yes/no questions and WH (what, who, when,

where and how) questions in the Simple Present Tense use do/does.

Except sentences with be. For example, I do not watch television in the

morning. Do you watch television in the morning?

The simple present tense has the same forms as the infinitive but added an –

s/es for the third person, e.g.: I/you/we/they work, and He/she/it works. Then form of

the negative and interrogative statement adds auxiliary do or does for third person

singular before the infinitive without to. For example: I do not work and He/she/it

does not work. In addition, the adverbial time, adverbial of place and adverbial of

frequency used in Simple Present Tense are always, sometimes, seldom, often, at
 22

night, every week, on Sunday, twice a week, every day, here and there. For example:

She always studies hard every day.

Furthermore, the rules of form to make verbs one for the third person singular

subject (she, he, and it) is as follows (Putri et al, 2019):

a. Verb ending in ss, sh, ch, x, o, added es. For example:

- We watch television. - Betty watches television.

- You go to school. - Ani goes to school.

- I box these pencils. - He boxes these pencils.

- I kiss my baby. - She kisses her baby.

b. Verb ending with y that is preceded by consonant, so it’s changed to be i,

and then added with es. For example:

- I carry a bag - She carries a bag

- You hurry to go home - He hurries to go home

c. Verb ending in y but preceded by vowel just added with s

immediately. For example:

- I play the guitar - She plays the guitar

- You say get out! - He says come in!

Besides, if the predicate of the statement is not a verb but a noun, adjective,

or adverb of place called nominal sentence, it must use to be (is, am, are), e.g.: I am a

student, they are in class, he always busy.

It can be concluded that to form affirmative statement of Simple Present

 23

Tense for third person singular is just by adding s/es in the end of verb except certain

verbs that end in ss, sh, ch, x, o, and y that follows a consonant. Besides, those verbs

just added with s in the end of verb to form the verb for the third person singular.

First person, second person, and third person plural subject use the simple or

unchanged form of a verb. Then to form negative and interrogative statement

do/does is used. However, to form nominal sentence of the Simple Present Tense to

be after the subject is used.

2.6. Previous Research

The researcher will describe some works that are relevant to this research in

order to make this research arrangement easier:

The first research was written by Siti Farida Ridwan (Student’s Number:

1110014000003) (tahun berapa?) entitled “The Effectiveness of Jigsaw Technique in

Teaching Simple Past Tense” (An Experimental Research at Grade VIII of MTs Al-

Ikhwan). The main objective of this research was to know whether or not jigsaw

techniques was effective to improve students’ ability in simple past tense based on

their understanding of regular irregular verbs. The population was students at grade

VIII.A and VIII.B of MTs Al-Ikhwan, which consisted of 25 students in VIII.A class

as experiment class, and 25 students of class VIII.B as control class. In taking the

sample, the writer used random sampling technique. The research design used was

experimental design. The instrument used to collect the data was writing test or essay
 24

test. The technique to analyze the data was t-test formula. The finding was there is an

effect of using jigsaw technique in teaching simple past tense at grade VIII of MTs

Al-Ikhwan.

The second research was written by Megasari Nurul Inayati (Student’s

Number: 204014003216) (tahun berapa?) entitled “The Effectiveness of Jigsaw

Technique in Improving Students’ Reading Comprehension at The Eighth Grade of

SMP Islam Parung” (An Experimental Study at the Eighth Grade of SMP Islam

Parung). The main objective of this research was to find out whether there was any

significant difference on students reading comprehension achievement taught by

using jigsaw technique and by using grammar translation method in teaching reading

comprehension. The population was the eighth grade students of SMP Islam Parung

which consisted of two classes they are grade 8.1 as controlled class and grade 8.2 as

an experiment class. In taking the sample, the writer used purposive cluster sampling

technique. The research design used was experimental design. The instrument used

to collect the data was writing test or essay test. The technique to analyze the data

was t-test formula. The finding was there is a significant difference between the

students’ reading comprehension achievement taught by using Jigsaw Technique and

who were taught by using Grammar Translation Method.

From two researches above, there are similarities among the two researches

and this present research, they are the usage of jigsaw technique in teaching English,

and the method of the research used that used experimental method in doing the
 25

research. Then, the technique in collecting the data is used test by giving pre-test and

post-test. However, the differences are the setting of the research, the participants of

the research and the type of the media used. This research focuses in online learning

by using WhatsApp Video Call on teaching grammar of simple present tense. The

present research wants to know whether using jigsaw technique in online learning

mode using WhatsApp Video Call will give similar result with those two research

above which used offline mode.

 26

CHAPTER III

METHOD AND PROCEDURE

3.1 Research Design

In experimental research, there are four experimental designs, they are pre-

experimental, true-experimental, quasi-experimental and factorial design. This

present research will use experimental design with the form of quasi-experimental

design. The purpose of quasi-experimental is to get information which the informant

has predicted with experiment that it is impossible to control and manipulate all

relevant factors (Fattah, 2015). The reason of choosing this type method is because

the setting does not allow the control and manipulation of the relevant variables.

The quasi-experimental design is characterized by several things, it has both

pre-test and post-test, it has experimental and control group (Kazemi, 2012). In order

to know the difference of those two groups, this research will use the non-equivalent

control group design of the experimental research. This design is similar with pretest-

posttest control group design, however in this design the experimental class and

control class is not chosen randomly.

The model of pre-test and post-test design is as follows:

E: O1 X O2

C: O1 O2

Note:
 27

E: Experimental class

C: Control class

O1: Pre-test

O2: Post-test

X: Treatment

The research will deal with two variables. They are Jigsaw Technique by

WhatsApp Video Call and Teaching Grammar. The Jigsaw Technique by WhatsApp

Video Call represents the independent variable and Teaching Grammar as the

dependent variable. In this research, the researcher wants to know whether there is a

significant difference in teaching grammar between the students who taught using

Jigsaw Technique by WhatsApp Video Call and those who taught using regular

online learning at Intensive English Course UIN Antasari Banjarmasin. So, there are

two groups, namely experimental group and control group. Experimental group is the

class who taught by jigsaw technique of whatsapp video calling and control group is

the class who taught by regular online learning.

Table 1. The Time Allocation for The Research

No Meeting Activity Description
1 First Meeting Pre-test The pre-test is given to the
students
2 Second Meeting First Treatment The experimental class is
taught by Jigsaw Technique
by WhatsApp Video Call and
The control class is taught by
regular online learning.
 28

3 Third Meeting Second The experimental class is

4 Fourth Meeting
5 Fifth Meeting
6 Sixth Meeting
Treatment taught by Jigsaw Technique
by WhatsApp Video Call and
The control class is taught by
regular online learning.
Third Treatment The experimental class is
taught by Jigsaw Technique
by WhatsApp Video Call and
The control class is taught by
regular online learning.
Fourth The experimental class is
Treatment taught by Jigsaw Technique
by WhatsApp Video Call and
The control class is taught by
regular online learning.
Post-Test The post-test is given to the
students.

3.2 Population and Sample

In this section, the researcher will discuss about the population and sample of

this research.

3.2.1 Population

The population of this research is the first year students of Intensive English

Course at UIN Antasari academic year 2020/2021. There are 115 groups with the

average of 18 students for group 1 until group 115. The total numbers of students are

2079 students. The researcher will choose two groups as the sample. They are

experimental class and control class.

3.2.2 Sample
 29

The sample of the research consists of two classes of the first year students of

Intensive English Course at UIN Antasari Banjarmasin in academic year 2020/2021.

The group 93 as experimental class will be taughtby using Jigsaw Technique by

WhatsApp Video Call while the group 92 as control class will be taught by using

regular online learning. The researcher will use purposive sampling technique in

taking the sample, because both classes have similar English skills, for both two

classes. The researcher will use both classes come from the they are group 93 and

group 92 with the total number of 32 students (di masing2 kelas atau total 32

students di 2 kelas itu?) to represent the population.

3.3 Data

In this section, the researcher will discuss about kinds of data, data collection

and analysis, and admissibility of the data.

3.3.1 Kinds of Data

Kinds of data of this research is classified to primary data and secondary data.

- Primary Data

The primary data of this research is score of test. The score is gained from

pre-test and post-test given to both experiment class and control class.

- Secondary Data

The seconday data of this research are documentation and observation.

The documentation is gained from the screenshots through Jigsaw

 30

Technique by WhatsApp Video Call from experiment class. The

observation is gained from the researcher’s observation from students’

experiment class while they are using Jigsaw Technique through

WhatsApp Video Call.

3.3.2 Data Collection and Analysis

In this section, the researcher will discuss about data collection procedure and

data analysis.

3.3.2.1 Data Collection Procedure

This research will use a test to collect the data of students’ grammar

achievement of simple present tense before and after receiving the treatment. The test

is used to measure students’ abilities. The test is given twice, before and after the

treatment. The test is conducted before giving the treatment called pre-test, while the

test is given after receiving the treatment called post-test.

The pre-test is administered to know students’ grammar achievement scores

and abilities from both groups before they are treated by Jigsaw Technique through

WhatsApp Video Call for the experimental group and regular online learning for the

control group. Meanwhile, the post-tests are assigned at the end of the research. It is

aimed to find out the significant difference in students’ grammar skills after

receiving the treatments. In other words, the tests are used to measure students’
 31

grammar skills before and after giving the treatments. Both pre-tests and post-tests

are in the form of multiple-choice that consist of thirty items for each test.

3.3.2.2 Data Analysis

There are two kinds of data analysis techniques use in this research, namely

descriptive and inferential statistics.

- Descriptive Statistics

The descriptive statistics are used to describe the result of the data

without intending to generalize the result. In descriptive statistics, the

researcher will describe the results of mean scores of both groups' pre-test

and post-test. The result calculation of mean score is used to describe the

improvement score of students' grammar skills before and after the given

treatment.

- Inferential Statistics

Inferential analysis is used to analyze the obtained data from the

instruments statistically. This analysis is also aimed to make inferences

about a population based on the data obtained from the sample. In

addition, this analysis also intends to test the hypothesis of research

problems. The statistic is used to calculate the data by using Independent

Sample T-Test. This is due to there is one independent variable that

affects one dependent variable in this research.

 32

3.3.3 Admissibility of the Data

The data of the research will be admissible since they deal with these

following criteria:

- The data are entirely taken from the students’ scores.

- The data are entirely taken from the first year students at Intensive

English Course at UIN Antasari Banjarmasin

- In this research, the data are focused on four forms of simple present

tense, they are positive statement, negative statement, yes/no question,

and WH question.

3.4 Instrument Development

In this research, test is used as the instrument to collect the data needed. The

form of the test is in the form of multiple choice questions and the material of the

research is grammar of the simple present tense.

Validity of the Test

Validity concerns on what we are going to measure is probably the single

most important aspect of measurement. In this research, the researcher will calculate

the validity of test which was taken from the students’ handbook. To analyze the data

the researcher will use SPSS statistic 22 program by using Pearson’s product

moment. Analyze - Correlate - Bivariate - Pearson - Two-tailed - Flag significant

correlations - OK. Product moment (α) = 5% = 0.05

 33

Reliability of the Test

Reliability test is used to know the reliability of the test instrument

(consistent and dependable), it means that the test will give the similar result for

different occasions. The researcher will use SPSS statistic 22 program by using

Cronbach Alpha. Analyze - Scale - Reliability Analysis - Alpha - OK

0,00 - 0,20 : Very low reliability

0,20 - 0,20 : Low reliability

0,40 - 0,60 : Enough reliability

0,60 - 0,80 : High reliability

0, 80 - 1,00 : Very high reliability

Pre-requirement Test

After analyzing the validity and reliability of the test, the researcher will

analyze pre-requirement test which consist of normality, homogeneity and also

hypothesis test.

- Normality Test

Test of normality is used to analyze the distribution of data. Based on the

degree of significance 0.05 the data considered normally distributed if the

significance level (p value > 0.05), if the significance level (p value < 0.05)

then the data is not normally distributed. To calculate the data the researcher

will use SPSS statistic 22 program by using Kolmogorov Smirnov technique.

 34

Analyze - Nonparametric Test - Legacy Dialog - Sample K.S - Test Variable

List - Normal – OK.

- Homogenity Test

Test of homogenity is used to show that two or more groups of sample data

from the population have the same variant. Based on the degree of

significance 0.05 the variants are homogeneous if the significance level (p

value > 0.05), on the other hand if the significance level (p value < 0.05) then

the variants are not homogeneous. To calculate the data the researcher will

use SPSS statistic 22 program by using one way ANOVA technique. Analyze

- compare mean - one way ANOVA.

- Hypothesis Testing

The hypothesis which conducted by the research in this research are:

Ho: μ1 = μ2: There is no significant result of students’ grammar ability who

taught by Jigsaw Technique through WhatsApp Video Call.

Ha: μ1 ≠ μ2: There is significant result of students’ grammar ability who

taught by Jigsaw Technique through WhatsApp Video Call.

In this hypothesis test, the researcher will use SPSS statistic 22 program by

using Independent Sample T-Test to test the significance of differences two mean

from two distributions, which consist of experimental and control class. Analyze -
 35

Compare Means - Independent Sample T-Test - Define Group - Type 1 in group 1

and type 2 in group 2 – OK.

3.5 Research Validity

The sample and the data collection of the research must be valid. A valid

sample must be representative from the population. In this research, the researcher

will use purposive sampling to obtain the sample. The purposive sampling is the

process of selecting sample by taking subject that is not based on the level area, but it

is taken based on the specific purpose. With purposive sampling the researcher can

choose the sample for getting representative of the population. Knowing that the

population is huge number, therefore for this research, the researcher takes only one

class as the experiment class and one class as the control class. The sample is from

Intensive English Course at UIN Antasari Banjarmasin academic year 2020/2021, the

sample of the research consists of two classes, they are Group 93 and Group 92. The

both classes can represent the population because both classes have similar English

skills.

A valid data collection of the research means that the findings truly represent

the phenomenon that claimed to measure. The data collection of this research is a

test, and the material of the test is grammar of simple present tense, it is suitable with

the objective of this research is to know whether or not Jigsaw Technique in online

learning by using WhatsApp Video Call is effective to improve students’ ability in

grammar based on their understanding of simple present tense.

36
 37

REFERENCES

Agarwal, S. 2020. Student’s Perception of Online Learning during COVID

Pandemic. The Indian Journal of Pediatrics. 87:550-557.
Cakrawati, L. M. 2017. Students’ Perception on The Use of Online Learning
Platforms in EFL Classroom. English Language Teaching and Technology
Journal (ELT-Tech Journal). 1:22-30.
Mbarek, R. and Zaddem, F. 2013. The Examination of Factors Affecting E-Learning
Effectiveness. International Journal of Innovation and Applied Studies. 2:423-
435.
Fattah, E. 2015. The Effectiveness of Using WhatsApp Messenger as One of Mobile
Learning Techniques to Develop Students’ Writing Skills. Journal of
Education and Practice. 32:115-127.
Aqel, I. M. 2013. The Effect of Using Grammar Translation Method on Acquiring
English as a Foreign Language. International Journal of Asian Social Science.
3:2469-2476.
Abdullah, A. T. 2013. Error Analysis on The Use of Simple Present Tense in Writing
Essays. International Journal of Education and Research. 1:12-19.
Oludipe, D. and Awokoy, J. 2020 Effect of Cooperative Learning Teaching Strategy
on the Reduction of Students’ Anxiety for Learning Chemistry. Journal of
Turkish Science Education. 7:30-36.
Kilic, D. 2018. The Effect of Jigsaw Technique on Learning the Concepts of the
Principles and Method of Teaching. World Applied Sciences Journal. 4:109-
114.
Zhang, Y. 2010. Cooperative Language Learning and Foreign Language Learning
and Teaching. Journal of Language Teaching and Research. 1:81-83.
Adams, F. H. 2013. Using Jigsaw Technique as an Effective Way of Promoting
Cooperative Learning among Primary Six Pupils in Fijai. International Journal
of Education and Practice. 6:64-74.
Kazemi, M. 2012. The Effect of Jigsaw Technique on The Learners’ Reading
Achievement. The Modern Journal of Applied Linguistics. 4:170-184.
Ling, Z. 2015. Explicit Grammar and Implicit Grammar Teaching for English Major
Students in University. Sino-US English Teaching. 12:556-560.
 38

Siswoyo. 2016. Students’ Error in Using Simple Present Tense Mastery. Journal of
English Education. 9:461-479
Deviga, L. and Diliyana, Y. F. 2018. Correlation between Mastery on Simple Present
Tense and Writing Descriptive Paragraph. English Teaching Journal. 6:98-102.
Putri, E., Purnama, D. W., Maulida, I. 2019. The Influence of Subtitution Drills
Toward Students’ Simple Present Tense Mastery. Prosiding Seminar Nasional
Pendidikan Universitas Subang. 1:169-173