The Comparative Effects of Jigsaw and Dictogloss Technique on the Second Year Students’ Grammar Ability of English Department STKIP Dharma Bhakti Lubuk Alung.

Most students on the second year English department STKIP Dharma Bhakti Lubuk
Alung lack of knowledge about basic English grammar, as the result they could not use the
appropriate tenses of grammar in communication and written form. Besides, the technique that
the teacher used could not suit with the students needs. In order to make all students involved in
teaching grammar. Teaching techniques such as Jigsaw and Dictogloss can be used as the
techniques to assist students’ learning needs. This research was aimed at finding and explaining
the comparative effects of jigsaw and dictogloss techniques toward student’s grammar ability of
English Department STKIP Dharma Bhakti Lubuk Alung
This research was an experimental research . The experimental study is factorial design
2x2. The population of this research was the second year English Department students of
STKIP Dharma Bhakti Lubuk Alung registered in 2012/2013 academic year. The sample of this
research was 44 students who were taken by using cluster random sampling technique. The data
were collected by using Grammar test. The data were analyzed with t-test and two ways Anova
unweighted means.
Research findings showed (1) Jigsaw gives same result as Dictogloss. (2) Teaching
grammar by using Jigsaw gives same results as teaching grammar by using Dictogloss for upper
half students;(3) Teaching grammar by using jigsaw gives same result as teaching teaching
grammar by using dictogloss for lower half students;(4) There is no interaction between teaching
grammar by using Jigsaw and Dictogloss to the students’s achievement in understanding
grammar.
Based on the finding of the research, it can be concluded that jigsaw and dictogloss gave
significant effects toward student’s grammar ability on second year students of English
Department of STKIP Dharma Bhakti Lubuk Alung.