The background of the research, Grammar is considered important, because grammar is a basic knowledge of language to understand English perfectly. But in fact, Students have difficulties in learning a grammar. Grammar cover tense, words order, modals, preposition, adjective, and ther structure items. To use in teaching grammar effectively, students need to be equiped with effective strategies to help them improve their grammar skill. Cooperative learning is one of strategy that teacher should use in his or her class. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to asses each other’s current knowledge and fill in gaps in each other’s understandings. One of cooperative learning strategy that appropriate to teach grammar is Jigsaw Strategy. Jigsaw Strategy is one of the most flexible of cooperative learning methods.
This thesis discusses Using Jigsaw Strategy to Improve Students’ Understanding on Simple Present Tense. The research is aimed at answering the following questions: (1) How is the implementation of Jigsaw Strategy to improve students’ understanding on Simple Present Tense ?, (2) how is the improvement of Students’ understanding on Simple Present Tense after being taught using Jigsaw Strategy ?
This research is a Classroom Action Research that was done in two cycles. Data collection had been done using observation, test, and documentation. To analyze the data, descriptive quantitative analysis was used; it was used to present result research in the form of descriptive explanation. Statistic analysis is used to analyze the data about the improvement of students’ understanding on Simple Present Tense.
The result of research showed that by using Jigsaw Strategy in teaching Simple Present Tense could improve students’ understanding on Simple Present Tense. This success can be seen from the result of students’ average score and good responses.
The result after getting all of treatment using Jigsaw Strategy, the students’ average score increased in line with the increase of students score from pre cycle until second cycle. Students’ average score from the pre cycle was 63.25, first cycle was 71.75, and second cycle was 82.75.
Based on the result of this research, it is expected to be information for English teacher in teaching Simple Present Tense.