narrative text. Moreover, in the lesson planning also consisted of standard competence, basic competence, some indicators that will be reached by the
students, and the technique that would be implemented. The teacher and the writer used jigsaw technique in which the students will be more active
to ask, to clarify, and to summarize the text together. The materials that had to be prepared were media of learning, in this
case a narrative text in which it was needed to break down into specific information
, observation sheet to analyze the students’ and the teacher’s activity in the learning and teaching process. In the lesson plan, the
students were ordered to make groups by teache r’s instruction. Besides
making lesson plan, the writer also prepared the post test 1 to collect the data, in order to know whether there are students’ improvement scores
from pre-test to post-test in cycle 1. Therefore, in the end of teaching learning process the writer know whether the strategy works or not.
b. Acting
The action of the cycle 1 was done on Thursday, Mei 17
th
2012, on Thursday, Mei 24
th
2012, and on Mei 26
th
2012. In this step the teacher taught the students by using the lesson plan that had been made before. In
the first meeting of cycle one the teacher taught the students by giving deductive explanation of narrative text. The teacher asked the students to
write down some notes that the teacher wrote on the whiteboard. The teacher also gave a chance for students to ask something about the material
they do not understand yet. Students were given some example of narrative story in order they can analyze the structures of narrative text by
themselves. And the teacher also asked some students to read the text aloud to know how good they can pronounce the reading text in English.
On the second meeting in the first cycle, the teacher reviewed about the organization of narrative text which has been taught in the previous
session and conducted the classroom by using jigsaw technique. The teacher gave instruction to the students who had begun the process of
reading and comprehending the text. The teacher divided the students into six home teams; each group consists of five-six members of students.
When the students sat together with their home teams, the teacher distributed the portion of material to be learnt by every student. Then the
students entered the expert teams. The teacher asked the students to learn and discuss the material. There were six expert teams. Every expert team
has own material which was different from others. The teacher told the students to ask their group
mate if they found the words that they didn’t understand the meaning before they look them at the dictionary. Then if
their friends also do not know the meaning of the words, they can look at dictionary. After learnt and discussed the material, they went back to their
home teams. Every student had a responsible to share the material they had discussed in their expert teams. After they shared to other members of
team, they have to answer the questions about the material.
c. Observing
In this phase, the observer tried to notice all activities in the classroom physical
activity. It might be about the teacher’s performance, class situation, and students’ response. Related to the teacher’s performance, as
a whole, she had accomplished the task in line with the lesson plan had been made.
There were found some students who actively paying attention to the teacher’s explanation and sometimes asked some material that they did not
understand. When observing, the observer noticed all of activities in the classroom. There were some students who asked about the meaning of
some words they did not know. Some others asked about the questions they did not understand. And most of the students noted the material that
the teacher wrote on the white board in order they can make it as guidance in doing their task.
In the second action of the first cycle, the students seemed more enthusiastic to discuss the lesson. In the expert group, the students asked
