2.9 Jeopardy Game
Jeopardy is one of the games in Jigsaw IV Technique that can be used for the activity of reviewing materials to the students. The game consists of a list of
questions which are divided into two rounds. The first round values one point for each question. However, point values are doubled for each question in the second
round. The rules of the game are illustrated in the following figure:
Figure 2.1 Rules for Jeopardy
Rules for Jeopardy 1. Teacher creates a list of questions for students to answer.
2. Make sure the students are in their home groups. 3. Each group vies against the other groups.
4. Others can answer only on missed questions by raising hand. 5. Points are gained by correct answers and lost by incorrect answers.
6. Round Two of Double Jeopardy is played the same, but point values are doubled.
7. Group getting the most points is the winner. 8. Prizes or bonus points are awarded to each group member.
Adapted from Holliday, 2002:8
2.10 Action Hypothesis
Based on the research problems and the related literature review above, the action hypothesis were formulated as follows:
1. The implementation of Jigsaw IV Technique can improve the eleventh grade students’ participation at SMA Plus Darul Hikmah.
2. The implementation of Jigsaw IV Technique can improve the eleventh grade students’ reading comprehension achievement of narrative text at SMA Plus
Darul Hikmah.
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CHAPTER 3. RESEARCH METHOD
This chapter presents the methods that were used in doing this research. They include research design, area determination method, research subject determination
method, data collection method, research procedures, and data analysis method. Each point will be presented clearly in the following section.
3.1 Research Design
This research was inte nded to improve the eleventh grade students’ participation
and reading comprehension achievement at SMA Plus Darul Hikmah by implementing Jigsaw IV Technique. In order to achieve the goal in improving the
students’ participation and their reading comprehension, the researcher conducted a Classroom Action Research using cycle model research design. According to
Kemmis 1988 in Keeves 1998, action research was a form of self-reflective enquiry undertaken by participants in social including educational situations in
order to improve the rationality and justice of a their own social or educational practices, b their understanding of these practices, and c the situations in which
the practices are carried out. Furthermore, Ferrance 2000 defined action research as a process in which
participants examine their own educational practice systematically and carefully, using the techniques of research. In addition, Nunan 1994 defined action research
as a form of self-reflective inquiry carried out by practioners, aimed at solving problems, improving practice, or enhancing understanding.
From the definitions above, it could be concluded that action research was a research that was used to solve the problem faced by the students in the classroom.
Here, the pr oblems were the eleventh grade students’ participation and reading
comprehension achievement.
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