34 No.
Aspects Teacher’s
Response Yes
No 9.
The teacher asks the students to return to their home group 10. The teacher asks the students to tell the content of their
paragraph to their home group 11. The teacher interacts and involves with the students in the
group 12. The teacher moves around in each group
13. The teacher asks the students to answer the worksheet 14. The teacher warns the students who make any noise
15. The teacher gives feedback to the students
Table 3.4 Observation Sheet of Students’ Activity
No. Aspects
Students’ Response
Yes No
1. The students answer some questions related to the material in
the beginning of the lesson 2.
The students pay attention to the teacher’s explanation 3.
The students ask questions about the material to the teacher 4.
The students gather in a group of six in the home group 5.
The students read the text loudly in the home group 6.
The students move to the same text group 7.
The students share their paragraph in the expert group 8.
The students ask to their friend about the text in the expert group
9. The students return to their home group
10. The students tell the content of their paragraph to their home group
11. The students answer questions in the worksheet
d. Field Notes
The researcher used field notes to make a reflection of the implementation of the jigsaw technique. The field notes were written by the English teacher and
the researcher. According to Bogdan and Biklen 1982, “Field notes are the written account of what the researcher hears, sees, experience, and thinks in the
course of collecting and reflecting on the data in the qualitative res earch” p. 110.
35 The field notes consisted of four questions 1 How is students’ situation in the
class? 2 What kind of difficulty found in teaching descriptive texts using the jigsaw technique? 3 What works well in teaching descriptive texts using the
jigsaw technique? 4 What part should be improved?.
e. Questionnaire
The researcher distributed a questionnaire after implementing the jigsaw technique in the last cycle. It was used
to know the students’ participation in the learning process and the
students’ opinion about the use of the jigsaw technique. The data were acquired from 30 students who answered the questionnaire. The
researcher provided 15 close-ended questions. It was 8 statements about the students’ participation and 7 statements about the use of the jigsaw technique.
According to Milne 1999: 4, there are three advantages to collect data by questionnaire method:
The responses are gathered in a standardization way, so questionnaires are more objective, certainly more so than interviews, it is relatively quick to
collect information using a questionnaire, and potentially information can be collected from a large portion of a group. Therefore, the questionnaire
made the researcher gathered the data easily.
The sample of the questionnaire was presented below:
Table 3.5 Sample of Questionnaire
No. Statements
Yes No
1. The students listen to the teacher’s explanation
2. The students ask the material to the teacher
3. The students read their text in the home group
36 No.
Statements Yes
No 4.
The students like to use the jigsaw technique in the classroom
5. Jigsaw technique makes the students speak actively
in the group discussion 6.
Jigsaw technique attracts the students’ interest to participate actively in the group
7. Jigsaw technique gives the students an opportunity to
ask about the material
f. Semi-structured Interview
