25 problem, bring about change, and get things done” p. 2. Moreover, Gebhard
1999 states that the goal of classroom action research is “to help the teacher to improve and to become a more effective teacher” p. 36.
In this research, the researcher decided to follow Kemmis and McTaggart‟s CAR model. Kemmis and McTaggart 1988 say the action research
process shows a self-reflective spiral planning, acting, observing, reflecting, and re-planning as the basis for understanding how to take action to improve an
educational situation. Kemmis and McTaggart‟s diagrammatic model was presented in figure 3.1 as followed:
Figure 3.1. Kemmis and McTaggart’s Action Research Model
The Classroom Action Research included four stages: plan, action, observation, and reflection. The explanation of the stages was presented below:
1. Planning
In this research, CAR was employed to solve a problem found in the class VII B of SMP Pangudi Luhur St. Vincentius Sedayu about the
students‟ need of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 learning activity for improving reading competence. Diagnosing the problem was
conducted in order to find the appropriate solution. The researcher considered jigsaw method to solve it. The researcher planned to conduct two cycles for two
meetings. In this stage, the researcher would discuss with the teacher about the kind of material that would be given to the students. After that, the researcher and
the teacher discussed the learning activity and made the lesson plan. The research was conducted to know the development of better learning activity for improving
reading competence by using jigsaw method.
2. Acting
In this stage, the researcher implemented the learning activity based on jigsaw method. The learning teaching process was divided into three parts; pre-
activity, whilst activity, and post-activity. Jigsaw method was implemented in whilst activity which was divided into 3 sections; home group section 1, expert
group section, and home group section 2. In the first section, home group section 1, the students were divided into a
group of eight. Each group consisted of four to five members. It was called home group. Then, each student of the group was given the different text. Each student
in the group had hisher responsibility to understand the text. In the second section, which was expert group section, the students who received the same text
gathered in one group. Here, the students had to comprehend and share the content of the text. In the third section, namely home group section 2, the students
returned to their home groups to retell the content of their texts. Next, the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 were given an individual test about the texts that they had already discussed to
check their understanding and reading competence improvement.
3. Observing
