The Improvements of Cycle 1

Continued Implementing the jigsaw technique in the reading class made the student eager to understand the text by themselves. Through this action, the students were not easily getting bored and they showed enthusiasm in joining the class. Their No. The Actions Cycle 1 Cycle 2 3. Providing more input texts in the form of handouts Through this action, it was expected the students could understand the descriptive texts as indirectly it could enrich their vocabulary. The problems were some students did not bring the handout when it was still needed and the given task seemed too easy for them. In Cycle 2, the students were asked to collect their handouts to the researcher to anticipate the problem in Cycle 1. The tasks were designed the scaffolding task in the handout. The first task would be jumbled sentences or filling the blank spaces and the next task could be a true-false task or WH-Question. They became challenged in doing the tasks. 4. Giving the students an opportunity to be more active through group discussion and group sharing section. In this action, the passive students were given an opportunity to share their ideas and opinion in the expert and jigsaw groups. Automatically, the students would be active to discuss their topic and deliver the information they got in the jigsaw group. However, some students were still shy in presentation session. Also, In the discussion process, there were significant different for the group containing the slow students and the group containing fast students. The fast students could discuss the given topic quickly and the slow students were vice versa. After some considerations, the expert group should have at least one clever student that could lead or control the discussion process. He or she was expected to help the slow students in the discussion process. Thus, the group discussion in the expert group could run fluently. The students were not reluctant to share their ideas in the jigsaw group. attention in the reading activity was increased. Next, employing the stages of Genre-Based approach made the class not too monotonous. Furthermore, the students were guided by the researcher in doing the task in the JCOT stages so the students could understand the descriptive and procedure texts better as they could identify generic structure and the language features of the texts. Providing more input texts in the form of handouts also could make the students understanding the texts easily as indirectly their vocabulary was increased through reading various texts in the handout. They were challenged in doing the given task in the handout. Lastly, through group discussion in the expert group and group sharing section in the jigsaw group, the students could discuss and identify the main idea of the text easily. In addition, the passive students became more active in the class and they were not reluctant to share ideas to other students. The clever students were not too dominant since all of the students had contribution to share the discussed topic in the expert to be delivered to their teammates in the jigsaw group. Generally, the use of the jigsaw technique is believed to be effective to improve the students’ reading comprehension. It could be seen from the result of pre-test and post-test mean score in the Table 6 which the students’ mean score was improved from 71.5 to 80. Then, through the jigsaw technique the students became more active and enthusiastic in joining the reading class. Therefore, the researcher and the English teacher agreed to discontinue the research because the objective of the research was achieved.