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.