Implementing the Jigsaw Technique in the Reading Class Employing the Stages of the Genre-Based Approach in the Teaching- Learning Process
For the result of quantitative data, it is taken from the pre-test and post-test. It was presented below.
Table 6: The Comparison between Pre-Test and Post-Test Score
Mean N
Std. Deviation
Std. Error Mean
Pair 1 Pretest
71.5313 32
12.92655 2.28511
Posttest 80.0938
32 8.21627
1.45244
Table 7: The Result of Quantitative Data from T-Test Analysis
Paired Differences t
df Sig. 2-
tailed Mean
Std. Deviation
Std. Error Mean
95 Confidence Interval of the Difference
Lower Upper
Pair 1
Pretest – Posttest
-8.56250 11.89182
2.10220 -12.84996
-4.27504 -4.073
31 .000
From the result above, it can be seen that the pre-test mean is 71.5 with a standard deviation of 12.9, while the post test mean is 80 with a standard
deviation of 8.2. The gain score is 8.5. According to the t statistic from the result of t-test, tvalue = -4.073; sig. = 0.000, it means that the score difference is
significance because sig. 0.05. From the data above, it can be concluded that the students’ reading comprehension is significantly improved. Thus, it can be said
that the jigsaw technique can improve the students’ reading comprehension.
The following table presents the summary of the implemented actions both Cycle 1 and Cycle 2, and then it was continued with the discussion of the
implemented actions.
Table 8: The Summary of the Situation both in Cycle 1 and Cycle 2
No. The Actions
Cycle 1 Cycle 2
1. Implementing
the jigsaw
technique in
the reading
class Basically, through this action
students were expected to be enthusiastic in the class. In
Cycle 1, this action was not quite successful implemented.
The
students were
still confused about the procedure
of the jigsaw technique. They were still confused about their
role in the expert and jigsaw group. Besides, the students
took quite long time in forming the jigsaw group and they
forgot their jigsaw groups as they were asked to gather in
their jigsaw group. In Cycle 2, the revised actions
made this
action running
fluently. With permanent group both for the expert and the
jigsaw groups, the students could apply jigsaw technique
faster. There were no reasons for the students to forget their
group since their names were written in the group name
board.
2. Employing the
stages of the Genre-Based
Approach
in the
teaching- learning
process Employing
the stages
of Genre-Based Approach made
the class not too monotonous. Also, it could be combined
with the jigsaw technique in which the group discussion and
group
presentation were
applied in the JCOT stages. In this stage, the researcher can
guide the
students in
discussing texts and doing the tasks.
In Cycle
2, the
group discussion in the expert was
applied in the JCOT stage and the group presentation in the
jigsaw group was applied in the ICOT stage. It was to adapt the
designed activities in Cycle 2 which
the material
was procedure
text. Besides,
it could maximize the allocated
time since in the ICOT stage, the
students did
the task
together. Continued