97 the group are responsible for the success of others in the group. Before
implementing the jigsaw technique, the students did not have responsible for participating in the discussion. Since they were expected to help each other by the
jigsaw activities, they became likely to cooperate with others in the group discussion. In cycle 3, the girls showed their cooperation to participate in the
teaching and learning process. It was different from the preliminary study result that showed the lack of students’ cooperation in the class.
d. Reflective Thinking
The students tried to reflect the results of the expert group discussion by retelling the content of the text to their friends in the home group. In the
implementation of the jigsaw technique, the students delivered what they had learnt by using their own words. It had been prepared in the expert group. The
students of class VII 10 had tried to reflect the discussion results in the expert group by making notes. The students could successfully complete the activity in
the home group by reflecting thinking.
e. Creative Thinking
In the implementation of the jigsaw technique, the students taught and presented their knowledge in Indonesian and English. They translated each
paragraph in order to make the other students understand the content of the text. They also used some pictures as the visualization of each paragraph. The students
tried to retell the content of the text in the home group by creating a good
98 presentation in the expert group.
The students’ participation was seen by their performance in each group.
99
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of the research conclusions and the suggestions for the implementation of the jigsaw technique in English class. The conclusion was
derived from the research findings and discussion. The researcher proposed suggestions to the English teachers, and other researchers who are interested in
similar research.
A. Conclusions
This research was conducted to find out how the implementation of the jigsaw technique in the classroom and how the jigsaw technique improved the
students’ participation class VII.10 of SMP N 8 Yogyakarta. It was classroom action research based on Kemmis a
nd McTaggart’s model. There were four steps for each cycle; planning, acting, observing, and reflecting. In this research, the
students’ participation was discussed through the definition of students’ participation which was divided into three kinds of interaction proposed by
Schreyer Institute for Teaching Excellence 2007. They were 1 student to teacher, 2 student to student, 3 student to material.
In this research, the students’ participation which occurred during the implementation of the jigsaw technique was included into three kinds of
interaction. First, the interaction between students and the teacher involved asking question related to the materials to the teacher. Second, the interaction between
