66 using their own words. In the end of the lesson, the students answered some
question about “Bunaken National Marine Park” in the home group.
b. Acting for Cycle 2
In this stage, the researcher divided the actions in three parts; pre-activity, whilst-activity, and post-activity.
1 Pre-Activity In the beginning of the lesson, the researcher asked the students about the
tourism places which they ever visited on outside Java. Then, the researcher gave a handout about describing places to the students. There were some vocabularies
to describe a place and the generic structure of describing place. The researcher provided an example of a describing place text, “Malioboro”. This pre-activity
took ten minutes. 2 Whilst-Activity
In this activity, the researcher impleme nted the jigsaw technique. The researcher divided the activities into three group sections; Home Group Part 1,
Expert Group, and Home Group Part 2. a Home Group Part 1
The researcher divided the students in the home groups. The group was the same with the previous group in the cycle one. The researcher had divided the call
cards in the group A, B, C, D, E, and F. The researcher asked them to sit on the same chair where they sat in the previous cycle. The researcher drew the sit map
in the white board. After that, the researcher gave each group a text titled
67 “Bunaken National Marine Park”. Each student in the group received different
paragraphs of a text. The students could see their call cards that had already given the number of the paragraphs. Then, the researcher asked the students to read the
text loudly. In this section, the two observers filled the participation checklist for the first criterion, reading the text loudly in the group.
b Expert Group The researcher asked the students to move to their expert groups by
grouping the paragraphs. Paragraph one met with paragraph one and so on. This second group was still the same with the previous group. In this section, the
researcher asked the students to share and ask questions about their paragraphs in the expert group. They comprehended their paragraph by translating the text. The
observers filled the participation checklist for two criteria: asking questions related to the text to their friends and sharing the content of the text. The
researcher asked the students to find the meaning of the difficult words in each text in order to make them understand the text. She also provided six pictures
which represented each paragraph for helping them to understand the text. c Home Group Part 2
The researcher asked the students to return to their home group. In this group, the students explained the content of their text that they had already learnt
in the expert group orderly. In this section, the o bservers filled the students’
participation checklist for two criteria: the students retold the content of the text to friends in the group and the students answered questions in the worksheet. This
home group part 2 activity took thirty five minutes.
68 3 Post-Activity
In the post activity, the researcher discussed the correct answers of the worksheet. The students answered the questions orally. The researcher also asked
the students about some adjectives to describe a place. The students could mention the adjectives to describe a place well.
c. Observing for Cycle 2
