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.
78
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter presents the conclusions of the research, the implications, and suggestions for the English teacher and the other researchers. The discussion of
each of sections will be presented as follows.
A. Conclusion
Based on the data in the research findings in CHAPTER IV, some conclusions are made in this chapter. Before the researcher implementing the
actions, the teacher of class VII C used the Teacher-Centered Approach in explaining the materials to the students. It made the class monotonous and
drove the students to be bored and lazy. Many students who sat in the back row did not pay attention to the teacher’s explanation and class activity so it made the
students getting difficulties in understanding the text. Some students did not do the task when the teacher asked them to do it. It was because the teacher rarely
checked and guided the students in doing the task. Some students did not contribute well in the class since the class was dominated by the clever and active
students. In relation to the problems, the researcher together with the English teacher as the collaborator planned some actions to overcome the problem. The
actions were implementing the jigsaw technique in the reading class, employing the stages of the Genre-Based Approach in the teaching-learning process,
providing more input texts in the form of handouts, and giving the students an opportunity to be more active in the group discussion and the group sharing
session. The plan was not quite successful in implementation because of some obstacles. Those were the students took quite a long time in forming the groups,
the students forgot their jigsaw group and forgot to bring the handout when it was still needed, the given-task was too easy, and there was a problem in making
expert group. There should be a leader in each of the discussion groups so the discussion session would run fluently. Also, the students often forgot to gather in
their groups as if the material was not finished in one meeting. Therefore the researcher revised the actions in Cycle 1 and the researcher did action in Cycle 2
fluently without any significant obstacles. The researcher decided to make both the jigsaw and the expert groups permanently with the balanced member. He also
designed the new format for implementing the jigsaw which applied group discussion in the JCOT and group presentation in the ICOT. The last action was
providing challenging tasks in the form of jumbled sentences, filling the blank spaces and deciding true-false task. From those actions, the results were achieved.
The students’ understanding toward descriptive and procedure texts was improved as they could identify the generic structure, language features, specific
information and the main idea of the text. The students were enthusiastic in joining the reading class. They all were active in sharing and discussing their texts
in their expert group and they all presented their texts to their jigsaw group mates. They were not bored and passive anymore and they were challenged in doing the
task. For the qualitative data, it presents 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 significant
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.
B. Implications
Based on the conclusion above, it implies that the implementing of the jigsaw technique is effective to improve the students’ reading comprehension. In
addition, it helps the students to understand the text easily through the discussion process and the presentation session. It facilitates the students to make them eager
to read the text by themselves. To enhance the implementation of the jigsaw technique, it can be combined with the Genre-Based Approach in the teaching
procedure. Through this approach, the teaching-learning process is done in step by step so it will not drive the students to be bored and yawned in the class.
Moreover, the teacher can guide the students in the JCOT stage so it will give the students an opportunity to ask to the teacher if they find a problem so they can
understand the generic structure, language features, and the main idea of the text. Providing handouts with the scaffolding task is also able to make the students
challenged in doing the tasks as directly it can enrich the students’ vocabulary. To conclude, the actions implemented in the class VII C can be said successful to
improve the students’ reading comprehension. The jigsaw technique can be used by the English teacher of class VII C as one of the techniques to teach reading in
the class.
C. Suggestions
The researcher also gives the suggestions to the English teacher and other researcher. The suggestions are described as follows:
1. For the English Teacher a. The teacher can use the jigsaw technique in the reading class since it is proved
that it is able to improve the students’ reading comprehension. b. The teacher should give the passive students an opportunity to contribute in the
class. c. The teacher should provide various activities in the class in order to make them
not bored. 2. For other researchers
For the other researchers who want to do the similar research, they should prepare the research well considering the knowledge of the jigsaw technique and
the research procedure. In addition, they need enough space like in open area to implement jigsaw technique since it requires space to implement it.
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