95 was very important in this activity. In each cycle of the implementation of the
jigsaw technique showed that each students contributed their participation in the group discussion.
c. Student to Material
In this research, the interaction among the students and the material occurred when the students read the text loudly in front of their friends and the
students answered questions in the worksheet. The students participated to read their text in the home group. It made them engage with the material. Besides, they
learnt the material through the handout give n by the researcher. They made reactions to respond to the material by asking questions related to the handout.
While in the last activity, the students completed the reading assignment. The assignment was about students’ comprehension of the text which had been learnt
in the groups. They answered the questions in the worksheet individually.
2. Jigsaw Technique for Group Learning Activities
According to Hakkarainen 2012 jigsaw technique is a group work method for learning and participating in the following group learning activities:
a. Listening
In the implementation of the jigsaw technique, the students gave their contribution through listening to the material shared by their friends. It was
because their friends as their main resource of knowledge in the jigsaw technique activities. Besides, the students participated to prepare their discussion to be
presented in their home group. Therefore, they realized that they should listen to
96 the other students in order to understand the material. In cycle 1, there was some
students did not pay attention to their friends’ explanation. However, it changed in
cycle 3. Each student listened to their friends who explained the text. They realized that listening to the others make them understand the text quickly.
Therefore, they were able to teach their friends in the home group.
b. Speaking
There were three group sections in the implementation of the jigsaw technique in the class. They were home group part 1, expert group, and home
group part 2. The students discussed the material in the expert group. Then, the students had responsibility to retell the content of the text which had discussed in
the expert group to their home group friends.
They contributed their participation through presenting their knowledge using their own words to the new listeners. The other members in the home group
expected that the speaker could deliver the material clearly. In the implementation of the jigsaw technique, the students of class VII.10 had tried to speak and be a
good resource by retelling and presenting the content of the text. In this activity, the students who taught the content of the text were appreciated by other students.
c. Cooperation
In the implementation of the jigsaw technique, the students depended on others to comprehend the materials. Their participation came up through the
activities which expected their contribution to help the ir friends. Understanding the material by each member’s information was the group goal. All members of
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
