I: Iya dong pak. Surely Sir
Interview Transcript 12 Also the students were still confused about the procedure of jigsaw. They did
not realize their role in the expert group and in the jigsaw group. Then, some students forgot to the group they were belonging to before. It was because in the
implementation of jigsaw, the researcher could not deliver all materials in one meeting so the remains of the material were continued in the next meeting. Lastly,
they were also still childish in deciding the group since they were still selective in making the group.
b. Employing the Stages of the Genre-Based Approach in the Teaching – Learning process
The second action was employing the stages of the Genre-Based Approach in the teaching-learning process. This action ran well in Cycle 1 because it could be
combined with the implementation of jigsaw. Besides, it made the class not too monotonous. There was a guided process for the researcher in the JCOT steps
which the jigsaw technique was applied. The researcher guided the students both in discussing the topic and doing the task. It could be seen in the following field
notes. R langsung membahas soal tersebut. R meminta tim A untuk menjawab
nomor 2, tim B nomor 3, tim C nomor 4, tim D nomor 5, dan tim E nomor 6 karena nomor satu sudah dijawab oleh R. R kemudian membahas satu per
satu jawabannya dan menunjukkan bukti informasi yang ada di text kepada agar mereka tahu.
The researcher then discussed the exercises and asked team A to answer number 2, team B for number 3, team C for number 4, team D for number 5,
and team E for number 6 since number 1 had been answered by the researcher. Next, the researcher discussed the answer one by one and showed
the information in the text so they would know later.
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c. Providing More Input Texts in the Form of Handouts
The third action was providing more input text in the form of handouts. In the implementation, some aspects were achieved such as the students could
understand the text and the students were willing to identify the generic structure through underlining the sentence and difficult vocabulary through checking the
dictionary as the students’ vocabulary was increased. However, some problems were found. The students did not bring the handouts when they still needed them
in the next meeting. It could be proved from a part of field notes below.
Furthermore, the task given by the researcher was too easy for them. It would make the students bored and not challenged anymore.
d. Giving the Students an Opportunity to be More Active Through Group Discussion and Group Sharing Section
The last action was giving the students opportunity to be more active through group discussion and group sharing section.
In the discussion process, the students could identify the main idea of the text easily yet there were significant
different for the group containing the slow students and the group containing fast students. The fast students could discuss the given topic quickly and the slow
Tapi, banyak Ss yang lupa dengan anggota kelompok jigsaw mereka dan beberapa S tidak membawa handout yang telah dibagikan R dengan alasan
ketinggalan di rumah.
However, Many students forgot with the member of their jigsaw group and some students did not bring the handout given by the researcher and argued that
it was left in the home.
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students were vice versa. Then, in the presentation process, they were still shy to deliver their information.
C. Report Cycle 2 1. Planning
Based on the reflection in Cycle 1, there were still obstacles in the implementation the researcher planned to implement the actions in Cycle 2 with
the revised actions. The researcher together with the English teacher formulated some additional actions to solve the problem in the Cycle1. In the Cycle 2, there
were four meetings. The plans in Cycle 2 were:
a. Implementing the Jigsaw Technique in the Reading Class
The first action was implementing the jigsaw technique in the reading class. In reference with Cycle 1, the researcher designed the new format in the jigsaw
procedure since in Cycle 2 the text be taught would be procedure text. In this action, the researcher decided to make the jigsaw group and the expert group
permanently. For the procedure of the implementation, it was still similar with the first
Cycle. They would gather in the expert group to discuss the given topic by the researcher. In Cycle 2, the topic would be in the form of incorrect or invalid text
so they had to fix the text before they came in the jigsaw group to share the correct texts. In the jigsaw group, they would answer the question related to the
texts.
