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a. Video Tape Recording
According to Best 1970, “Recording observation minimizes the errors of the result from faulty memory” p. 183. The researcher used the video tape
recordings to review the implementation of the jigsaw technique. It helped the researcher to analyze the data.
Best 1970 explains “the nature of an act may be more accurately analyzed when the action is slowed down, lapse photography, or
the audio and video tape recorder has fac ilitated the analysis of complex activities” p. 182.
b. Students’ Participation Checklist
The researcher used a students’ participation checklist to know individual students’ participation in the classroom. The researcher invited two observers to
fill th e students’ participation checklist when the researcher implemented the
j igsaw technique. The students’ participation checklist consisted of 30 students’
name and six aspects of the students’ participation in the teaching and learning
process. They were 1 reading the text loudly 2 asking question related to the text to friends 3 sharing the content of the text to friends 4 retelling the content
of the text to friends 5 answering questions in the worksheet 6 asking question related to the materials to the teacher. The researcher gave each student a call card
which consisted of student’s number and name in order to make easy in observing each student’s participation. The sample of students’ participation checklist was
presented as follows:
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Table 3.2 Sample of Students’ Participation Checklist
Students Number
Participation Aspects A
B C
D E
F 1.
2. 3.
4. 5.
30.
Total
c. Observation Sheets
The researcher used observation sheets to observe the researcher’s activity and the students’ activity in the teaching and learning process. It was used to
know that the teaching and learning activity was suitable for the lesson plan. The researcher divided the observation sheets into two parts. The observation sheets
were presented below:
Table 3.3 Observation Sheet of Researcher’s Activity
No. Aspects
Teacher’s Response
Yes No
1. The teacher gives the students some questions related to the
material in the beginning of the lesson 2.
The teacher explains the material from the handout 3.
The teacher gives the opportunity to the students to ask about the material to the teacher
4. The teacher divides the students in a group of six in the home
group 5.
The teacher asks the students to read the text loudly in the home group
6. The teacher asks the students to move in the same text group
7. The teacher asks the students to share their paragraph in the
expert group 8.
The teacher asks the students to ask their friend about the text in the expert group
34 No.
Aspects Teacher’s
Response Yes
No 9.
The teacher asks the students to return to their home group 10. The teacher asks the students to tell the content of their
paragraph to their home group 11. The teacher interacts and involves with the students in the
group 12. The teacher moves around in each group
13. The teacher asks the students to answer the worksheet 14. The teacher warns the students who make any noise
15. The teacher gives feedback to the students
Table 3.4 Observation Sheet of Students’ Activity
No. Aspects
Students’ Response
Yes No
1. The students answer some questions related to the material in
the beginning of the lesson 2.
The students pay attention to the teacher’s explanation 3.
The students ask questions about the material to the teacher 4.
The students gather in a group of six in the home group 5.
The students read the text loudly in the home group 6.
The students move to the same text group 7.
The students share their paragraph in the expert group 8.
The students ask to their friend about the text in the expert group
9. The students return to their home group
10. The students tell the content of their paragraph to their home group
11. The students answer questions in the worksheet
d. Field Notes
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