Relevant Researches LITERATURE REVIEW

In this type of learning model, before the learning material is given, teachers provide an introduction to the topics that will be discussed for todays material. Teacher can write the topic on the board and ask what students know about the topic. Then, divided students in 8 groups work cooperatively, each group consisting of 4 students. Each student is assigned a number of 1 to 4. The teacher divides the learning materials into 4 sections, then the first part of the lesson material given to students who got number 1 in each group, while students with number 2 got the second part of the lesson material and so on until every student gets their turn. Then, students are asked to read or work on their part to form groups according to the number of tasks they get expert group . In this activity, students can complement each other and interact with each other. They studying or working cooperatively, and then each student back to their own group and explained to the group about what he had learned to the member of their origin groups. Activities include sharing knowledge, ideas, provide feedback to teach peers.All of the activities can create a learning environment where students are actively carrying out their respective duties and work together in a group so th learning is more meaningful. The more active students in learning activities, the more easily identify the classroom, about the extent to which teaching materials that can be accepted by the students, so the learning difficulties can be addressed immediately. With the cooperative learning type Jigsaw, the students will learn in a group together in expert group and provide them an opportunity to explain their discussion results to their home group, so can improve students learning activities.

D. Research Hypothesis

Based on the theory above, the hypothesis can be formulated as : “The implementation of Cooperative Learning Model Type Jigsaw is able to improve Students’ Learning Activity of Grade X AK 1 SMK Negeri 1 Klaten.” 34

BAB III RESEARCH METHOD

A. Research Place and Time

1. Research Place This Classroom Action Research was conducted in SMK Negeri 1 Klaten Yogyakarta which is located at Jl. Dr Wahidin Sudiro Husodo No. 22 Klaten. 2. Research Time Research was conducted in the month of July-August 2015, with the planning stage at the end of July 2015. While the stage of action, observation and reflection was conducted in early August 2015.

B. Research Design

Classroom action research has special characteristics that a research conducted by the teacher in Class itself with the assistance of researcher by designing, implementing, and reflecting the collaborative and participatory action with the aim to improve the performance of teachers, so that students learning problems can be resolved and students achievement becomes optimal. This study takes the form of collaborative and participatory, means that researchers collaborate or cooperate with subject teachers in Accounting, joined in a team to conduct research with the aim to improve the deficiencies in the learning process. Participatory means researchers assisted by colleagues directly in research. According to Pardjono 2007; 41, Researcher is the primary observer and teacher is the actor who runs the learning scenario. Teachers only play a role of developing the designed learning action. While the impact and classroom situations before, during, and after the action is the responsibility of researcher. This research uses the design of Kemmis Taggart action models which modified into two rounds because there are two cycles. The procedures of this research model are: planning, action, observation, and reflection Rochiati Wiriatmadja, 2007; 66. The chart of the spiral model Kemmis and Taggart can be described as follows: Figure 2. Spiral Model Cycle Kemmis and Mc Taggart. Suharsimi Arikunto, 2010: 132