Acting for Cycle 3 Cycle 3

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b. Acting for Cycle 3

In this stage, the researcher divided the actions into three parts; pre- activity, whilst-activity, and post-activity. 1 Pre-Activity The implementation of the jigsaw technique for the third meeting was conducted in two weeks after finishing cycle two. It was because the students had Ujian Sekolah holiday and a camping event. In the beginning of the lesson, the researcher asked the studebts’ pets. Then, the researcher gave a handout about describing animals. It consisted of some vocabularies and adjectives to describe an animal. The researcher discussed the handout. After that, the researcher played a video about Komodo Dragon. It was about the description of Komodo Dragon in Komodo Island, Indonesia. This pre-activity took fifteen minutes. 2 Whilst-Activity In this activity, the researcher implemented the jigsaw technique. The researcher divided the activities in three group sections; home group part 1, expert group, and home group part 2. a Home Group Part 1 The researcher divided the students into home groups. The group was the same with previous group in cycle 1 and cycle 2. The researcher also asked them to gather in the same sit place like in the previous cycle. The researcher drew the sit map in the white board. After that, the researcher gave each group a descriptive text titled “Komodo Dragon”. Each student in the group received different 77 paragraphs. Basically, it was the same way like in the cycle 2. Then, the researcher asked the students to read the text loudly by standing in front of their friends in the home group. This home group part 1 took ten minutes. In this section, the two observers filled the students’ participation checklist for a criterion of reading text loudly in the group. b Expert Group The researcher asked the students to move in the expert group by grouping the text. The students who received the same paragraph gather in one group. This second group was still the same with the previous group. The researcher counted their movement in order to make the students move quickly. In this section, the researcher asked the students to share and ask questions about the text to their friends in the expert group. The researcher asked the students to stand for sharing the content of their paragraphs. The students comprehended their paragraphs by translating them . The observers filled the student’ participation checklist for two criteria; asking questions related to the text to their friends and sharing the content of the text. This expert group activity took 25 minutes. The researcher asked the students to find the meaning of the difficult words in each text in order to make them understood the text. She also provided five pictures which represented each text to help them understanding the text. The difficult vocabularies for each text were written in the white board. Then, one member of each group came to the front of the class to answer the difficult vocabularies in the white board. The researcher saw that the students felt very interested in answering the difficult vocabularies in the white board. Based on the 78 interview results in the preliminary observation, two interviewees said that they seldom got a writing activity in the white board. Their enthusiasm was seen by many students who wanted to answer it in front of the class. This activity aimed to avoid the students talking about other things when they had already finished comprehending their text in the expert group. c Home Group Part 2 The researcher asked the students to return to their home group. The researcher discussed the difficult words in the white board. After that, each student retold the content of their text that they had already learnt in the expert group by their own words . In this section, the observers filled the students’ participation checklist for retelling the content of the text to the other students in the group. Then, the researcher distributed the complete text to each student. This home group part 2 activity took twenty five minutes. 3 Post-Activity The researcher asked the students to return to their normal sit. Based on the result of cycle two in which they c opied their friends’ work in answering the worksheet in the home group, the researcher gave the worksheet to them in the normal sit. Therefore, they worked individually. This past-activity took ten minutes. Then, the researcher concluded the material and gave feedback to the students by discussing some adjectives to describe an animal and the correct answer of the worksheet. 79

c. Observing for Cycle 3