14 Active learning provides various practices, such as pausing in lectures for
students to consolidate their notes, interspersing short writing exercises in class, facilitating small-group discussions within the larger class, incorporating survey
instruments, quizzes, and student self-assessment exercises into the course, leading laboratory experiments, taking field trips, and using debates, games, and
role play. Bonwell and Eison 1991 as cited in Michel et al. 2009 state that: Active learning provides some benefits, as follows; students are more
involved than in passive listening, students are engaged in activities such as reading, discussing, and writing, student motivation is increased,
students can receive immediate feedback, and students may engage in higher-order thinking, such as analysis, synthesis, and evaluation.
In designing the learning activity, the teacher can choose and use an appropriate method. In this research, the researcher chooses jigsaw method to
develop better learning activity for improving reading competence. Jigsaw is one of additional learning methods to develop active learning as a better learning
activity.
2. Jigsaw Method
The researcher divides the explanation of jigsaw method into three parts. They are definition, learning activity, and benefits.
a. Definition
Jigsaw is one of cooperative learning methods. It had implemented by Elliot Aroson with their friends from Texas University Coffey: 2008. Jigsaw is
an appropriate method of learning and teaching reading so that students can improve their reading competence. According to Aronson and Patnoe 1997,
“jigsaw is most powerful and appropriate in situations where learning is from text- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 based material-such as social studies, literature, or science-that can be divided
equally among students” p.22. Jigsaw method provides some activities that can be done by the students.
The students will be gathered in different forms of groups. Hakkarainen 1992 elaborates the name of jigsaw method “students are organized like pieces in a
jigsaw to form different kinds of groups, where each student piece must be part of the solution to jigsaw puzzle” p.3. It signifies that each student has
responsibility to expert the material as a piece of the puzzle to complete the information to their teammates.
b. Learning Activity
Jigsaw method provides better learning activity to the students. The learning activity changes the students become active learners. In jigsaw method,
the teacher provides one unit that is divided into several parts as many as the group members. Then, the students will be divided into several groups. The group
should be heterogeneous groups. Based on Trianto 2010, in jigsaw method, teacher creates heterogeneous group which consist of students with multiple
ability level. Slavin 1995 states that students work in heterogeneous teams, as in Student Teams
–Achievement Divisions STAD and Teams-Games-Tournaments TGT which are also cooperative learning method. The name of the first group
form is called home group. Every member of the group has different part. They have their responsibility to learn their parts. Then, the students move to a new
group which is called expert group to gather with the other friends who have the same parts.
16 In the expert group, the students discuss the material and prepare the
presentations for their home group friends. After they have mastered their material, they return to their home group to teach their parts. Aronson and Patnoe
1997 state that “this process made it imperative that the children treat each other as resources” p.8. They add that “students who grasp the material quickly are
vital resources in helping slower students learn the material” p.42. After every student has learnt the material one another in their home
group, the students are given a quiz which covers all materials. The quiz is used to measure the students‟ understanding and improvement of the materials that they
have learnt in their groups.
c. Benefits
