6 Because this technique was new for the teacher of seventh grade in SMP N 8
Yogyakarta, it could be a reference to improve students’ participation through the implementation of the jigsaw technique in the class.
2. The Seventh Grade Students of SMP N 8 Yogyakarta
The researcher expected that this research would be useful for the students of the seventh grade of SMP N 8 Yogyakarta to improve their participation in the
learning process of English class. Therefore, the students could achieve the goal of the lesson.
3. Other Researchers
It was expected to give information to other researchers who want to conduct further research about similar topic.
F. Definition of Key Terms
To make clear the definition of some terms, the researcher clarifies the following:
1. Students’ Participation
According to Vandrick 2000 students’ participation is defined as speaking in class, asking and answering questions, making comments and
participating in discussion as cited in Klose and Sariefe, 2008, p. 2. Furthermore, Schreyer Institute for Teaching Excellence 2007: 1 proposes that
student participation can be defined in terms of three kinds of interaction: student to teacher, student to student, and student to material.
7 In this research, students’ participation was the contribution of the students
to participate in the group work and classroom. It was divided in six criteria. They were 1 reading the text loudly 2 asking ques tions 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
questions related to the material to the teacher. Then, the researcher analyzed those six
criteria of students’ participation by using the three kinds of interaction in the classroom.
2. Jigsaw
Aronson 2002 explains jigsaw: The jigsaw structure encourages listening, engagement, and empathy by
giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a
common goal; each person depends on all the others as cited in Berger and Hanze, 2007, p. 30.
In this research, jigsaw technique was implemented in the group work activity. There were three groups sections in the jigsaw activity. They were
home group part 1, expert group, and home group part 2. The first group section was called home group part 1. In this section, there were six groups and
each group consisted of five members. Each student had different paragraph of a descriptive text. Then, they moved to the second group which was called
expert group. In this section, the student gathered with their friends who had the same paragraph to comprehend and understand the paragraph.
After that, they returned to their home group to retell what they had learnt in the expert group. This section was called home group part 2. In the end of
8 the lesson, the students were assessed by answering questions in the worksheet.
Therefore, in this study, the jigsaw technique had a goal to make the students participate in the teamwork and classroom.
3. Class VII.10 of SMP N 8 Yogyakarta
