Observing for Cycle 3 Cycle 3

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c. Observing for Cycle 3

In this stage, the researcher had roles as an observer and a teacher. Observing the teaching- learning activity was done in the same time with implementation activity. The data was obtained from observation sheet results and students’ participation checklist results. 1 Observation Sheet Results Table 4.8 Observation Sheet of Researcher’s Activity No. Aspects Teacher’s Response Yes No 1. The teacher gives the students some question 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 divided 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 to the same text group  7. The teacher asks the students to share their text in the expert group  8. The teacher asks the students to ask their friend about the text in the expert group  9. The teacher asks the students to come back in their home group  10. The teacher asks the students to tell the content of their text 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 noises  15. The teacher gives feedback to the students  80 Table 4.8 showed that the researcher could deliver the material orderly. The researcher could also manage the time wisely. There was time to give feedback and discuss the material in the end of the lesson. The researcher motivated the students to be active by letting the students ask questions about the material. Besides, the researcher interacted with the students by moving around in the groups. The researcher encouraged them to comprehend the text in the group. Table 4.9 Observation Sheet of Students’ Activity No. Aspects Students’ Response Yes No 1. The students answer questions related to the material in the beginning of the lesson  2. The students pay attention to the teacher in explaining the material  3. The students ask questions about 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 text in the expert group  8. The students ask 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 text to their home group  11. The students answer the worksheet  Table 4.9 revealed that the students obeyed the instruction. They paid attention to the researcher ’s explanation about. The students used the opportunity to ask about difficult vocabularies and the material. The students actively participated in the groups by sharing their ideas. The students helped each other to understand the meaning of the text. They considered their friends as the resource to comprehend the text. In this cycle, the researcher could see the students’ participation increased maximally. All students answered the worksheet. 81 2 Students’ Participation Checklist Result In this observation, the researcher divided the results into home group part 1 result, expert group result, home group part 2 result, and the students’ participation table. a Home Group Part 1 Result In the home group, the students read the text one by one. In this cycle, 30 students read the text loudly. The students were accustomed to do ing the activities. All students read the text loudly by standing in front of their friends in the group. This home group part 1 activity took ten minutes. b Expert Group Result There were 22 students who asked their friends about the text. In this section, the students made improvement in asking their friends about the text. It was because there were some difficult vocabularies which offered in each text. Besides, 27 students shared the content of the text in this expert group. They comprehended the content of the text by checking the difficult words in the dictionaries. In this cycle, the students contributed their participation maximally. This expert group activity took twenty five minutes. c Home Group Part 2 Result There were 29 students who retold the content of the text. They retold the content of the text by using Indonesian and English. The students told the content of the text with their own words. In this cycle, the researcher felt satisfy to see their performance in the home group. The students returned to their normal sit 82 place to fill the worksheet. 30 students answered the questions in the worksheet. They could work individually. This home group part 2 activity took thirty five minutes. d Students’ Participation Table Table 4.10 Students’ Participation of Cycle 3 No. Criteria Quantity Percentage Qualification 1. Reading the text loudly 30 100 High 2. Asking questions related to the text to their friends 22 73.3 Medium 3. Sharing the content of the text to friends 27 90 High 4. Retelling the content of the text to their friends 29 96.7 High 5. Answering questions related to the text in worksheet 30 100 High 6. Asking question related the material to the teacher 18 60 Medium Table 4.10 showed that the students’ participation increased in almost all aspects. The students gave their contribution each activity. The qualification of the students’ participation showed that the students revealed the high and medium levels. The result indicated to finish the cycle because the students’ participation had already in high achievement. The students could follow the use of the jigsaw technique in learning various descriptive texts.

d. Reflecting for Cycle 3