The Result of Post Interview

55 The first issue in Table 4.5 was on the students’ perception of their liking to write a narrative text using Jigsaw technique. It indicated that 17.1 students strongly agreed and 64.3 students agreed. Those neither agree nor disagree comprised 17.1. It was clearly indicated in the table that most of the students were like to write using Jigsaw technique. The second issue was on the students’ perception of the usefulness of Jigsaw technique. The Table 4.1 revealed that 17.1 students strongly agreed and 64.3 students agreed. Those neither agree nor disagree amounted 15.7. It indicated that most of the students agreed that Jigsaw technique could motivate them to participate actively in writing class. The third issue was on the students’ response about teaching writing through Jigsaw. It was indicated that 14.3 students strongly agreed and 48.6 students agreed. Those neither agree nor disagree amounted 32.8 and those disagree comprised 4.3. No one strongly disagreed. The fourth issue was on the extent of the role of peers’ responses in improving writing quality. The table 4.1 also indicated that 14.3 students strongly agreed and 48.6 students agreed. Those were 32.8 students neither agree nor disagree. It showed that 4.3 students disagreed and no one strongly disagreed. The last issue was on the students’ response about the teacher’s style during teaching writing through Jigsaw. It was indicated that 20.0 students strongly agreed and 60.0 students agreed. Those neither agree nor disagree amounted 15.7 and those disagree comprised 4.3. No one strongly disagreed. To sump up, Table 4.5 indicated that 16.8 students strongly agreed that Jigsaw technique motivated them to write narrative text. Those agreed amounted to 58.3. Those neither agree nor disagree comprised 21.7. It was also clearly indicated in the table that 3.2 students disagreed and no students strongly disagreed. It meant that 75.1 students were motivated during the implemented Jigsaw technique in writing class. This implied that the first criteria of success had been fulfilled. Details of the students’ perception on their motivation are presented in Appendix 6. 56 50 100 Cycle I 75.3 80 82.5 Cycle II 86 89 92.8 1st Meeting 2nd Meeting 3rd Meeting

B. The Interpretation of the Data

In action research, we should not rely on any single data but we have to look the various data sources to sustain the result of research. Data sources used in this study was triangulation. It was used to know and to check whether the result of each instrument was in line with the result of other instrument. So it could produce the validity of the data and it could be clearly seen the accordance of the research findings.

1. Data of Observation

Based on the result of the students’ participation during the teaching and learning process of writing class through observation checklist, it was indicated that the students’ participation gradually increase from the first cycle into the second cycle. It was found that there were 79.3 students participated actively in the first cycle, meanwhile 89.3 students participated in the second cycle. It meant that the improvement percentage was 10.0. Hence, it has met the second criterion of success. Figure 4.3 recapped the improvement of students’ participation in both the first and second cycles. Figure 4.3 The Students’ Participation during Teaching and Learning Process The improvement of students’ participation meant that the implementation of Jigsaw technique gave a good impact of their participation during the teaching and learning process of writing narrative