68 3 Post-Activity
In the post activity, the researcher discussed the correct answers of the worksheet. The students answered the questions orally. The researcher also asked
the students about some adjectives to describe a place. The students could mention the adjectives to describe a place well.
c. Observing for Cycle 2
In this stage, the researcher had role as an observer and a teacher. Observing the teaching- learning activity was done in the same time with the
implementation of the jigsaw technique. The data was obtained from observation sheet results and students’ participation checklist results.
1 Observation Sheet Results
Table 4.5 Observation Sheet of Researcher’s Activity
No. Aspects
T eacher’s
Response Yes
No 1.
The teacher gives the students some questions 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 divides the students into 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 in 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
69 No.
Aspects Teacher’s
Response Yes
No 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 any noise
15. The teacher gives feedback to the students
Table 4.5 showed that the researcher still could organize the instructions step by step. The researcher could manage the implementation of the jigsaw
technique. Besides, the researcher let the students ask the material to her and involve in each group by moving around in the groups. In this second cycle, the
researcher could manage the time wisely. She gave feedback and discussed the correct answers of the worksheet in the post activity. However, she still ignored
the students who made noises in the group.
Table 4.6 Observation Sheet of Students’ Activity
No. Aspects
Students’ Response
Yes No
1. The students answer some questions related to the material in
the beginning of the lesson
2. The students pay attention to the teacher’s explanation
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 friends 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
70 Table 4.6 showed that the students obeyed the researcher’s instruction.
They paid attention to the researcher’s explanation. They used the opportunity to
ask the difficult vocabularies and material to the researcher. They actively participated in the groups.
2 Students’ Participation Checklist Result
In this observation, the researcher divided the results into the home group part 1 result, expert group result, home group part 2, and the table of students’
participation table. a Home Group Part 1 Result
In the home group, the students read the text one by one. 30 students read the text loudly. They seemed more relax in this section because they had already
known the plot of the activities. All students read the text loudly by standing in front of their friends in the home group. This home group part 1 activity took 10
minutes. b Expert Group Result
There were 20 students who asked their friends about the text. In this section, they made improvement for asking their friends about the text. It was
because there were some difficult words in the text. Besides, 25 students shared their ideas about the text in this expert group. They comprehended the text by
checking the difficult words in the dictionaries. They also used the pictures to represent the content of the text. The researcher found that there was a group
which divided the jobs. Each member translated one sentences. Therefore, it made
71 them comprehend the text faster. After they finished it, they talked about another
thing in the group. This expert group activity took twenty five minutes. c Home Group Part 2 Result
There were 25 students who retold the content of the text. They retold it in Indonesian and English. While the students were explaining the content of the text
based on what they had learnt in the expert group, each student in the home group answered five questions in the worksheet about “Bunaken National Marine Park”.
There were 29 students who finished answering the worksheet. In this section, the students felt easier to understand the whole descriptive text. However some
students still copied their friends’ work. This activity took thirty five minutes.
d Students’ participation table
Table 4.7 Students’ Participation of Cycle 2
No. Criteria
Quantity Percentage
Qualification 1.
Reading the text loudly 30
100 High
2. Asking questions related to the
text to their friends 20
66.7 Medium
3. Sharing the content of the text
25 83.3
High 4.
Retelling the content of the text to their friends
25 83.3
High 5.
Answering questions related to the text in worksheet
29 96.7
High 6.
Asking questions related to the material to the teacher
14 46.7
Medium
Table 4.7 showed that the students’ participation was unstable. It raised and decreased from cycle 1 to cycle 2. It rose in the part of reading the text loudly,
asking questions to their friends in the group, and answering questions in the worksheet. However, it decreased in the criteria of sharing and retelling the
72 content of the text.
The result revealed that the students’ participation were not in low levels anymore. Their participation increased by the implementation of the
jigsaw technique.
d. Reflecting for Cycle 2
