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
57
text. It was successfully improve the students motivation because the activities of Jigsaw technique could make the students interest and forced
them to involve in doing the activities. see appendices 8a and 8b
2. Data of Questionnaire
The data from the pre questionnaire revealed that writing was one of the English skills that difficult to master. The students had difficulty in
term of generating and organizing the idea into readable text, choosing the words, and using past form. Those problems made the students did not
interest in writing class. However, after using Jigsaw technique in teaching
writing, the students gave positive responses toward that action. Jigsaw technique
could make the classroom atmosphere more interesting and make students easier to write. It because they can share their ideas in writing a
narrative text in both the expert groups and home groups.
3. Data of Interview
The data gained from the pre interview with the English teacher indicated that the students’ ability in writing was poor because the students
had some difficulty in writing, and the students’ participation in writing
class was not too active. Consequently, it needed to do the innovation in teaching writing. The writer suggested implementing Jigsaw technique
strategy in teaching writing. After conducting the action, the English teacher gave positive responses toward the action. The English teacher felt satisfied
with the improvement made by the students focus on writing ability and their participation. The English teacher also motivated to use Jigsaw
technique because it could facilitate the students in writing. Hence, the
English teacher would use Jigsaw technique as an alternative strategy in teaching writing. see appendices 1b and 2b.
58
4. Data of Test
Based on the result of students’ writing product, it was found out that the students’ writing in a narrative text was gradually improving. It
meant that the use of Jigsaw technique could increasingly help and motivate them to learn for better writing a narrative text. Thus, most of them
gradually gained good scores at the end of each cycle. The students’ average score in preliminary study was 56.3; in the first cycle the average score was
65.2; and the average score in the second cycle was 77.2. The students’
improvement in the writing narrative text from the preliminary study to the second cycle was recapped in Figure 4.4.
Figure 4.4 The Students’ Achievement in Writing Product
The overall finding of the study after accomplishing the classroom action research revealed the good results from implementing Jigsaw
technique in teaching narrative text.
The result of the study using Jigsaw technique indicated that there was an increase in students’ motivation in writing a narrative text from
79.3 in the first cycle to 89.3 in the second cycle. The implementation of Jigsaw technique gradually improved students’ motivation to write.
The result of this study also indicated that students’ writing product increased significantly from 56.3 in the preliminary study, 65.2 in
the first cycle, to 77.2 in the second cycle.
50 60
70 80
Writing 56.3
65.2 77.2
Preliminary 1st Cycle
2nd Cycle
Kategori