their work. The researcher used the remaining time to review about descriptive texts. Finally, he closed the class a few minutes later.
3. Reflection
After conducting the actions, the researcher did a reflection in order to evaluate the action. In the reflection, the researcher analyzed the data such as field
notes and interview transcripts from the action implemented in Cycle 1. The researcher found some obstacles in implementing the actions. The reflections of
actions were explained below.
a. Implementing the Jigsaw Technique in the Reading Class
The first action was implementing the jigsaw technique in the reading class. From this action, several aspects were achieved such as the students’ attention in
the classroom activity and the students’ enthusiastic increased. Though, in the implementation, this action was not applied perfectly. It was the students whose
made the grouping both jigsaw and expert group took quite long time and felt confused. It was supported by the interview transcript below.
R: Sini pak Yunus mau ngobrol sebentar. Tadi gimana pelajaran bahasa Inggrisnya? Mudeng gak?
Come here please. Mr. Yunus would like to talk to you for a while. How was about the English lesson? Did you understand?
I: Ya mudeng dong pak. Tentang teks deskripsi kan, fungsinya yang mendeskripsikan sesuatu dan pakai present tense.
Yes of course Sir. It was about a descriptive text which the function is to describe something and it uses presen tense
R: Ya pinter, tadi bingung gak pas kelompokan? You were good, were you confused in the grouping process?
I: Agak bingung sih pak, soalnya kelompoknya ganti-ganti. I was rather confused since the grouping was changed to some time
R: oh begitu tapi tadi diskusi gak pas di kelompok ahli Oh I see, didn’t discuss with your friend in the expert group.
I: Iya dong pak. Surely Sir
Interview Transcript 12 Also the students were still confused about the procedure of jigsaw. They did
not realize their role in the expert group and in the jigsaw group. Then, some students forgot to the group they were belonging to before. It was because in the
implementation of jigsaw, the researcher could not deliver all materials in one meeting so the remains of the material were continued in the next meeting. Lastly,
they were also still childish in deciding the group since they were still selective in making the group.
b. Employing the Stages of the Genre-Based Approach in the Teaching – Learning process
The second action was employing the stages of the Genre-Based Approach in the teaching-learning process. This action ran well in Cycle 1 because it could be
combined with the implementation of jigsaw. Besides, it made the class not too monotonous. There was a guided process for the researcher in the JCOT steps
which the jigsaw technique was applied. The researcher guided the students both in discussing the topic and doing the task. It could be seen in the following field
notes. R langsung membahas soal tersebut. R meminta tim A untuk menjawab
nomor 2, tim B nomor 3, tim C nomor 4, tim D nomor 5, dan tim E nomor 6 karena nomor satu sudah dijawab oleh R. R kemudian membahas satu per
satu jawabannya dan menunjukkan bukti informasi yang ada di text kepada agar mereka tahu.
The researcher then discussed the exercises and asked team A to answer number 2, team B for number 3, team C for number 4, team D for number 5,
and team E for number 6 since number 1 had been answered by the researcher. Next, the researcher discussed the answer one by one and showed
the information in the text so they would know later.
F.N. 9-12052014
