28
B. Research Setting
The research is conducted in SMP Pangudi Luhur St. Vincentius Sedayu. It is located at Jalan Wates Km 12, Sedayu, Bantul, Yogyakarta. In this research,
the researcher wants to conduct two cycles for two meetings. Each cycle consists of planning, acting, observing, and reflecting.
C. Research Participants
The participants are the students of class VII B in 20162017 academic year. There are 33 students who consist of 12 girls and 21 boys. The researcher
found that the students needed more learning activities especially for improving reading competence.
D. Research Instruments and Data Gathering Technique
In this research, the researcher used five instruments to conduct the research. The instruments were interview, field notes, observation checklist,
questionnaire, and test.
1. Interview
In this research, the researcher interviewed the English teacher as a single participant. The interview aimed to get the clarification and deeper information
from the teacher as a preliminary study. In the interview, the researcher asked several questions
related to class situation, students‟ learning activity, students‟ reading competence, test, curriculum, syllabus, and lesson plan see appendix C4.
29 Based on Cohen, Manion, Morrison 2011, interviews enable participants
– be they interviewers or interviewees
– to discuss their interpretations of the world in which they live, and to express how they regard situations from their own point of
view.
2. Field Notes
According to Ary et al. 2010, field note is the most common method of recording the data collected during observation. In this research, the researcher
would use field notes to describe the situation of the class during the research implementation. The researcher would note the important things occurred in the
class; students‟ learning activity, students‟ situation in the class, difficulity found, things that worked well, and things that should be improved see appendix C3.
The researcher also noted the problems that were found in the class.
3. Observation Checklist
Best and Khan 1986 state that observation checklist is a prepared list of items. In this research, the items were the statements about the learning teaching
process observation see appendix C1. The statements consisted of students‟
learning activity in the process of learning and teaching using the implemented jigsaw method. In this research, the researcher designed the observation checklist
using semantic differential. Developed by Osgood in 1957, the semantic differential usually takes the form of a 5 or 7 point bipolar adjectival scale, but a
number of different forms are commonly used. These forms usually differ according to the number of points on the scales, and the degree and type of
labeling of these points. In this research, the researcher used 5 scales for twenty PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30 20 statements. The scales were 1 absolutely negative comment, 2 negative
comment, 3 neutral, 4 positive comment and 5 absolutely positive comment. Moreover, the researcher also added the quantity of the students to know the
number of the students who followed every activity. Furthermore, after conducting the observation, the observers and the teacher had discussion related to
the findings of the observation checklist.
4. Questionnaire
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