93 Teaching Excellence 2007. Secondly, the researcher analyzed the jigsaw
learning activities with a theory proposed by Hakkarainen 1992.
1. Three Kinds of Interaction
Based on the Schreyer Institute for Teaching Excellence 2007, the stud
ents’ participation in the class can be defined in terms of three kinds of interaction:
a. Student to Teacher
The interaction among the students and the teacher occurred in the implementation of the jigsaw technique. In this research, the interaction among
the students and the teacher was the students asked questions related to the material to the teacher. The researcher as the teacher always gave opportunities to
the students to ask questions about the material. In c ycle 3, many students asked the researcher about learning materials and the difficult vocabularies. The students
contributed their participation in following the learning process. In the third cycle of the implementation of the jigsaw technique, some
students offered to be a volunteer to share their personal experiences about describing an animal. It meant that the students involved with the researcher by
communicating their ideas. The researcher’s instruction stimulated the students to participate in the learning activity.
In the group discussion, the researcher tried to interact with the students by moving around each group. The researcher always asked the students about the
94 process in the group. The interaction among the students and the researcher co uld
influence the students to speak up during the teaching learning process.
b. Student to Student
In this research, the interaction between student and student was the students asked questions related to the text, shared and retell the content of the
text to friends in the group. In the implementation of the jigsaw, the students made an interaction with other students almost in all jigsaw activities. In the first
section, the students gathered in the home group to read the text loudly. It made the students communicate with others by listening to other students.
In the second section, the students gathered in the expert group. In this group, the students who had the same topic gathered in one group to discuss and
comprehend the paragraphs of a descriptive text. The interaction occurred through the communication among the students. They shared what they knew about the
text with their friends. Besides, the students tried to ask the content of the text to their friends in order to achieve the group goal
. The students’ responsibility to master their texts appeared in this group. They helped each other to comprehend
the text. The students prepared a little presentation to tell what they had learnt in their expert group to their home group members.
In the last section, the students returned to their home group. In this group, the students’ participation occurred through the interaction among the students to
help each other in retelling the content of their text. Each member was being a resource to the othe
rs in the home group. Therefore, the students’ participation
95 was very important in this activity. In each cycle of the implementation of the
jigsaw technique showed that each students contributed their participation in the group discussion.
c. Student to Material
