10
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes some theories which are related to the research. This chapter is divided into two parts, namely the theoretical
description and the theoretical framework.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related to the research.
1. Learning Activity
In learning teaching process, a teacher needs a set of learning activity so that students can achieve learning goals. Based on Wasserman et al., “learning
activities are designed to develop learning that supports course outcomes” p.277.
According to European Commission 2006, “learning activities are any activities of an individual organized with the intention to improve hisher knowledge, skills,
and competence” p.9. Besides, Innovative Teaching and Learning ITL Research states that “a learning activity is any task that students do as part of their
school- related work” p.2. Meyers and Jones 1993 say that “learning activity
derives from two basic assumptions: 1 that learning is by nature an active PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11 endeavor and 2 that different people learn in different ways” as cited in CELT,
2010. In active learning, the students have opportunity to give their contribution.
Meyers Jones 1993 state “active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content,
ideas, issues, and concerns of an academic subject” p.6. Active learning involves the students to think and do something that they learn. Bonwell and Eison 1991
describe active learning as “involving students in doing things and thinking about the things they are doing. By „doing things‟, they are referring to activities such as
debates, simulations, guided design, small group problem solving, case studies, e
tc.” as cited in Fink, 2003: 16. Moreover, Michel et al. 2009 define “active learning as a broadly inclusive term, used to describe several models of
instruction that hold learners responsible for their own learning” p.398.
Figure 2.1. Characteristics of active learning Fink, 2003 characteristics
of active learning
student centered
knowledge structures
changing collaborative
to independent
learning style open
decentralized classroom
contextualized knowledge
small group setting
students dialogue
transformatio nal
12 The figure 2.1. shows some characteristics of active learning as a better
learning activity based on Fink 2003. Besides, a study shows that “students learn
more and retain their learning longer if they acquire it in an active rather than a passive manner” Fink, 2003: 16. Moreover, Bonwell and Eison 1991, also
state the characteristics of active learning as cited in Michel 2009, as follow:
Figure 2.2. Characteristics of active learning Bonwell and Eison, 1991
In this research, the characteristics of active learning based on Fink 2003 that were related to the study were student centered, small group setting, and
students‟ dialogue. It was because jigsaw method provides an opportunity to the students to work and discuss in groups. Besides, the activities made the students
took part in the whole learning activities. Furthermore, based on Bonwell and Eison 1991, the characteristics of active learning that were related to this study
were students involved more than listening, students were involved in higher- order thinking analysis, synthesis, evaluation, students were engaged in
activities e.g. reading, discussion, writing, and emphasized on students exploration of their own attitudes, values, and prior experiences.
characteristics of active
learning
involved more than listening
less emphasize on transmitting
information
emphasize on extending
students skills and ideas
students are involved in higher-
order thinking students are
engaged in activities
emphasize on students
exploration
13 The learning activities provide students to do more than just listen. They
have to read, write, discuss, or be engaged in solving problems. Bonwell Eison 1991 say, to be actively engaged, students must engage in higher order thinking
tasks such as analysis, synthesis, and evaluation. National Training Laboratories NTL shows the learning pyramid as follows:
Figure 2.3. Learning pyramid
According to National Training Laboratories NTL, the students who get the information from lecturing can only remember 5 of the information. When
the students learn from reading, they only remember the information 10. Meanwhile, the students who learn from audiovisual get 20 information.
Besides, the students will get 30 information from demonstration. By getting the information from discussion, the students can get 50 information. Furthermore,
the students will remember the information from 75 up to 90 by practice doing and teaching others. Thus, the active learning can be called if the students
get the information from discussion, practice doing, and teach others. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 Active learning provides various practices, such as pausing in lectures for
students to consolidate their notes, interspersing short writing exercises in class, facilitating small-group discussions within the larger class, incorporating survey
instruments, quizzes, and student self-assessment exercises into the course, leading laboratory experiments, taking field trips, and using debates, games, and
role play. Bonwell and Eison 1991 as cited in Michel et al. 2009 state that: Active learning provides some benefits, as follows; students are more
involved than in passive listening, students are engaged in activities such as reading, discussing, and writing, student motivation is increased,
students can receive immediate feedback, and students may engage in higher-order thinking, such as analysis, synthesis, and evaluation.
In designing the learning activity, the teacher can choose and use an appropriate method. In this research, the researcher chooses jigsaw method to
develop better learning activity for improving reading competence. Jigsaw is one of additional learning methods to develop active learning as a better learning
activity.
2. Jigsaw Method
