72 content of the text.
The result revealed that the students’ participation were not in low levels anymore. Their participation increased by the implementation of the
jigsaw technique.
d. Reflecting for Cycle 2
In this stage, the researcher obtained the data thro ugh teacher’s field notes
and researcher’s field notes. The researcher noted the important things occurred in the class in the field notes. The English teacher of class VII.10 as the observer
also made field notes for the researcher.
1 Teacher’s Field Notes Result
The English teacher stated that when the researcher left the students who were discussing, they talked about other things. She added that some students did
not pay attention to the students who retold about the text in the home group. Therefore, it made them copied their friends
’ work to fill the worksheet.
2 Researcher’s Field Notes Result
The researcher found that the students could comprehend the text clearly. It was because each group only had responsibility to comprehend one text. They
really tried to understand their texts in the expert group by translating the text. They checked the meaning of the difficult vocabularies in the dictionaries.
However, the researcher felt that the students’ participation in sharing the content of the text reduced rather than in the
previous cycle. The students’ situation was very noisy. In this expert group, the students still liked to talk about another thing
outside the material when they had already comprehended the text. Besides, she
73 found that the students showed their texts to the other friends when they retold
their text in the home group. Then, the researcher summarized six important things that occ urred in the
implementation of the jigsaw technique for the second cycle. They were 1 grouping movement was faster than cycle one, 2 the students comprehended the
text by translating the text, 3 the students talked another thing in the expert group, 4 the students still copied
their friends’ work in answering questions in the worksheet, 5 they have already been accustomed to standing up when they
read the text in home group, 6 s tudents’ participation for sharing and retelling
the text in the group decreased from cycle one to cycle two.
3 The Planning to Solve the Problems
In order to solve the problem occurred in cycle 2, the researcher tried to make the best solution. In the case of c
opying the other students’ work, the researcher had to consider the way to make the students work individually. The
researcher planned to ask the students to do the worksheet in the normal sit, not in the group. Therefore, they could answer the questions in the worksheet
individually. The researcher wanted to know their individual understanding of the text through the use of the jigsaw technique. While for the problem of decreasing
the students’ participation in sharing the text and retelling the content of the text, the researcher made a treatment for the students. The students must stand up when
they shared and retold the content of the text.
74 The researcher planned to make a new activity to decrease the students
talk about other things. The teacher made a list of difficult vocabularies for each text in the white board. The students had responsibility to find and write the
meaning of the vocabulary in the white board. It would make them busy with their works.
3. Cycle 3
