The implementation of Jigsaw to improve students` participation in English class for seventh grade students of SMP N 8 Yogyakarta.

THE IMPLEMENTATION OF JIGSAW TO IMPROVE STUDENTS’

PARTICIPATION IN ENGLISH CLASS FOR SEVENTH GRADE

STUDENTS OF SMP N 8 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Pipiet Dhanayu Pratiwindya

Student Number: 091214134

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

THE IMPLEMENTATION OF JIGSAW TO IMPROVE STUDENTS’

PARTICIPATION IN ENGLISH CLASS FOR SEVENTH GRADE

STUDENTS OF SMP N 8 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Pipiet Dhanayu Pratiwindya

Student Number: 091214134

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

v

“Twenty years from now you will be

more disappointed by the things that

you didn't do than by the ones you did

do. So throw off the bowlines. Sail

away from the safe harbor. Catch the

trade winds in your sails. Explore.

Dream.

Discover.”

H. Jackson Brown Jr.

This thesis is dedicated to:

vii

ABSTRACT

Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve Students’ Participation in English Class for Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Sanata Dharma University.

Students’ participation is the important factor in teaching and learning process to achieve learning goals. The students’ participation is influenced by some factors, such as teacher’s way of teaching and students’ condition. The students should be given enough time to practice English in the classroom. From the preliminary study result, the problem of low participation in English learning occurred in class VII.10 of SMP N 8 Yogyakarta. This class was different from the other classes because the students were passive in following English learning. From thirty students, there were more than fifteen students had low participation. Besides, the teacher used traditional method in every teaching and did not involve the students to practice English. It caused the students feel bored and do not participate in the class. Therefore, the researcher implemented jigsaw technique to improve the students’ participation. This research was conducted to answer two research questions: (1) How is the implementation of jigsaw technique in the class VII.10 of SMP N 8 Yogyakarta? (2) Does the implementation of jigsaw technique improve the students’ participation?

The researcher employed classroom action research based on Kemmis and McTaggart model for three cycles during three meetings. It consisted of four stages in every cycle: planning, acting, observing, and reflecting. The implementation was conducted on March 13th, 18th, and April 3th, 2013. The data was obtained from observation sheets, students’ participation checklist, field notes, questionnaire, and interviews. The researcher analyzed the students’ participation through three kinds of interactions proposed by Schreyer Institute for Teaching Excellence (2007). They are the interaction between students to teacher, student to students, and student to material.

In this research, the students’ participation which occurred during the implementation of jigsaw technique was divided into three kinds of interaction. First, the interaction between students to teacher involved asking question related to the materials to the teacher. Second, the interaction between student to student involved three activities, such as asking questions about the text to friends, sharing and retelling the content of the text to friends. Third, the interaction between students and material was categorized into two activities, such as reading the text loudly and answering questions in the worksheet. Therefore, there were six students’ participation activities which were analyzed in this research. The result showed that the implementation of jigsaw technique could improve the students’ participation. The students improved their participation in each cycle from the preliminary study result. It was proved by the students’ participation checklists which revealed the improvement of the students’ participation.

viii ABSTRAK

Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve

Students’ Participation in English Classfor Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Partisipasi siswa adalah faktor penting di dalam proses belajar mengajar untuk mencapaitujuan pembelajaran. Partisipasi siswa dapat dipengaruhi oleh beberapa faktor, diantaranya adalah cara guru mengajar dan kondisi siswa.Para siswa seharusnya diberikan cukup waktu untuk berlatih berbahasa Inggris di kelas. Berdasarkan pra-observasi, masalah mengenai rendahnya partisipasi siswa dalam pembelajaran bahasa Inggris terjadi di kelas VII.10 SMP N 8 Yogyakarta. Kelas tersebut berbeda dengan kelas lainnya karena siswa pasif dalam mengikuti pelajaran bahasa Inggris di dalam kelas. Dari 30 siswa, lebih dari 15 siswa mempunyai partisipasi rendah. Disamping hal itu, guru menggunakan metode tradisioanl setiap mengajar dan tidak melibatkan para siswa untuk berlatih berbahasa Inggris. Hal ini menyebabkan siswa merasa bosan dan tidak berpartisipasi di dalam kelas. Oleh karena itu, peneliti menerapkan tehnik

jigsawuntuk meningkatkan partisipasi siswa kelas VII.10. Penelitian ini dilakukan untuk menjawab dua pertanyaan penelitian: (1) Bagaimanakah penerapan tehnik

jigsawdi kelas VII.10 SMP N 8 Yogyakarta? (2) Apakah penerapan tehnik jigsaw

di kelas dapat meningkatkan partisipasi siswa?

Peneliti menggunakan sebuah penelitian tindakan kelas berdasarkan model Kemmis dan McTaggart untuk tiga siklus selama tiga kali pertemuan. Penelitian ini terdiri dari empat tahap di setiap siklus: rencana, tindakan, observasi, dan refleksi. Penerapan dilakukan pada tanggal 13, 18 Ma ret 2013 dan 3 April 2013. Data diperoleh dari lembar observasi pengamatan aktivitas di kelas, daftar ceking partisipasi siswa, catatan lapangan, kuesioner, dan wawancara.Peneliti menganalisa partisipasi siswa melalui tiga macam interaksi yang dijelaskan oleh Schreyer Institute for Teaching Excellence (2007), yaitu interaksi antara siswa dan guru, interaksi antara siswa dan siswa, dan interaksi antara siswa dan materi.

Pada penelitian ini, partisipasi siswa yang terjadi selama penerapan teknik

jigsaw dibedakan ke dalam tiga macam interaksi. Pertama, interaksi antara siswa dan guru berarti siswa bertanya tentang materi kepada guru. Kedua, interaksi antara siswa dan siswa berarti siswabertanya tentang isi teks kepada teman, siswaberbagi isi teks dan menceritakan ulang isi teks kepada teman. Ketiga, interaksi antara siswa dan materi berarti siswa membaca teks dengan keras dan menjawab soal di lembar soal. Jadi, terdapat enam aktifitas partisipasi siswa yang disertakan ke dalam tiga macam interaksi di dalam kelas. Hasil dari penelitian memperlihatkan bahwa penerapan tehnik jigsaw dapat meningkatkan partisipasi siswa. Para siswa mengalami peningkatan partisipasi di setiap siklus dari hasil pra-observasi. Hal ini dibuktikan dari daftar ceking partisipasi siswa yang menyatakan tentang peningkatan partisipasi siswa.

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ACKNOWLEDGEMENTS

It is a blessing so that I can finish my thesis. My deepest gratitude is for

Allah SWT, who always accompanies me wherever I am and listens to my happiness and sorrows about my thesis whenever I want.

This thesis could finish because of assistance from my major sponsor

Caecilia Tutyandari, S.Pd., M.Pd. I thank her because she supported and guided me to complete my thesis patiently.

Then I would like to thank H. Suharno, S.Pd., S.Pd. T., M.Pd., the Headmaster of SMP N 8 Yogyakarta, who allowed and supported me to conduct my research. I would also like address my thanks to Drs. H. Sucipta, MM., Sutarto, S.Pd., Dra. Septiana Listianingrum and Sugiharti, S.Pd., the teacher of SMP N 8 Yogyakarta, who guided, supported, and gave me suggestions in conducting my research. I would like to thank all students of class VII 10 of SMP N 8 Yogyakarta for the cooperativeness during the research.

I really thank Drs. Barli Bram, M.Ed., Ph.D., Drs. Y.B. Gunawan, M.A., Christina Lhaksmita Anandari, S.Pd., Ed.M., and C. Sih Prabandari, S.Pd., M.Hum., the lecturers of the English Language Education Study Program of Sanata Dharma University for the suggestions. I would thank Bu Danikand Bu

Tari, PBI secretariat staff, whohelpedme to manage all of the things related to administration. I would also thank the staffs of Perpustakaan Sanata Dharma

for all the services to provide many books so I can finish my thesis.

I also deliver my deepest gratitude to my beloved parents, Drs. Maryoto

and Ustiyah for their never ending love, supporting all my activities, and teaching me everything about life. They are my inspiration. I am also so grateful for having brothers, my older brother Vidi Andika Wisnu Adi Candra and my younger brother Vicky Mahendra Bagaskara. I thank them for protecting and supporting me. I would also thank my grandparents and my big family, Harso Mulyono and

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Rr. Putri Pranitaningrum, S.Pd., for being my proof reader. She is a very kind person who gave me constructive comments on my thesis.

I also thank my best friends ever in this campus Sekar, Helen, Niken, Ita, Friska, Berta, Deni, Bruder Markus, Leo, Dimas, Wanda, and my High School best friends, Wawa, Arum, Tenten, Nyit-nyit, Criwil and Melon for the ‘crazy time’ together. I have shoulders to cry on every time I could not stand by myself. I hope our friendship will be lasting forever. I also thank Vita, Wilda,

Mbak Sisi, Mbak Hana, Tia, Budi, Tari, Dian, Ajeng, and Bu RW for supporting my thesis.

Finally, I would like to thank everybody whom cannot be mentioned on this page for supporting me and painting my days. I realize that the research is still not perfect. Therefore, I need suggestions to make this research better. I hope this research can be useful for others.

The writer,

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TABLE OF CONTENTS

Page

TITILE PAGE ………... i

APPROVAL PAGES ……… ii

STATEMENT OF WORK’S ORIGINALITY ………. iv

DEDICATION PAGE ……….. v

PERNYATAAN PERSETUJUAN PUBLIKASI ……….…. vi

ABSTRACT ………..… vii

ABSTRAK ………..…… viii

ACKNOWLEDGEMENTS ………... ix

TABLE OF CONTENTS ………..… xi

LIST OF TABLES ……….... xiv

LIST OF FIGURE………... xv

LIST OF APPENDICES ………... xvi CHAPTER I.

CHAPTER II.

INTRODUCTION... A. Research Background... B. Problem Limitation... C. Research Problems... D. Research Objectives... E. Research Benefits... F. Definition of Key Terms...

REVIEW OF RELATED LITERATURE……...…….. A. Theoretical Description...

1. English Learning and Teaching Process... 2. Teaching Adolescent………... 3. Students’ Participation…...

1 1 5 5 5 5 6 9 9 9 11 12

xii CHAPTER III.

CHAPTER IV.

4. Cooperative Learning Method... 5. Jigsaw………... B. Theoretical Framework...

RESEARCH METHODOLOGY………... A. Research Method... B. Research Setting……….... C. Research Participants... D. Research Instruments and Data Gathering

Technique... E. Data Analysis Technique... F. Research Procedure...

RESEARCH FINDINGS AND DISCUSSION……….... A. Preliminary study...

1. First Observation Result……….………... 2. Second Observation Result………... 3. Preliminary Study Discussion………... B. The Description of the Implementation of the

Jigsaw Technique... 1. Cycle 1………...

a. Planning for Cycle 1……….………... b. Acting for Cycle 1………... c. Observing for Cycle 1……….….... d. Reflecting for Cycle 1………... 2. Cycle 2………...

a. Planning for Cycle 2……….…………... b. Acting for Cycle 2………..…….…... c. Observing for Cycle 2……….……….... d. Reflecting for Cycle 2………...

15 18 21 24 24 28 28 28 37 41 45 45 45 47 48 49 49 50 53 55 60 64 64 66 68 72

xiii

3. Cycle 3………..…... a. Planning for Cycle 3………...……….…... b. Acting for Cycle 3……….…... c. Observing for Cycle 3……….…... d. Reflecting for Cycle 3……….……...

74 74 76 79 82

CHAPTER V.

C. The Way of the Jigsaw Technique in Improving the Students’ Participations of VII.10 Students of SMP N 8 Yogyakarta………... 1. Three Kinds of Interaction... 2. Jigsaw Technique for Group Learning activities...

CONCLUSIONS AND SUGGESTIONS…………... A. Conclusions... B. Suggestions...

92 93 95

99 99 101

xiv

LIST OF TABLES

Table Page

Table 3.1 Sample of Students’ Participation Checklist…………... 30

Table 3.2 Sample of Students’ Participation Checklist……..………... 33

Table 3.3 Observation Sheet of Researcher’s Activity………... 33

Table 3.4 Observation Sheet of Students’ Activity………. 34

Table 3.5 Sample of Questionnaire………...……….. 35

Table 3.6 Qualification of Checklist Score………..…... 39

Table 4.1 Students’ Participation of SecondObservation……..……… 48

Table 4.2 Observation Sheet of Researcher’s Activity…... 56

Table 4.3 Observation Sheet of Students’ Activity ...………. 57

Table 4.4 Students’ Participation of Cycle 1..……….... 59

Table 4.5 Observation Sheet of Researcher’s Activity………..…. 68

Table 4.6 Observation Sheet of Students’ Activity... 69

Table 4.7 Students’ Participation of Cycle 2... 71

Table 4.8 Observation Sheet of Researcher’s Activity………... 79

Table 4.9 Observation Sheet of Students’ Activity.…….………... 80

Table 4.10 Students’ Participation of Cycle 3………... 82 Table 4.11

Table 4.12

Students’ Participation Improvement in Percentage………... Students’ Participation Improvement in Quantity…………..

89 90

xv

LIST OF FIGURE

Figure Page

xvi

LIST OF APPENDICES

Appendix Page

A. Covering Letter for the Head of SMP N 8 Yogyakarta………. 106 B. Research Official Statement from SMP N 8 Yogyakarta….……... 108 C. Research Instruments……….…... 110

1. Observation Sheets……….…... 2. Students’ Participation Checklist………... 3. Field Notes Guide………... 4. Questionnaire………... 5. Interviews Guide………...

111 113 117 118 121 D. Learning Materials……….………...

1. Lesson Plan and Teaching Materials of Cycle One……..…... 2. Lesson Plan and Teaching Materials of Cycle Two…... 3. Lesson Plan and Teaching Materials of Cycle Three………....

124 125 139 148 E. Raw Data……….…...…..

1. Students’ Participation Checklist Result of Preliminary Study………...….. 2. Students’ Participation Checklist Resultsof Cycle One…... 3. Students’ Participation Checklist Results of Cycle Two…..… 4. Students’ Participation Checklist Results of Cycle Three….... 5. Teacher’s Field Notes Result of Cycle One….…... 6. Teacher’s Field Notes Result of Cycle Two……….…... 7. Teacher’s Field Notes Result of Cycle Three………...…….... 8. Researcher’s Field Notes Result of Cycle One………... 9. Researcher’s Field Notes Result of Cycle Two………... 10. Researcher’s Field Notes Resultof Cycle Three……... 11. Observation Sheet Results of Cycle One………... 12. Observation Sheet Results of Cycle Two………..……… 13. Observation Sheet Results of Cycle Three………..……..……

158 159 161 165 169 173 174 175 176 178 179 180 182 184

xvii

14. Sample of Students’ Worksheet Results……… 15. Sample of Questionnaire Results………... 16. Interviews Transcript………...…..………

186 192 197

1

CHAPTER I INTRODUCTION

This chapter includes six major points. They are the research background,

the research problems, the research objectives, the problem limitation, the

research benefits, and the definition of terms related to the research.

A. Research Background

A teaching learning process is the interaction among a teacher and students

in the classroom. There is a crucial factor which influences the teaching and

learning process. Students’ participation is the important factor because it gives an

impact of the success of teaching and learning process. Cohen (1991) states

“participation is a way to bring students actively into the educational process and to assist in enhancing our teaching and bringing life to the classroom” (p. 699). Students should contribute their participation in the teaching and learning process

in order to achieve learning goals. Ramsden (1992) describes “students who are actively involved in class are more likely to understand material presented” (as cited in Sariefe and Klose, 2008, p. 2).

The students’ participation refers to the students’ involvement in following

the learning process. There are numerous kinds of students’ participation in the

classroom, such as paying attention to the teacher’s explanation, asking and

answering questions, giving comments about the material, doing assignments,

2

to Vandrick (2000), “Participation is defined as speaking in class, asking and

answering questions, making comments and participating in discussion” (as cited in Sariefe and Klose, 2008, p. 2).

In the English teaching and learning process, the students should

participate in order to know their achievement in learning so mething. Tatar (2005)

states “active classroom participation played an important role in the success of

education and students’ personal development in the future” (p. 145). The teacher has to encourage the students to participate in the class in order to achieve the

teaching and learning goal. The teacher should create a learning activity which

makes the students are motivated to follow the lesson. In addition, the

implementation of a teaching method influences the students’ participation in the classroom. Felder (2001) states that if the teacher uses monotonous teaching style,

the students may become bored and inattentive in class, do poorly on tests, and get

discouraged about the courses (p. 2). Therefore, the students are reluctant to

contribute their participation in the classroom. To overcome this problem, the

teacher should find an appropriate method in the teaching and learning proces s.

In this research, the researcher employed classroom action research to

improve the students’ participation in English class. The research was conducted

in the class VII.10 of SMP N 8 Yogyakarta. This class was different from the

other classes of seventh grades in SMP N 8 Yogyakarta. It was because the

students had less participation in English class. The researcher had conducted

noted a major problem found in the class VII.10. The students did not participate

in the teaching and learning process

From thirty students, there were more than fifteen students who had low

participation, especially the girls. Six students were noisy and busy with

themselves in the back. The girls tended to be silent when the teacher asked some

questions. While in the discussion activity, three girls played with their cell

phones and talked about other things outside the topic of the lesson. On the other

hand, four boys in the back drew unimportant things in their books and played

with their gadgets.

The researcher found that the teacher did not give all students enough

opportunity to participate in the learning process. The teacher liked to point the

same student to answer questions related to the materials. It was because the

student was active in the classroom. The researcher noted that the teacher used a

traditional method. The teacher explained the material briefly, then asking the

students to do the assignment by discussing with their friends. The researcher also

found that the teacher did not give feedback about the result of the students’ homework.

The researcher conducted an interview with three students and gave a

questionnaire to the thirty students. The students stated that they felt bored in the

class because the teacher often used the same teaching technique. They also noted

some factors, such as laziness, feeling sleepy and hungry, having problems, and

4

A teacher and students have important roles in the teaching and learning

process. Both of the teacher and students should involve in the learning process in

order to make the learning process work well. The teacher should provide an

activity which makes all students participate in the learning process. The teaching

method and classroom activities have an important role in this case. The teacher

should apply a method where all students can participate in the teaching and

learning process.

Therefore, the researcher tried to find out the solution to the problem.

There are various teaching methods which are offered in the education world

recently. A teacher should choose an effective method which is suitable for the

classroom condition. The researcher considered one of the techniques in

cooperative learning method. This method covers a technique which invites the

students to cooperate with others. It is jigsaw technique. Slavin (1995) states

“another way to insure participation is to make students e xpert on some part of the topic by having them do research on their area of expertise” (p. 130). In addition, Aronson (2002) describes “jigsaw classroom is like in a jigsaw puzzle, each piece-each student's part- is essential for the completion and full understa nding of the

final product” (p. 114). By using the jigsaw technique, all students have an opportunity to participate in the class. It is because each student has responsibility

to master their parts in the group in order to complete their information.

Therefore, this research is conducted to implement the jigsaw technique to

B. Problem Limitation

The focus of this research was to investigate the use of the jigsaw

technique to improve students’ participation in the classroom. The researcher employed classroom action research for the VII.10 students of SMP N 8

Yogyakarta. There were 30 students in the class. They consisted of 16 girls and 14

boys.

C. Research Problems

This research was conducted to answer two questions. The questions were:

(1) How is the implementation of jigsaw technique in the class VII.10 of SMP N 8

Yogyakarta? (2) Does the implementation of jigsaw technique improve the

students’ participation?

D. Research Objectives

This research was intended to examine the process of how the

implementation of the jigsaw technique in class VII.10 of SMP N 8 Yogyakarta

and how the jigsaw technique improves students’ participation in the classroom.

E. Research Benefits

This research was expected to give benefits to:

1. The English Teacher of SMP N 8 Yogyakarta

The result of this research was expected to give information about the use

6

Because this technique was new for the teacher of seventh grade in SMP N 8

Yogyakarta, it could be a reference to improve students’ participation through the

implementation of the jigsaw technique in the class.

2. The Seventh Grade Students of SMP N 8 Yogyakarta

The researcher expected that this research would be useful for the students

of the seventh grade of SMP N 8 Yogyakarta to improve their participation in the

learning process of English class. Therefore, the students could achieve the goal

of the lesson.

3. Other Researchers

It was expected to give information to other researchers who want to

conduct further research about similar topic.

F. Definition of Key Terms

To make clear the definition of some terms, the researcher clarifies the

following:

1. Students’ Participation

According to Vandrick (2000) students’ participation is defined as

speaking in class, asking and answering questions, making comments and

participating in discussion (as cited in Klose and Sariefe, 2008, p. 2).

Furthermore, Schreyer Institute for Teaching Excellence (2007: 1) proposes that

student participation can be defined in terms of three kinds of interaction: student

In this research, students’ participation was the contribution of the students to participate in the group work and classroom. It was divided in six criteria.

They were (1) reading the text loudly (2) asking ques tions related to the text to

friends (3) sharing the content of the text to friends (4) retelling the content of

the text to friends (5) answering questions in the worksheet (6) asking

questions related to the material to the teacher. Then, the researcher analyzed

those six criteria of students’ participation by using the three kinds of interaction in the classroom.

2. Jigsaw

Aronson (2002) explains jigsaw:

The jigsaw structure encourages listening, engagement, and empathy by giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others (as cited in Berger and Hanze, 2007, p. 30).

In this research, jigsaw technique was implemented in the group work

activity. There were three groups sections in the jigsaw activity. They were

home group part 1, expert group, and home group part 2. The first group section was called home group part 1. In this section, there were six groups and

each group consisted of five members. Each student had different paragraph of

a descriptive text. Then, they moved to the second group which was called

expert group. In this section, the student gathered with their friends who had

the same paragraph to comprehend and understand the paragraph.

After that, they returned to their home group to retell what they had learnt

8

the lesson, the students were assessed by answering questions in the worksheet.

Therefore, in this study, the jigsaw technique had a goal to make the students

participate in the teamwork and classroom.

3. Class VII.10 of SMP N 8 Yogyakarta

The seventh grade students are students whose age is around eleven to

thirteen. SMP N 8 Yogyakarta is one of favorite schools in Yogyakarta

especially for the science. In this study, the researcher conducted the research

for the seventh grade students of class VII.10 of SMP N 8 Yogyakarta. They

were 30 students in the class. This class was different from the other classes.

Some students have good abilities in English. However, almost all girls and

some boys were passive in English teaching and learning process es. They

needed improvement to participate in the class. Therefore, the researcher

9

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. The theoretical description covers the

theories which are related to the implementation of the jigsaw technique. It

includes theories of English learning and teaching process, theories of adolescent,

theories of students‟ participation, theories of cooperative learning method, andtheories of jigsaw. In the theoretical framework, the researcher summarizes all

major relevant theories to solve the research questions.

A. Theoretical Description

In this theoretical description, the researcher discusses the theories related

to the research.

1. Englis h Learning and Teaching Process

In this globalization era, English is important to be learnt. However,

learning English as a foreign language is not easy without any practices. Brown

(1987) states “how to learn a foreign language without really trying” (p. 1). It means that if learners want to master English, they must do a lot of practice. They

must practice listening, speaking, reading, and writing.

In Indonesia, the students are obligated to learn English by the

10

and the teacher should try to use and deliver the language appropriately. In

addition, the students need motivation to learn English, especially for Junior High

School students. According to Brown (1987), “Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular

action” (p. 114). It means that motivation is one of factors which influence people

to do something. When the students are motivated to learn English, they will

participate to follow the English learning process in the classroom.

Brown (1987) explains that teaching cannot be defined apart from

learning. Teaching is guiding and facilitating learning, enabling the learner to

learn, and setting the conditions for learning (p. 7). Furthermore, Brown (1987)

defines that teaching as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with

knowledge, and causing to know or understand.” (p.4). Brown (1987) also

describes that learning is acquiring o r getting knowledge of a subject or a skill by

study, experience, or instruction (p. 6).

In teaching English, the teacher can be a facilitator of the students to

practice the language. Finocchiaro (1958) states “the teacher is the most important single element in any teaching situation” (p. 10). There are no good or bad

methods; there are only good or bad teachers. It means that teacher‟s skill is

important in the teaching process.

Teaching and learning English also deals with communicative aspect.

depends on the cooperation of all the participants involved” (p. 9). It means that

the cooperativeness of each participant in classroom is needed. Both of a teacher

and students should contribute their participation to succeed in the teaching and

learning English. In short, participation in the teaching and learning English

process gives advantages to the teacher and the students. The teacher can handle

the class and makes the students are active to follow the English learning process.

Therefore, the purpose of learning English can be achieved.

2. Teaching Adolescent

According to Landis (1952), “The adolescent-youth group is made up of persons twelve to twenty- four years of age; psychologically, of those who are

trying to bridge the gap between dependent childhood and self-sufficient

adulthood” (p. 21). In this stage, junior high school students are included as adolescent”. Furthermore, Hamachek (1990) elaborates adolescent:

Adolescent is an intensely social period in the development continuum. A great many adolescent activities are done in groups, and in subgroups or cliques with the groups, and in same-sex or opposite-sex pairs. The

participants‟ primary motivation is not necessarily to know others (although that is part of it), but to know themselves through feedback from others (p. 176).

It means that adolescent period likes to make a group in their social environment.

In teaching and learning process, adolescent enjoys working with their friends in

the group discussion. Therefore, the teacher can use a group work activity to teach

12

Besides, many factors can influence adolescent in following the teaching

and learning process. Hawley andHawley (1979) state “if students are hungry or thirsty or need to go to the bathroom, these temporary physical distresses will

divert their attention and reduce their ability to concentrate and thus affect their

potential for learning” (p. 5).Hawley andHawley (1979) add that negative factors

may arise “when a student is upset or frustrated by a crisis at home or when a

student is angry at or scared by others in the classroom, his/her learning

performance will surely be affected” (p. 6).

3. Students’ Participation

The fundamental factor to succeed in the teaching and learning process is

participation. In the classroom, the students‟ participation is exceedingly required to make the learning work well. The teacher needs the students‟ participation in order to succeed in the goal of the learning. The students‟ participation means that the students make interactions in the classroom. Schreyer Institute for Teaching

Excellence (2007: 1) describes that the students‟ participation in the class can be defined in terms of three kinds of interaction:

a. Student to Teacher

It means that the students interact with the teacher in the classroom. They involve

in what is happening at the time the class meets by asking questions about the

lesson, sharing a personal experience in relationship to the topic, or volunteering

b. Student to Student

It means that the students can interact with others by discussing their ideas in

small groups and helping one another. In this interaction, the students often

contribute their participation in the group work activity.

c. Student to Material

Students successfullyinteract with their material by completing the assigned

readings, reaction papers, case studies, and class activities. When working in

small groups, it is helpful for students to keep their written compilation of the

discussions.

There are numerous kinds of students‟ participation which can be included

in those three kinds of interaction in the classroom. According to Vandrick

(2000), “Participation is defined as speaking in class, asking and answering

questions, making comments and participating in discussion” (as cited in Sariefe and Klose, 2008, p. 2). It concludes that students‟ participation covers individual participation in the classroom and individual participation in the group work.

Numerous definitions of students‟ participation in the classroom are proposed by some experts. In 2001, Patrick, Anderman, Ryan, Edelin, and

Midgleyelaboratethat students participation is a number of students ways

participate in the class “including offering their ideas and thoughts spontaneously, volunteering to answer questions, answering questions when called on,

demonstrating at the chalkboard, talking to peers or the teacher about tasks, and

14

In addition, Davis (1990) states that participation “as mental and emotional involvement of persons of person in a group situation which

encourages him to contribute to group goals and share responsibility in them” (p. 24). It refers to students‟ participation in the group discussion. The students can improve their participation through an activity which let them discuss something.

While, Wade (1994) considers the „„ideal class discussion‟‟ as one in which almost all students participate and are interested, learning, and listening to others‟ comments and suggestions (p. 237). Those explanations mean that students‟ participation is important in the classroom to enliven the learning. It also gives a

benefit to the students. It is because they can learn English better through group

discussion activity.

According to Hawley and Hawley (1979), “When students have a high sense of participation and contribution in discussions of academic content, they

will usually find the work meaningful and involving, and they will be stimulated

towards the effort necessary for achievement and mastery” (p. 84). In addition, Hawley and Hawley (1979) elaborate supportive environment:

When students feel that their efforts will be supported by others, this confidence will help them to relax and concentrate on the work at hand. Furthermore, a supportive environment can help students to cooperate successfully with each other, combining to solve problems, sharing ideas and information where appropriate, and learning from each other in the process (p. 46).

4. Coope rative Learning

The researcher divided the explanation of thecooperativelearning in five

parts. They are definition, basic elements, principal characteristics, types, and

benefits.

a. Definition

Numerous teaching methods to teach students are offered in the education

world nowadays. Cooperative learning is one of teaching methods that involves

the students to work together in a group. Oxford (1997) reveals that cooperative

learning “is more structured more perspective to teachers about classroom techniques, more directives to students about how to work together in groups” (as cited in Brown, 1987, p. 53).

Cooperative learning is a method that involves students to participa te in

the small group works. Johnson and Johnson (1980) state “small group are conducive to active participation-which may be one reason why children tend to

find cooperative learning groups more enjoyable than working independently” (p.

92). Slavin (1995) describes about the definition of cooperative learning:

Cooperative learning refers to a variety of teaching methods in which students work in small group to help one another learn academic content. In cooperative classroom, students are expected to help each other, to

discuss and argue with each other, to assess each other‟s current

knowledge and fill in gaps in each other‟s understanding (p. 2).

It means that the students work together in the group to share their ideas. They can

actively participate in the learning process through this method. By working in a

group, they are motivated to involve themselves in giving the information to

16

time on-task by engaging students‟ attention and by increasing their motivation to

master academic materials” (p. 64).

Furthermore, Slavin (1995) notes that teammatesare resources “if students want to succeed as a team, they will encourage their teammates to excel and will

help them to do so” (p. 12). The students can comprehend the materials by the other students‟ explanation in the group discussion. Therefore, each student has an important role to succeed the teamwork in learning the materials deeply.

In addition, Aronson and Patnnoe (1997) elaborate the difference of

traditional classroom and cooperative classroom below:

The students in a traditional classroom are often rewarded when they

succeed in attracting the teacher‟s attention by outshining their

competitors. In the cooperative classroom, the students achieve success as a consequence of paying attention to their peers, asking good questions, helping each other, teaching each other, and helping each other teach (p. 8).

b. Basic Ele ments

Cooperative learning are developed and researched by David and Roger

Johnson and their colleagues at University of Minnesota. As they cited in Slavin

(1995: 129), emphases four elements in the cooperative learning:

1) Face-to-face interaction: Students work in four-to- five- member groups. 2) Positive interdependence: Students work together to achieve a group goal.

3) Individual accountability: Students must show that they have individually mastered the material.

4) Interpersonal and small- group skills: Students must be taught effective means of working together and of discussing how well their groups are working to achieve their goals.

c. Principal Characteristics

Slavin (1995: 12) mentions that cooperative learning method isdivided

into six principal characteristics. They are (1) Group Goals, (2) Individual

Accountability, (3) Equal Opportunities for Success (4), Team Competition, (5)

Task Specialization, (6) Adaptation to Individual Needs.

d. Types

There are six techniques in cooperative learning method (1) Student Team

Learning, (2) Student Teams-Achievement Divisions (STAD), (3)

Teams-Games-Tournaments (TGT,) (4) Jigsaw, (5) Team Accelerated Instruction (TAI), (6)

Cooperative Integrated Reading and Composition (CIRC). Slavin (1995) states

“these six methods are now being used extensively in every conceivable subject, at grade levels from kindergarten through college, and in all kinds of schools

throughout the world” (p. 4).

e. Benefit

Cooperative learning has several benefits to the learners. According to

Slavin (1995), “The use of cooperative learning is to increase students‟

achievement, as well as such other outcomes as improved intergroup relations,

acceptance of academically handicapped classmates, and increased self-esteem” (p. 2). The students communicate with others to deliver their information. When

the students shared their ideas, their self- esteem will increase. It is because they

feel appreciatedby others. Besides, the students will work with heterogeneous

18

background. Therefore, it will improve the students‟ communicationwith others and the students can complete the information one another.

5. Jigsaw

The researcher divided the explanation of the jigsaw technique in three

parts. They are definition, rules and activities, and benefits.

a. Definition

The original jigsaw teaching was first developed and implemented by

Aronson and his colleagues (1978). Jigsaw is one of technique in the cooperative

learning method. Aronson (2002) describes jigsaw below:

The jigsaw structure encourages listening, engagement, and empathy by giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a common goal; each person depends on asll the others (as cited in Berger&Hanze, 2007, p. 30).

It concludes that each student has responsibility to expert the material. The

students are given a different part of the material in the group. Each partof the

material is related to the others. Therefore, the students have to rely on their

teammates in order to complete the information of the material.

Hakkarainen (1992) elaborates the name of jigsaw technique“students are organized like pieces in a jigsaw to form different kind of groups, where each

student (piece) must be part of the solution to the jigsaw puzzle” (p. 3). It signifies that the jigsaw technique makes all the students involve in the group

technique that is similar to group-to-group exchange with one important

difference: Every single student teaches something” (p. 111).

b. Rules and Activities

In the jigsaw classroom, the teacher provides one unit that is divided into

several parts as many as the group members. Then, the students are divided into

several groups of five or six. The first group formed is called home group. Every

member of the group has different parts. They have responsibility to learn their

parts. Then, the students move to a new group which is called expert group to

gather with the other friends who have the same parts.

In the expert group, the students help each other to learn the material and

prepare presentations for their home group friends. After each student has

mastered their material in the expert group, they returned to their home group to

teach their parts. Aronson andPatnoe (1997) state “this process made it imperative

that the children treat each other as resources” (p. 8). All group members are responsible for learning all the materials. In addition, Aronson and Patnoe (1978)

state “students who grasp the material quickly are vital resources in helping slower students learn the material” (p. 42).

Aronson andPatnoe (1978) add that if the students are not listening

attentively to each other, they are not going to be able to learn what the other

students are contributing (p.32). Furthermore, Aronson andPatnoe (1978) state

that if the speaker in a group senses that she is not being listened to with interest

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commitment to do well at teaching (p. 32). Therefore, each student is the

important aspect.In this activity, Stipek (1993) states “teacher move among the

groups, offering assistance, encouragement, or direction where it is needed” (p.

205).

After every student learning the material one another in home group, the

teacher gives a quiz which covers some questions about the materials. The quiz is

used to know the students‟ understanding about the material which was discussed in the groups.

In addition, Hakkarainen (1992: 4) reveals that the jigsaw technique is a

group work method for learning and participating in the follo wing group learning

activities:

1) Listening - Students must listen actively in order to learn the required material and be able to teach it to others in their original groups.

2) Speaking - Students will be responsible for taking the knowledge gained from one group and repeating it to new listeners in their original groups. 3) Cooperation - All members of a group are responsible for the success of others in the group.

4) Reflective thinking - To successfully complete the activity in the original group, there must be reflective thinking at several levels about what was learned in the expert group.

5) Creative thinking - Groups must devise new ways of approaching, teaching and presenting material.

c. Benefits

The jigsaw technique is categorized as task specialization method in the

cooperative learning method. Slavin (1995) states “task specialization solves the problem of individual accountability by having each student be uniquely

Johnson and Johnson (1989) state “individual accountability, suggesting that positive interdependence can be achieved by dividing up roles, materials,

resources, or information among group members in a way that requires all

students to contribute” (p. 203)

The jigsaw technique gives some benefits tothe students. First, it can

increase students‟ self-esteem. Slavin (1995) states “students are made to feel

important because they have information that is indispensable to the group” (p.

20). Second, it engages the students to participate in the learning process. Slavin

(1995) describes “another way to insure participation is to make students expert on some part of the topic, as in group investigation, co-op, and jigsaw, by having

them do research on their area of expertise” (p. 130). Jigsaw classroom is deal with group discussion that involves the students to participate and work together

in the classroom.

B. Theoretical Frame work

English is a compulsory subject in Junior High School in Indonesia. To

learn English as a foreign language is not easy without any practices. Therefore,

students must do a lot of practices in the classroom. Both the students and the

teacher should try to use and deliver the language appropriately in English

learning and teaching process. The students of class VII.10 of SMP N 8

Yogyakarta lacked practice English since they had low participation in following

22

On the other hand, the students of class VII.10 were categorized as

adolescent. The theory of adolescent explains that adolescent likes to work in a

group discussion. It supported by Hamachek (1990) who states that a great many

adolescent activities are done in groups, and in subgroups or cliques with t he

groups, and in same-sex or opposite-sex pairs.

In this research, the researcher used a theory of students‟ participation

proposed by Schreyer Institute for Teaching Excellence (2007). It reveals that the

students‟ participation in the class can be defined in terms of three kinds of interaction: student to teacher, student to student, and student to materials.

In this research, the researcher categorized the three kinds of interaction as

follows. (1) The interaction between students to teacher involved asking question

related to the materials to the teacher. (2) The interaction between student to

student involved three activities, such as asking questions about the text to friends,

sharing the content of the text to friends, and retelling the content of t he text to

friends. (3) The interaction between students and material was categorized into

two activities, such as reading the text loudly and answering questions in the

worksheet. Therefore, there are six students‟ participation activities which are analyzed in this research.

Since the students‟ participation of class VII.10 was low, the researcher employed classroom action research to solve the problem. The researcher used

one of the techniques of the cooperative learning method. It was the jigsaw

of success to conduct this classroom action research. The success was the

students‟ participation improved through the implementation of the jigsaw technique.

In the jigsaw activities, the students are invited to be responsible for their

own parts. The researcher also used a theory of the jigsaw learning activities

proposed by Hakkarainen (1992). It describes that the jigsaw technique is a group

work technique for learning and participating in the five group learning activities:

(1) Listening, (2) Speaking, (3) Cooperation, (4) Reflective thinking, (5) Creative

thinking. Those activities cover the jigsaw learning activities to improve the

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology that was used to conduct the

research. This chapter is divided into six sections. They are the research method,

the research setting, the research participants, the research instruments and the

data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

The researcher employed classroom action research (CAR). It was because

the researcher wanted to solve a problem that occurred in a particular class and

helped the teacher to increase the quality of learning process. Schmuck (1997)

states “action research as an attempt to study a real school situation with a view to

improve the quality of actions and results within it”. The problems which are

found in the classroom can be solved by a solution in the form of teaching

strategy through classroom action research.

The researcher decided to use CAR based on Kemmis and McTaggart’s model. Kemmis and McTaggart (1988) describe “the action research process shows a self- reflective spiral of planning, acting, observing, reflecting, and

re-planning as the basis for understanding how to take action to improve an

educational situation”. Kemmis and McTaggart diagrammatic model was

Figure 3.1 Kemmis and McTaggart’s Action Research Model

The classroom action research included four stages: plan, action,

observation, and reflection. The explanation of the stages was presented below:

1. Planning

In this research, CAR was employed to solve a problem found in class

VII.10 of SMP N 8 Yogyakarta about the lack of students’ participation in the

learning process. Diagnosing the problem was conducted in order to find an

appropriate solution. The researcher considered the jigsaw technique to solve it.

The jigsaw technique has a principle about self-responsibility in the teamwork.

The researcher planned to conduct three cycles for three meetings. The research

26

jigsaw technique. In this stage, the researcher planned to use descriptive texts as

the material because the short functiona l text was included in Standar Isi of the seventh grade students of Junior High School for even semester.

2. Acting

This stage was the implementation of the jigsaw technique. The teaching

and learning process was divided into three parts: pre-activity, whilst activity, and

post-activity. The jigsaw technique was implemented in whilst activity which was

divided in three sections; home group part 1 section, expert group section, and

home group part 2 section.

In the first section, namely home group part 1, the students were divided

into a group of six. Each group consisted of five members, the group was called

home group. Then, the researcher gave the different paragraph of a descriptive

text to each student. Each student in a group had responsibility to understand the

paragraph. In the second section, namely expert group, the students who received

the same paragraph of a descriptive text gathered in one group. In this section, the

students had to comprehend and share the content of the text. In the third se ction,

namely home group part 2, the students returned to their home group to retell the

content of their paragraphs. Then, the researcher provided a quiz about the

descriptive text for checking the students’ understanding about the text that they

3. Observing

In this stage, the researcher collected all data by observing the action. The

observing activity was conducted in the same time with acting stage. The activity

in the class was recorded with two video recorders. They were us ed to help the

researcher to analyze the data about what happened in the class during the action

was implemented. The researcher observed the implementation of the jigsaw

technique by using field notes. The researcher gave field notes and observation

sheets about the researcher and students’ activity in the class to the teacher as the observer.

The researcher also invited two observers to observe each student’s

participation by giving a checkmark in the students’ participation checklist. It

consisted of six aspects: (1) reading the text loudly (2) asking questions about the

text to friends (3) sharing the content of the text to friends (4) retelling the content

of the text to friends (5) answering questions in the worksheet (6) asking

questions related to the material to the teacher.

4. Reflecting

In this stage, the researcher made a reflection after analyzing the data

through an observation. In the first and second cycle, the researcher made a

reflection by using teacher’s and researcher’s field notes. While in the third cycle,

last cycle, the researcher made a reflection by using teacher’s and researcher’s field notes, a questionnaire, and interviews with the students. In this stage, the

researcher considered some solutions to solve the problems in the cycle in order to

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B. Research Setting

The research was conducted in SMP Negeri 8 Yogyakarta. It is located at

Jl. Prof. Dr. KaharMuzakir 2, Yogyakarta. In this research, the researcher

conducted three cycles for three meetings. Each cycle consisted of planning,

acting, observing, and reflecting. The first cycle was conducted on Wednesday,

March 13, 2013. The second cycle was conducted on Monday, March 18, 2013.

The third cycle was conducted on Wednesday, April 3, 2013.

C. Research Participants

The participants were the students of class VII.10 in 2012/2013 academic

year. There were 30 students who consisted of 16 girls and 14 boys. The

researcher found that the students lacked participation in the learning process. In

addition, the researcher invited two observers to fill the students’ participation

checklist and the English teacher of class VII.10 to give feedback about the

learning process by filling the observation sheets and taking field notes.

D. Research Instrume nts and Data Gathering Technique

In this research, the researcher divided the research instruments into two

parts. They were the preliminary study instruments and the implementation of the

jigsaw technique instruments.

1. Preliminary Study Instrume nts

The researcher used four instruments to gather the data from the

questionnaire, and interviews. The researcher conducted the preliminary study

twice to know the classroom situation. In the first ob servation, the researcher used

the field note to describe the classroom’s situation. In the second observation, the researcher used the students’ participation checklist. Then, the researcher distributed a questionnaire and conducted interviews with the teacher and three

students. The researcher randomly chose the three students after conducting the

observation. The following explanation gave the detail of each instrument.

a. Field Notes

The researcher used a field note to describe the situation in the teaching

and learning process. The researcher noted the important things occurred in the

class. Besides, the researcher explained the problems which ware found in class

VII.10.

b. Students’ Participation Checklist

Based on the observation results, the researcher concluded five aspects of

students’ participation which occurred in the class VII.10. They were (1) reading the text loudly (2) asking question about text to friends (3) sharing about text to

friends (4) answering questions in the worksheet (5) asking questions related to

the materials to the teacher. The students’ participation checklist was presented as follows:

30

Table 3.1 Sample of Students’ Participation Checklist

Students Number

Participation Aspects

A B C D E 1.

2. 3. 4. 5. 30.

Total

c. Questionnaire

The researcher distributed a questionnaire to 30 students to know the class

background. It consisted of two open questions: (1) What factors make the

students participate or not participate in the classroom during English teaching

and learning process? (2) What is the students’ opinion about the class situation during English teaching and learning process?

d. Inte rvie ws

The researcher interviewed the students and the teacher to ensure the

problem about students’ participation occurred in the English teaching and learning process. The researcher randomly chose three students of class VII.10

after conducting the second observation.

The question covered ten open-ended questions. They were (1) What is the

students’ feeling about English subject? (2) What did the students learn in the beginning of even semester? (3) How does the teacher deliver the material? (4) Do

the students like to ask the teacher in the teaching and learning process? (5) Do

attention to the teacher? (7) Do the students do the task from the teacher in the

class? (8) Do the students like a discussion activity? (9) How is the students’

participation in the class? (10) How is the classroom situation?

The researcher also interviewed the English teacher of class VII.10 to

know the class background. There were seven open-ended questions: (1) What is

the teacher’s opinion about class VII.10? (2) How is the classroom situation in the

teaching and learning process? (3) Is there any active student? (4) Do the students

like to ask questions to the teacher? (5) Do the students like a discussion activity?

(6) Is there any difficulty in teaching the students of class VII.10? (7) Are all

students active in the class?

Kvale (1983, p.174) defines, the qualitative research interview as "an

interview, whose purpose is to gather descriptions of the life-world of the

interviewee with respect to interpretation of the meaning of the described

phenomena" (as cited in Opdenakker, 2006).

2. The Implementation of the Jigsaw Technique Instruments

The researcher employed several instruments to gather the data during the

implementation of the jigsaw technique. They were two video tape recordings, a

students’ participation checklist, observation sheets, field notes, a questionnaire, and interviews.

32

a. Video Tape Recording

According to Best (1970), “Recording observation minimizes the errors of the result from faulty memory” (p. 183). The researcher used the video tape

recordings to review the implementation of the jigsaw technique. It helped the

researcher to analyze the data. Best (1970) explains “the nature of an act may be more accurately analyzed when the action is slowed down, lapse photography, or

the audio and video tape recorder has fac ilitated the analysis of complex

activities” (p. 182).

b. Students’ Participation Checklist

The researcher used a students’ participation checklist to know individual students’ participation in the classroom. The researcher invited two observers to

fill the students’ participation checklist when the researcher implemented the jigsaw technique. The students’ participation checklist consisted of 30 students’ name and six aspects of the students’ participation in the teaching and learning process. They were (1) reading the text loudly (2) asking question related to the

text to friends (3) sharing the content of the text to friends (4) retelling the content

of the text to friends (5) answering questions in the worksheet (6) asking question

related to the materials to the teacher. The researcher gave each student a call card

which consisted of student’s number and name in order to make easy in observing each student’s participation. The sample of students’ participation checklist was presented as follows:

Table 3.2 Sample of Students’ Participation Checklist Students

Number

Participation Aspects

A B C D E F 1. 2. 3. 4. 5. 30. Total

c. Observation Sheets

The researcher used observation sheets to observe the researcher’s activity and the students’ activity in the teaching and learning process. It was used to

know that the teaching and learning activity was suitable for the lesson plan. The

researcher divided the observation sheets into two parts. The observation sheets

were presented below:

Table 3.3 Observation Sheet ofResearcher’s Activity

No. Aspects Teacher’s

Response Yes No 1. The teacher gives the students some questions related to the

material in the beginning of the lesson

2. The teacher explains the material from the handout

3. The teacher gives the opportunity to the students to ask about the material to the teacher

4. The teacher divides the students in a group of six in the home group

5. The teacher asks the students to read the text loudly in the home group

6. The teacher asks the students to move in the same text group

7. The teacher asks the students to share their paragraph in the expert group

8. The teacher asks the students to ask their friend about the text in the expert group

34

No. Aspects Teacher’s

Response Yes No 9. The teacher asks the students to return to their home group

10. The teacher asks the students to tell the content of their paragraph to their home group

11. The teacher interacts and involves with the students in the group

12. The teacher moves around in each group

13. The teacher asks the students to answer the worksheet 14. The teacher warns the students who make any noise 15. The teacher gives feedback to the students

Table 3.4 Observation Sheet ofStudents’ Activity

No. Aspects Students’

Response Yes No 1. The students answer some questions related to the material in

the beginning of the lesson

2. The students pay attention to the teacher’s explanation 3. The students ask questions about the material to the teacher 4. The students gather in a group of six in the home group 5. The students read the text loudly in the home group 6. The students move to the same text group

7. The students share their paragraph in the expert group 8. The students ask to their friend about the text in the expert

group

9. The students return to their home group

10. The students tell the content of their paragraph to their home group

11. The students answer questions in the worksheet

d. Field Notes

The researcher used field notes to make a reflection of the implementation

of the jigsaw technique. The field notes were written by the English teacher and

the researcher. According to Bogdan and Biklen (1982), “Field notes are the

written account of what the researcher hears, sees, experience, and thinks in the

The field notes consisted of four questions (1) How is students’ situation in the

class? (2) What kind of difficulty found in teaching descriptive texts using the

jigsaw technique? (3) What works well in teaching descriptive texts using the

jigsaw technique? (4) What part should be improved?.

e. Questionnaire

The researcher distributed a questionnaire after implementing the jigsaw

technique in the last cycle. It was used to know the students’ participation in the learning process and the students’ opinion about the use of the jigsaw technique. The data were acquired from 30 students who answered the questionnaire. The

researcher provided 15 close-ended questions. It was 8 statements about the

students’ participation and 7 statements about the use of the jigsaw technique. According to Milne (1999: 4), there are three advantages to collect data by

questionnaire method:

The responses are gathered in a standardization way, so questionnaires are more objective, certainly more so than interviews, it is relatively quick to collect information using a questionnaire, and potentially information can be collected from a large portion of a group. Therefore, the questionnaire made the researcher gathered the data easily.

The sample of the questionnaire was presented below:

Table 3.5 Sample of Questionnaire

No. Statements Yes No

1. The students listen to the teacher’s explanation 2. The students ask the material to the teacher

36

No. Statements Yes No

4. The students like to use the jigsaw technique in the classroom

5. Jigsaw technique makes the students speak actively in the group discussion

6. Jigsaw technique attracts the students’ interest to participate actively in the group

7. Jigsaw technique gives the students an opportunity to ask about the material

f. Semi-structured Interview

The researcher interviewed six students after implementing the jigsaw

technique in the last cycle in order to get students’ opinion about the implementation of the jigsaw technique. The researcher provided five questions to

the students. The question was open-ended question. They were (1) What is the

students’ opinion about the use of the jigsaw technique in the classroom? (2) What are the benefits of using the jigsaw technique in the classroom? (3) What are

the obstacles of learning descriptive texts using the jigsaw technique? (4) Does the

use of the jigsaw technique improve the students’ participation? (5) What is the

students’ suggestion to improve the use of the jigsaw technique? Corbetta (2003), explains semi-structured interviews below:

The order in which the various topics are dealt with and the wording of the

questions are left to the interviewer’s discretion. Within each topic, the interviewer is free to conduct the conversation as he thinks fit, to ask the questions he deems appropriate in the words he considers best, to give explanation and ask for clarification if the answer is not clear, to prompt the respondent to elucidate further if necessary, and to establish his own style of conversation. (p. 270)

From that explanation, the researcher concluded that semi-structured

interviews could help the researcher to acquire data with flowed-questions in

informal situation. The researcher could get the data deeply through interviews.

E. Data Analysis Technique

The researcher analyzed the data in order to answer the questions which

were formulated in the research problems. The researcher used a triangulation

technique to analyze the data in this research. According to Cohen & Manion

(1997), “Data Triangulation involves the collection of data from multiple sources with the intent to obtain diverse views of the studied phenomenon with the

purpose of enhancing the validity” (as cited in Ziyani, I., King, U., & Ehlers, V. 2004, p. 12). It helps the researcher to obtain the data from different perspective in

order to get the validity. Then, the researcher divided the data analysis from the

instruments into two categories below:

1 Preliminary Study Result

a. Field Notes

In the first observation, the researcher used the field notes to get the data.

The data was taken during the teaching and learning process. The researcher noted

some important things that occurred in the class. The field notes were analyzed by

38

b. Students’ Participation Checklist

The researcher analyzed the data from the students’ participation checklist

by counting the students who participated in the teaching and learning process

based on the five aspects in the observation. The data were analyzed in the

percentage form for each aspect of students’ participation. If the students who participated were less than 15 students, it could be concluded that the students’

participation was low.

c. Questionnaire

The questionnaire was analyzed by categorizing the students’ answers into two parts. The first was about the factor which made the students participate and

not participate. The second was about the class situation in the teaching and

learning process. The researcher analyzed each student’s answer to gather the data.

d. Inte rvie w

The researcher conducted interviews with the English teacher and the

students. Some questions were offered in the interviews. The result was analyzed

2. The Implementation of the Jigsaw Technique

a. Video Tape Recordings

This instrument is only for supporting the researcher in implementing the

jigsaw technique. It helped the researcher review the process of the

implementation. The students’ situation presented through this instrument.

b. Students’ Participation Checklist

The researcher analyzed the students’ participation by counting the students who participated in the implementation of the jigsaw technique. The

researcher analyzed it based on six aspects of students’ participation. Each aspect

was presented in the form of percentage. In the last cycle, the researcher compared

the improvement of students’ participation in the preliminary study, cycle 1, cycle 2, and cycle 3. According to Rakhmawati (2010 :11), the formula to count the

students’ participation checklist was presented below:

The indications of each percentage were presented below:

Table 3.6 Qualification of Participation Checklist Score

No. Percentage (%) Qualification 1. 75%≤p≤100% High

2. 50% ≤ p ≤75% Medium 3. 25% ≤ p ≤50% Low 4. 0% ≤ p ≤25 % Very Low

(Sugiyono, 2010, p. 144)

P= � × 100% P = percentage

Fo = frequency observed

Teacher’s Interview Result on the Prelimenary Study

Date : Wednesday, February 20, 2013

Teacher’s Initial: Sg

1. Bagaimana pendapat Ibu mengenai kelas 7.10?

Jawab: Ya anak anaknya welcome ramah. Saya kan guru baru. Trus mereka tu seperti padi. Pokoknya kalaudisana tu lebih saling memahami 2. Bagaimanakah situasi kelas secara umum saat pelajaran?

Jawab: Ya kita tu saling kerja sama istilahnya bukan yang pintar lalu egois endak pokoknya kerjasamanya enak gitu

3. Apakah banyak siswa yang aktif? Jawab: Insya alloh

4. Apakah siswa suka bertanya? Jawab: Ya...

5. Apakah mereka suka berdiskusi?

Jawab: Kalau cerita sih namanya juga anak anak. 6. Apakah ada kesulitan mengajar di kelas ini?

Jawab: Ya kadang ada. Kosakata.

7. Apakah semua siswa aktif di dalam kelas?

Jawab: Kelas ini tu beda dengan yang lain. Yang cowok lebih hidup daripada yang anak cewek. Anak cewek kebanyakan diem

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Students’ Interview Result on the Imple mentation of Jigsaw Technique

Date : Wednesday, April3, 2013 Students’Initial : Rf, Ys, Bg, Nd, Ev, Sr Question Codes : #1, #2, #3, #4, #5

1. Apakah pendapatmu tentang pembelajaran Bahasa Inggris menggunakan tehnik Jigsaw?

Jawab:

Rf : Menyenangkan, lumayan suka

Ys : Dapat mempermudah pembelajaran dan bisa lebih cepat menghapal bahasa Inggris, bisa memperlancar bahasa kita bahasa Inggris dan juga menyenangkan

Bg : Dapat membantu cukup baik dalam pembelajaran bahasa Inggris di sekolah-sekolah. Membantu dalam pemahaman siswa setiap arti kata dan kalimat

Nd : Senang mbak. Beda dari biasanya mbak bosen.

Ev : Asik mbak kalo kayak gitu soalnya ada yang muter muter itu Sr : Sama sama mbak

2. Apakah keuntungan yang kamu peroleh dari pembelajaran Bahasa Inggris menggunakan teknik Jigsaw?

Jawab:

Rf : Dapat mempelajari susunan kata Ys : Dapat mempermudah belajar Bg : Ya mempermudah

Nd : Ya kalo ada kata kata kalimat yang susah bisa sharing sama temen temennya di master group jadi tau deh

Ev : Sama mbak

Sr : Mungkin jadi bisa lebih mendalam gitu

3. Apakah kendala yang kamu hadapi dari pembelajaran Bahasa Inggris menggunakan Jigsaw?

Jawab: Rf : -

Ys : Ya agak sedikit rumit

Bg : Tempat yang diperlukan harus lebih gede

Nd : Ya kadang kadang kalau waktu lama bikin apa ya „kegrumet‟ gitu deh mbak ga tau apa itu haha

Ev : Kendalanya ya itu kadang ribet pindah pindah itu lho Sr : Nggak dapet tempat duduk

4. Apakah tekhnik Jigsaw dapat meningkatkan partisipasi siswa? Jawab:

Rf : Meningkatkan. Karena lebih mudah dimengerti. Dapat mengetahui pembelajaran dengan baik. Lumayan menambah percaya diri

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Ys : Dapat meningkatkan karena ada komunikasi dengan teman juga. Dapat menambah percaya diri

Bg : Tentu. Karena antar personil saling berkomunikasi. Sure menambah percaya diri.

Nd : Iya. Aku sukak bahasa Inggris kalau ada kayak gini tapi kalau kayak biasanya itu bosen. Biasanya itu cuman gitu mbak. Kita disuruh berdiri toh “I think ….” Trus dilempar ke laen “I think …..” bla bla bla bla. Bosen mbak.

Ev : Iya. Sr : Iya.

5. Apakah saranmu terhadap pembelajaran BahasaInggris dengan teknik Jigsaw?

Jawab:

Rf : Dipermudah teksnya dan dipersingkat

Ys : Sebaiknya tempatnya agak diperluas dan lebih mendengarkan Bg : Sama

Nd : - Ev : - Sr : -

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ABSTRACT

Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve Students’ Participation in English Class for Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Sanata Dharma University.

Students’ participation is the important factor in teaching and learning

process to achieve learning goals. The students’ participation is influenced by some factors, such as teacher’s way of teaching and students’ condition. The students should be given enough time to practice English in the classroom. From the preliminary study result, the problem of low participation in English learning occurred in class VII.10 of SMP N 8 Yogyakarta. This class was different from the other classes because the students were passive in following English learning. From thirty students, there were more than fifteen students had low participation. Besides, the teacher used traditional method in every teaching and did not involve the students to practice English. It caused the students feel bored and do not participate in the class. Therefore, the researcher implemented jigsaw technique to improve the students’ participation. This research was conducted to answer two research questions: (1) How is the implementation of jigsaw technique in the class VII.10 of SMP N 8 Yogyakarta? (2) Does the implementation of jigsaw technique improve the students’ participation?

The researcher employed classroom action research based on Kemmis and McTaggart model for three cycles during three meetings. It consisted of four stages in every cycle: planning, acting, observing, and reflecting. The implementation was conducted on March 13th, 18th, and April 3th, 2013. The data was obtained from observation sheets, students’ participation checklist, field notes, questionnaire, and interviews. The researcher analyzed the students’ participation through three kinds of interactions proposed by Schreyer Institute for Teaching Excellence (2007). They are the interaction between students to teacher, student to students, and student to material.

In this research, the students’ participation which occurred during the

implementation of jigsaw technique was divided into three kinds of interaction. First, the interaction between students to teacher involved asking question related to the materials to the teacher. Second, the interaction between student to student involved three activities, such as asking questions about the text to friends, sharing and retelling the content of the text to friends. Third, the interaction between students and material was categorized into two activities, such as reading the text loudly and answering questions in the worksheet. Therefore, there were

six students’ participation activities which were analyzed in this research. The

result showed that the implementation of jigsaw technique could improve the

students’ participation. The students improved their participation in each cycle

from the preliminary study result. It was proved by the students’ participation checklists which revealed the improvement of the students’ participation.

viii

ABSTRAK

Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve Students’ Participation in English Classfor Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Partisipasi siswa adalah faktor penting di dalam proses belajar mengajar untuk mencapaitujuan pembelajaran. Partisipasi siswa dapat dipengaruhi oleh beberapa faktor, diantaranya adalah cara guru mengajar dan kondisi siswa.Para siswa seharusnya diberikan cukup waktu untuk berlatih berbahasa Inggris di kelas. Berdasarkan pra-observasi, masalah mengenai rendahnya partisipasi siswa dalam pembelajaran bahasa Inggris terjadi di kelas VII.10 SMP N 8 Yogyakarta. Kelas tersebut berbeda dengan kelas lainnya karena siswa pasif dalam mengikuti pelajaran bahasa Inggris di dalam kelas. Dari 30 siswa, lebih dari 15 siswa mempunyai partisipasi rendah. Disamping hal itu, guru menggunakan metode tradisioanl setiap mengajar dan tidak melibatkan para siswa untuk berlatih berbahasa Inggris. Hal ini menyebabkan siswa merasa bosan dan tidak berpartisipasi di dalam kelas. Oleh karena itu, peneliti menerapkan tehnik jigsawuntuk meningkatkan partisipasi siswa kelas VII.10. Penelitian ini dilakukan untuk menjawab dua pertanyaan penelitian: (1) Bagaimanakah penerapan tehnik jigsawdi kelas VII.10 SMP N 8 Yogyakarta? (2) Apakah penerapan tehnik jigsaw di kelas dapat meningkatkan partisipasi siswa?

Peneliti menggunakan sebuah penelitian tindakan kelas berdasarkan model Kemmis dan McTaggart untuk tiga siklus selama tiga kali pertemuan. Penelitian ini terdiri dari empat tahap di setiap siklus: rencana, tindakan, observasi, dan refleksi. Penerapan dilakukan pada tanggal 13, 18 Ma ret 2013 dan 3 April 2013. Data diperoleh dari lembar observasi pengamatan aktivitas di kelas, daftar ceking partisipasi siswa, catatan lapangan, kuesioner, dan wawancara.Peneliti menganalisa partisipasi siswa melalui tiga macam interaksi yang dijelaskan oleh Schreyer Institute for Teaching Excellence (2007), yaitu interaksi antara siswa dan guru, interaksi antara siswa dan siswa, dan interaksi antara siswa dan materi.

Pada penelitian ini, partisipasi siswa yang terjadi selama penerapan teknik jigsaw dibedakan ke dalam tiga macam interaksi. Pertama, interaksi antara siswa dan guru berarti siswa bertanya tentang materi kepada guru. Kedua, interaksi antara siswa dan siswa berarti siswabertanya tentang isi teks kepada teman, siswaberbagi isi teks dan menceritakan ulang isi teks kepada teman. Ketiga, interaksi antara siswa dan materi berarti siswa membaca teks dengan keras dan menjawab soal di lembar soal. Jadi, terdapat enam aktifitas partisipasi siswa yang disertakan ke dalam tiga macam interaksi di dalam kelas. Hasil dari penelitian memperlihatkan bahwa penerapan tehnik jigsaw dapat meningkatkan partisipasi siswa. Para siswa mengalami peningkatan partisipasi di setiap siklus dari hasil pra-observasi. Hal ini dibuktikan dari daftar ceking partisipasi siswa yang menyatakan tentang peningkatan partisipasi siswa.

Kata kunci: students’ participation, jigsaw, students of VII.10