The implementation of Jigsaw method to develop better learning activity for improving reading competence in SMP St. Vincentius Sedayu.

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ABSTRACT

Dewi, Ervyna Citra. (2016). The Implementation of Jigsaw Method to Develop Better Learning Activity for Improving Reading Competence in SMP St. Vincentius Sedayu. Yogyakarta: Sanata Dharma University.

Learning activity is very important to support students become active learners. In class VII B SMP Pangudi Luhur St. Vincentius Sedayu, the students did not get involved actively in the learning teaching process. They just listened, wrote when they should write, and read when they should read. Thus, the students became passive learners. The activities also led the students into boredom. Besides, they did other things such as drawing, talking to friends, and disturbing others. Furthermore, the students’ reading competence was low. There was a possibility that made the students got low reading competence. The possibility was the lack of learning activity in the learning and teaching process. It was because learning activity affected students’ outcomes. Thus, the students needed a set of learning activity that could involve their activeness.

The research aimed to examine the process of how the use of jigsaw method is implemented to develop better learning activity for improving reading competence in class VII B SMP Pangudi Luhur St. Vincentius Sedayu. The formulated problem of this study is: How is the use of jigsaw method implemented to develop better learning activity for improving reading competence in SMP St. Vincentius Sedayu?

The research employed classroom action research to observe the implementation of the use of jigsaw method to develop better learning activity for improving reading competence in class VII B SMP Pangudi Luhur St. Vincentius Sedayu. The participants of this research were thirty three (33) students in class VII B of SMP Pangudi Luhur St. Vincentius Sedayu. The researcher employed two cycles. Every cycle was conducted in one meeting. The researcher used several instruments for this research: interview, observation checklist, field notes, questionnaire, and test. In addition, the researcher used the data analysis: qualitative data analysis and descriptive statistics.

The result of the research showed the implementation of jigsaw method developed better learning activity and also improved students’ reading competence. The significant improvement could be seen from the changes of the students in every cycle. The implementation of jigsaw method becomes the appropriate method to develop better learning activity for improving reading competence.

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ABSTRAK

Aktivitas Belajar sangatlah penting untuk mendukung siswa menjadi siswa yang aktif. Di kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu, siswa tidak terlibat secara aktif di dalam proses belajar mengajar. Mereka hanya mendengarkan, menulis ketika mereka harus menulis, dan membaca ketika mereka harus membaca. Hal ini menyebabkan siswa menjadi pasif. Aktivitas-aktivitas tersebut juga mengakibatkan siswa bosan. Disamping itu, siswa melakukan kegiatan lain seperti menggambar, berbicara dengan teman, dan mengganggu teman. Terlebih lagi, kompetensi membaca siswa rendah. Ada kemungkinan yang membuat siswa memperoleh kompetensi membaca yang rendah. Kemungkinan tersebut adalah kurangnya aktivitas belajar di dalam proses belajar mengajar. Hal ini dikarenakan aktivitas belajar mempengaruhi hasil belajar siswa. Oleh karena itu, siswa membutuhkan aktivitas belajar yang dapat meningkatkan keaktifan siswa.

Penelitian ini ditujukan untuk meneliti proses penggunaan metode jigsaw diimplementasikan dalam mengembangkan aktivitas belajar yang lebih baik untuk meningkatkan kompetensi membaca siswa kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu. Rumusan masalah dari penelitian ini adalah: Bagaimana penggunaan metode jigsaw diimplementasikan dalam mengembangkan aktivitas belajar yang lebih baik untuk meningkatkan kompetensi membaca SMP St. Vincentius Sedayu?

Penelitiaan ini menggunakan penelitian tindakan kelas untuk melihat pengimplementasian dari penggunaan metode jigsaw dalam mengembangkan aktivitas belajar yang lebih baik untuk meningkatakan kompetensi membaca siswa kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu. Partisipan dari penelitian ini adalah 33 siswa kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu. Peneliti menggunakan 2 siklus. Setiap siklusnya dilaksanakan dalam 1 pertemuan. Peneliti menggunakan instumen penelitian: wawancara, daftar pengecekan observasi, catatan observasi, kuesioner, dan tes. Selain itu, peneliti menggunakan analisis data berupa analisis data kualitatif dan statistik deskriptif.

Hasil dari penelitian ini menunjukan pengimplementasian metode jigsaw mengembangkan aktivitas belajar yang lebih baik dan juga meningkatkan kompetensi membaca siswa. Peningkatan yang signifikan dapat dilihat dari perubahan siswa dalam setiap siklusnya. Pengimplementasian metode jigsaw menjadi metode yang sesuai untuk mengembangkan aktivitas belajar dan untuk meningkatkan kompetensi membaca.

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A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Ervyna Citra Dewi Student Number: 121214131

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2016

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

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A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Ervyna Citra Dewi Student Number: 121214131

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2016

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

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“First they

ignore

you,

Then they

laugh

at you,

Then they

fight

you,

Then you win

!”

- Mahatma Gandhi -

I dedicate this thesis to:

Bapak Gunadi

Ibu Lucia Widiyati

Mbak Lyna and Mas Beny

Dek Candra

Yustinus Tyasmanto

My beloved friends

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vii

ABSTRACT

Learning activity is very important to support students become active learners. In class VII B SMP Pangudi Luhur St. Vincentius Sedayu, the students did not get involved actively in the learning teaching process. They just listened, wrote when they should write, and read when they should read. Thus, the students became passive learners. The activities also led the students into boredom. Besides, they did other things such as drawing, talking to friends, and disturbing others. Furthermore, the students‟ reading competence was low. There was a possibility that made the students got low reading competence. The possibility was the lack of learning activity in the learning and teaching process. It was

because learning activity affected students‟ outcomes. Thus, the students needed

a set of learning activity that could involve their activeness.

The result of the research showed the implementation of jigsaw method developed better learning activity and also improved students‟ reading competence. The significant improvement could be seen from the changes of the students in every cycle. The implementation of jigsaw method becomes the appropriate method to develop better learning activity for improving reading competence.

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ABSTRAK

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ACKNOWLEDGEMENTS

I would like to devote my deepest gratitude to Jesus Christ and Mother Mary for giving me the chance to enjoy every step in making this thesis. I would like to thank because of their love and eternal blessing to me especially in finishing this thesis.

My greatest gratitude is addressed to my advisor, Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., who has guided me in writing my thesis. He gave me time to consult my thesis and was so patient in correcting my thesis. Because of his help, I can do my best and finish my thesis. My sincere gratefulness also goes to all PBI lecturers who always teach me valuable lessons during my study. I would also express my thankfulness to all PBI staffs for the friendship, patience, and services.

My next gratitude goes to Bapak Celsius Suhartanta, S.Pd., for giving me the permission to conduct the research in SMP Pangudi Luhur St. Vincentius Sedayu. I also address my gratitude to Bapak R. Dendy Wahyu W., S.Pd., for his help and support during my research. Thanks for the discussion and sharing so my research could be done well. My millions of thanks also go to all students of class VII B for their help and support in being the major participants in my research.

I would also like to deliver my great gratitude to Bapak Gunadi and Ibu Lucia Widiyati for their endless love, endless help, and endless prayer. I thank them for their patience, guidance, and their trust in me for achieving my success. I

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will always be their better little daughter in every time I have. I also express my sincere thankfulness to Mbak Lyna, Mas Beny, and Dek Candra for their support and prayers to be a winner in every moment I take.

My thankfulness goes to my best friends, Uut, Linda, Meirly, Vany and Thunderbolt team for their support and help. We have shared our happiness and sadness every day which teach us about togetherness and friendship. I would also like to address my gratitude to all PBI students 2012 class E for being my great friends.

Moreover, this thesis could not have been accomplished without a great person, Yustinus Tyasmanto, who always stands by my side when I am down and have no spirit. His love, care, support, and patience really help me especially in finishing my study. Lastly, my gratitude is addressed to all people who have helped me in completing my thesis.

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Page

TITLE PAGES ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF CHARTS ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION A. Research Background... 1

B. Problem Formulation ... 5

C. Problem Limitation ... 6

D. Research Objective... 6

E. Research Benefits ... 6

F. Definition of Terms ... 7

1. Jigsaw Method ... 8

2. Learning Activity ... 8

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xii

Page 4. Class VII B of SMP Pangudi Luhur St. Vincentius Sedayu . 9 CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ... 10

1. Learning Activity ... 10

2. Jigsaw Method ... 14

3. Reading Competence ... 17

B. Theoretical Framework ... 22

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 24

1. Planning ... 25

2. Acting ... 26

3. Observing ... 27

4. Reflecting ... 27

B. Research Setting ... 28

C. Research Participants ... 28

D. Research Instruments and Data Gathering Technique ... 28

1. Interview ... 28

2. Field Notes ... 29

3. Observation Checklist ... 29

4. Questionnaire ... 30

5. Test ... 31

E. Data Analysis Technique ... 31

1. Qualitative Data Analysis ... 31

2. Descriptive Statistics ... 32

F. Research Procedure ... 33

1. Asking Permission from the School Principal ... 33

2. Conducting the Preliminary Study ... 33

3. Finding the Problem and Planning for the Action ... 34

4. Planning ... 35

5. Acting ... 35

6. Observing ... 35

7. Reflecting ... 35

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xiii

Page CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Implementation of the Use of Jigsaw Method to Develop Better Learning Activity for Improving Reading Competence in SMP St.

Vincentius Sedayu ... 38

1. Cycle 1 ... 38

2. Cycle 2 ... 53

B. Lesson Learned of A Study of the Implementation of the Use of Jigsaw Method to Develop Better Learning Activity for Improving Reading Competence in SMP St. Vincentius Sedayu ... 68

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 71

B. Recommendations ... 74

REFERENCES ... 76

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xiv

LIST OF TABLES

Table Page

3.1. Masidjo‟s Category of Scores ... 32

3.2. Reading Quiz Result ... 34

4.1. Observation Checklist Result in Cycle 1 ... 42

4.2. Questionnaire Result in Cycle 1 ... 45

4.3. Individual Test Result in Cycle 1 ... 46

4.4. Individual Test Result in Preliminary Study and in Cycle 1 ... 51

4.5. Observation Checklist Result in Cycle 2 ... 57

4.6. Questionnaire Result in Cycle 2 ... 59

4.7. Individual Test Result in Cycle 2 ... 60

4.8. Observation Checklist Result in Cycle 1 and in Cycle 2 ... 61

4.9. Questionnaire Result in Cycle 1 and in Cycle 2 ... 65

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LIST OF FIGURE

Figure Page

2.1. Characteristic of Active Learning (Fink, 2003) ... 11

2.2. Characteristic of Active Learning (Bonwell and Eison, 1991) ... 12

2.3. Learning Pyramid ... 13

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xvi

LIST OF CHARTS

Chart Page

4.1. Students‟ Learning Activity in Cycle 1 ... 39 4.2. Students‟ Learning Activity in Cycle 2 ... 55

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xvii

LIST OF APPENDICES

Appendix Page

A. Covering letter for the headmaster of SMP Pangudi Luhur St. Vincentius

Sedayu ... 81

B. Research letter from SMP Pangudi Luhur St. Vincentius Sedayu ... 83

C. Research instruments ... 84

1. Observation Checklist ... 85

2. Questionnaire ... 87

3. Field Notes Guide ... 88

4. Interview Guide ... 89

D. Lesson Plan and Teaching Materials ... 90

1. Lesson Plan and Teaching Materials in Cycle 1 ... 91

2. Lesson Plan and Teaching Materials in Cycle 2 ... 102

E. Observation Checklist Result ... 112

1. Observation Checklist Result in Cycle 1 ... 113

2. Observation Checklist Result in Cycle 2 ... 114

F. Questionnaire Result ... 115

1. Questionnaire Result in Cycle 1 ... 116

2. Questionnaire Result in Cycle 2 ... 117

G. Individual Test Result ... 118

1. Individual Test Result in Cycle 1 ... 119

2. Individual Test Result in Cycle 2 ... 120

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xviii

Page 1. Photos in Cycle 1 ... 122 2. Photos in Cycle 2 ... 123

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CHAPTER I

INTRODUCTION

In this chapter, the researcher would like to present the introduction of the research. This chapter is divided into six parts. They are research background, problem formulation, problem limitation, research objective, research benefits, and definition of terms.

A. Research Background

A learning teaching process is a process to transform and develop knowledge. This process is very important because every process has learning goal. To achieve the learning goal, students should do the process well. They should contribute and participate in the process of learning and teaching so that they will know and understand the material and later on they will achieve the learning goal. Tatar (2005) states “active classroom participation played an important role in the success of education and students‟ personal development in the future” (p.145). It means that students‟ participation and contribution in learning teaching process are very important for educational and personal development. Besides, the students need encouragement to participate and contribute in the process in order to achieve the learning and teaching goal. One of the ways is by creating an activity which makes the students are motivated to

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learn and follow the lesson. Felder (2001) states “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). Thus, the role of the teacher

is very important to help the students participate and contribute in the learning teaching process. By choosing an appropriate method, the students can develop better learning activity so that they can participate and contribute actively in the learning teaching process.

In learning English, the students should master four skills. They are listening, speaking, reading, and writing. Reading is one of important skills that students should master. Carell (1988) states that in the study of English as a foreign language, the main motive why students learn language is reading. Simanjutak (1988) adds that “successful students need good study skills in reading in order to comprehend with a minimum of time and effort the abundance

of reading material” (p.iii). Through reading, students expose themselves to new

things, new information, new ways to solve a problem, and new ways to achieve one thing. Besides, students will improve their understanding. The more students read, the more they understand one thing.

In reading, a reader is actively responsible for making sense of text. However, do they fully understand what they have read? The students need guidance to learn and improve their reading competence. Reading competence is done to get the information from the text. Snow (2002) says reading comprehensively should be done for a purpose, to achieve information of the text. Students who have good reading competence can read accurately and efficiently

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so they can get the information from the text. Wilma Miller believes that “comprehension or understanding of what is read is the most important aspect of reading process” (as cited in Cushenbery, 1985). Since reading is important

especially for students‟ success, the students need an appropriate way to

encourage them improve the reading competence.

In this research, the researcher employed classroom action research to develop better learning activity so that the students could improve their reading competence. The researcher chose class VII B of SMP Pangudi Luhur St. Vincentius Sedayu. It was because the students needed more opportunity to participate in the learning teaching process. It was shown when the researcher did the class observation. The result of the observation indicated that the students need more learning activities so that they can take part actively in the learning and teaching process. When the researcher did class observation, the researcher found that the students‟ activities were listening and taking notes on important information. The students did not get involved actively in the learning teaching process. As a result, this situation led the students into boredom. Besides, they did other things such as drawing, talking to friends, and disturbing others. Thus, the students needed a set of learning activity that could involve their‟ activeness.

In reading class, the researcher found that the students needed more opportunity to learn and understand the content of their reading. In this class, the students only read the text while one student read it aloud. As a result, most students did not pay attention to their friend. They just did something that was not related to the lesson. Sometimes, the teacher used pointing and asking to make the

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students participated in the learning teaching process. However, there were only one or two students who would be the participant in the learning teaching process. They were active based on the teacher command. Furthermore, the students‟ reading competence in this class was low. It was shown from the result of the quiz that was given by the teacher in the preliminary study. The researcher saw that the mean score was 55, 3. Besides, according to Masidjo, the mean score of the quiz result in the preliminary study was categorized bad.

From the data, the researcher noted a major problem found in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. The students were bored and inattentive in learning teaching process. The students needed more interesting learning activity so that they could take part actively in the learning teaching process. Furthermore, the students had low achievement in reading. There was a possibility that made the students got low achievement in reading. The possibility was the limited learning activity in the learning and teaching process. It was

because learning activity affected students‟ outcomes. Wasserman et al. state that

“learning activities are designed to develop learning that supports course

outcomes” (p.277). Besides, in the reading activity, some students were busy with

themselves, some of them were talking to their friends, and some others were drawing. The situation in the class became not effective for the students to read. It was because the class was very noisy.

The students has important role in learning teaching process. They should take part so that the learning teaching process works well. They need a learning activity so that they can take part in the learning teaching process. Here, the use of

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learning method has important role. It is because by applying the method, there are a lot of learning activities that can be done by the students. According to

Broudy and John (1969) “method refers to a set procedure that is carried out

according to some rules” (p.9). They add that “the rule prescribes that in a certain class of situation, for example, the teaching of reading, steps are to be taken in a certain sequence, and that the procedures are to use certain materials in certain ways at certain time” (1965: 9).

The researcher tried to find the solution of the problem faced. The researcher chose jigsaw method as a solution of the problem. Aronson (2002),

states “jigsaw classroom is like a jigsaw puzzle, each piece-each student‟s part- is

essential for the completion and fill understanding of the final product” (p.114). By using jigsaw method, the students will take part in the whole learning activity because they have responsibility to understand and master their own part. Then, they will complete the information from other parts. Therefore, the researcher needs to do a research about: “The Implementation of Jigsaw Method to Develop Better Learning Activity for Improving Reading Competence in SMP St.

Vincentius Sedayu.”

B. Problem Formulation

The research is conducted to answer the question below: How is the use of jigsaw method implemented to develop better learning activity for improving reading competence in SMP St. Vincentius Sedayu?

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C. Problem Limitation

The research will be limited on the use of jigsaw method to encourage better learning activity for improving reading competence in SMP St. Vincentius Sedayu. There were 33 students in the class. The class is heterogeneous class.

Jigsaw method is a method that deals with reading. The researcher expects that the alternative method will develop better learning activity. Jigsaw is chosen to stimulate the students to take part in learning teaching process so that they can achieve their learning goals.

D. Research Objective

The research was intended to examine the process of how the use of jigsaw method is implemented to develop better learning activity for improving reading competence in SMP St. Vincentius Sedayu.

E. Research Benefits

This research was expected to give benefits to:

1. The English Teacher of SMP Pangudi Luhur St. Vincentius Sedayu

The result of this research was expected to give information about the use of jigsaw method to develop better learning activity for improving reading competence. This method could be the reference to develop learning activity.

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2. The Seventh Grade Students of SMP Pangudi Luhur St. Vincentius Sedayu

The researcher expected that this research will be useful for the students to develop better learning activity since the students become active learners. Besides, by taking part in the learning teaching process, the students will achieve their learning goal and outcomes. Moreover, they can improve their reading competence. It also increases the critical thinking of the students. It is because by using jigsaw method, the students will discuss the material in the groups. Then, they will give their opinion and arguments about the material to their friends in the groups that make them think critically.

3. Future Researchers

The research may give contribution to the method of research. This research may give a view about the action research that will be conducted in the future in order to conduct a new research or evaluate the result of the implementation of jigsaw method to develop better learning activity for improving reading competence. In the future, the future researchers can implement other method to develop better learning activity for improving reading competence.

F. Definition of Terms

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

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1. Jigsaw Method

According to Slavin (2005), Jigsaw method is a method that pointed in students‟ participation. Aronson and Patnoe (1997) explain that “jigsaw is most powerful and appropriate in situation where learning is from text-based-material such as social studies, literature, or science that can be divided equally among

students” (p.22). It means that jigsaw is an appropriate method to learn and teach

reading. In this study, jigsaw means a method which improves students‟ learning activity through the material and process of learning. First of all, students will be divided into 4-5 as home groups. Then, every member of the group should be given the different kind material to carry. Students who have similar material will join and gather in expert group. After mastering the material they come back to their own home group and share the knowledge that they have gotten to their teammates.

2. Learning Activity

According to European Commission (2006), learning activities are any activities of an individual organized with the intention to improve his/her knowledge, skills and competence (p.9). The effective learning activity can be designed as an active learning. Bonwell and Eison (1991) describe active learning as involving students in doing things and thinking about the things they are doing (as cited in Fink, 2003: 16).

3. Reading Competence

Kustaryo (1988) states that “reading as the meaningful interpretation of the printed or written verbal symbols” (p.2). To be able to interpret the meaning

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fluently, people should have reading competence. According to Urquhart and Weir (1998), reading is the process of receiving and interpreting information encoded in language form via the medium of print. In this research, students‟ reading competence refers to the ability of students to understand the information in a text.

4. Class VII B of SMP Pangudi Luhur St. Vincentius Sedayu

The researcher conducted the research for class VII B of SMP Pangudi Luhur St. Vincentius Sedayu. This class was heterogeneous class. There were 33 students in this class. In reading activity, students looked bored and inattentive to follow the activity. They needed more learning activities so that they could participe and contribute actively in the learning teaching process. Furthermore, their reading competence was low.

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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 his/her 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

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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,

etc.” (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

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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

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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.

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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

The researcher divides the explanation of jigsaw method into three parts. They are definition, learning activity, and benefits.

a. Definition

Jigsaw is one of cooperative learning methods. It had implemented by Elliot Aroson with their friends from Texas University (Coffey: 2008). Jigsaw is an appropriate method of learning and teaching reading so that students can improve their reading competence. According to Aronson and Patnoe (1997),

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-based material-such as social studies, literature, or science-that can be divided equally among students” (p.22).

Jigsaw method provides some activities that can be done by the students. The students will be gathered in different forms of groups. Hakkarainen (1992) elaborates the name of jigsaw method “students are organized like pieces in a jigsaw to form different kinds of groups, where each student (piece) must be part of the solution to jigsaw puzzle” (p.3). It signifies that each student has responsibility to expert the material as a piece of the puzzle to complete the information to their teammates.

b. Learning Activity

Jigsaw method provides better learning activity to the students. The learning activity changes the students become active learners. In jigsaw method, the teacher provides one unit that is divided into several parts as many as the group members. Then, the students will be divided into several groups. The group should be heterogeneous groups. Based on Trianto (2010), in jigsaw method, teacher creates heterogeneous group which consist of students with multiple ability level. Slavin (1995) states that students work in heterogeneous teams, as in Student Teams–Achievement Divisions (STAD) and Teams-Games-Tournaments (TGT) which are also cooperative learning method. The name of the first group form is called home group. Every member of the group has different part. They have their 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.

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In the expert group, the students discuss the material and prepare the presentations for their home group friends. After they have mastered their material, they return to their home group to teach their parts. Aronson and Patnoe (1997) state that “this process made it imperative that the children treat each other

as resources” (p.8). They add that “students who grasp the material quickly are

vital resources in helping slower students learn the material” (p.42).

After every student has learnt the material one another in their home group, the students are given a quiz which covers all materials. The quiz is used to measure the students‟ understanding and improvement of the materials that they have learnt in their groups.

c. Benefits

Jigsaw method gives some benefits to the students. First, it can improve

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 teaching process. Slavin

(1995) describes “another way to insure participation is to make students expert

on some parts of the topic, as in group investigation, co-op, and jigsaw, by having them do research on their area of expertise. Besides, Aronson et al. (1978) say that jigsaw “provides opportunities for students to work in racially and culturally mixed groupings in a way facilitating interracial and intercultural trust and acceptance while promoting the academic achievement of minority students” as cited in Kessler (1992, p.137). Aronson and Shelley (2011) say that “in any classroom situation, jigsaw method curbs some of the undesirable aspects of

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excessive competition and increases the interest children have in cooperating with one another” (p.13).

Furthermore, jigsaw method also gives some activities to the students to improve their competence. In reading activity, the students will master their text by discussing it in the expert group. After mastering the text, they will teach their teammates in the home group. Kessler (1992) states that “Jigsaw provides an excellent learning environment for the acquisition of language through relevant content, the development of academic skills through carefully structured reading and writing activities, and the exploration of relevant content through use of purposeful talk in the classroom” (p.137). Providing reading activity, jigsaw method requires the students to retell and paraphrase that can involve their reading competence.

3. Reading Competence

The researcher divides the explanation of the reading competence in four parts. They are the nature of reading, the purposes of reading, reading strategies, and the principles of learning to reading.

a. The Nature of Reading

Reading is perception that represents language, language skill, cognitive skill, and knowledge. Nuttal (1982) says “reading as the meaningful interpretation of the printed or written verbal symbols” (as cited in Simanjuntak, 1988, p.14).

Simanjuntak (1988) says that “every learner, who wants to be able to read fluently, must develop her/his reading skill over time and with a great deal of practice” (p.12). Reading skill can be improved through the practice that is given

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continually. Simanjuntak adds “reading is a skill which must be developed, and can only be developed, by means of extensive and continual practice.” Here, the use of learning activity is important to support students in improving reading skill and competence.

b. Purposes of Reading

Wallace (1992) mentions that there are some purposes of reading. The purposes are reading for survival, learning, and pleasure. Firstly, reading for survival is to find out the information on a strictly utilitarian basis. It involves an immediate response of situation. Second, reading for learning usually happens in the academic context in which the readers search, read, and find the information in order to learn something new from the texts. The last is reading for pleasure. It‟s

done for the readers‟ own sake. It means that the readers have their own choice to

read or not.

c. Reading Strategies

Reading strategy is used to interact effectively with the text. According to Wallace (1992), “strategies involve ways of processing text which will vary with the nature of text, the reader‟s purpose, and the context of situation” (p. 59). With reading strategies, it helps readers to relate their existing knowledge to the text they are reading.

Based on Wallace (1992), those strategies are divided into three parts. They are pre-reading, while-reading, and post-reading. In the pre-reading strategy, students will stimulate students‟ prior knowledge about a topic and make connection between their prior knowledge and what they will learn. Beers (2003)

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states that “pre-reading strategies focus on active engagement with the text help struggling readers do what good readers do, think all throughout the reading

process, not just at the conclusion” (p.101). Wallace (1992) says that pre-reading

activities simply consist of questions to which the reader is required to find the answer from the text. Therefore, the students can make predictions about what they are going to learn from the text.

The second strategy is while-reading strategy. While-reading is done during the reading process. In this process, students should be required to practice continually and applying the comprehension strategy. Wallace (1992) states

“generally the aim of while-reading activities is to encourage learners to be

flexible, active, and reflective readers” (p.9). The examples of while-reading

strategy are coding text, encouraging student-to-student conversation, re-reading, and story mapping.

The last strategy is post-reading. Based on Wallace (1992), “kind of post -reading activity consisted of questions which followed a text. Multiple choice questions can be answered without the reference to the text at all-the reader need only draw on existing schematic knowledge” (p.100). By dividing instruction into pre-reading, during reading, and post-reading, teacher can design learning activities for each stage that will improve reading competence.

d. The Principles of Learning to Reading

In improving the reading competence, the students should apply the principles of learning to reading. Shepherd (1978) states that there were 10 principles which students should master (as cited in Simanjuntak, 1988, p.16).

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1. The students have to have motivation to learn. By practice, the students will improve their reading competence. However, it will be useless if there is no motivation. Shepherd (1978) states “...if the student does not read because of a lack of a purpose and a motivation, he does not get the practice he needs in reading skills.” By using jigsaw method, the students will be motivated to learn and practice reading. It is because jigsaw method provides opportunity to the students to be experts of their own groups.

2. Learning must have meaning for the learner. The students have to be able to understand the information and determine it. In jigsaw method, students will be invited to understand their text deeper in the expert group. So, it will be easier for the students to get the meaning from the text.

3. A background of experience and knowledge is necessary for learning. The ideas of the texts should be connected with the existing material and information. So, the students will not be confused to get the meaning. Although, in jigsaw method, the students will learn and share in a group. So, they can develop their existing material and get the new material.

4. The students have to be active in the learning. Shepherd (1978) states “learning to read is not a passive process.” It means that the students should develop themself in the learning. The use of jigsaw method provides a lot of activities to the students so that they can be active learners.

5. Learning requires the forming of habits. Shepherd (1978) states “For the

student to become an efficient reader, many of the skill must be so well developed that they function smoothly and simply.”

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6. Much learning is by association. The students will learn the language from their oral knowledge. Shepherd (1978) says that “the student learns first to use and understand language through listening and speaking.” Jigsaw method provides the activity for the students so that they can speak and listen to their friends in the group. So, they can learn the language from speaking and listening their friends. 7. Learning requires practice. In reading by using jigsaw method, the students will practice their reading. They will understand their reading with their friend in the group.

8. Favorable attitudes are important to effective reading. Shepherd (1978) states “students who have difficulty in reading and who develop negative attitudes toward the reading act will find it difficult to use reading as an effective learning tool.” Jigsaw method helps the students to gather in groups. The students who have difficulty in reading will be helped with other students in the group.

9. Reading capabilities are different for each student. In jigsaw method, the students will be gathered in heterogeneous groups. It will help the students to improve their reading competence. The student who has low capabilities in reading will be helped with the students with high capabilities in the group. The students will cooperate in improving their capabilities in reading.

10. Reason for reading is important to be an effective reader. Shepherd (1978) states that “in reading skill development the student needs to understand the importance and the usefulness of each skill.” Shepherd (1978) adds “he needs to understand how the skills can increase his reading competence.”

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The principles of learning to reading are very important for the students to apply. Therefore, the teacher needs to apply jigsaw method as an innovative learning method in order to make improvement for the students in reading competence.

B. Theoretical Framework

The students has important role in learning teaching process. They should contribute and participate so that the learning teaching process works well. The teacher should create a learning activity so that all students can take part in the learning teaching process. The students of class VII B SMP Pangudi Luhur St. Vincentius Sedayu needed more practices in reading since they had limited learning activity. Furthermore, the students‟ reading competence was low.

In this thesis, the researcher would answer a research question based on the several related theories described in the theoritical desciption part. The research question is about the implementation of jigsaw method to develop better learning activity for improving reading competence in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. Additionally, in answering the research question, the researcher synthetizes the theory of jigsaw method and learning activity.

First, the researcher employs the theory of jigsaw method from Slavin (1995) who states that in jigsaw method the students will be given opportunity to expert some parts which make them participate actively in the learning teaching process. By becoming the experts, the students will understand the material

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deeper then they will explain to their teammates in the groups. Besides, the groups in jigsaw method are designed as haterogeneous groups which consist of some students with different ability level. Furthermore, Aronson et al. (1978) say that jigsaw method gives opportunities for the students to work in different racial and cultural group to facilitate trust and acceptance and promote the achievement of minority students.

In addition, the implementation of jigsaw method creates better learning activity for the students to improve their reading competence. Wasserman et al. state that learning activities are designed to support course outcomes. Besides, European Commission (2006) adds that learning activities are any activities to improve knowledge, skills and competence. By participate and contribute actively in the learning activity, the students will learn and retain their learning longer. Moreover, Fink (2003) notes that the students will learn more and remember their learning longer if they acquire in an active manner.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology that is 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 is because CAR deals with short term research and the result can be implied directly in the classroom. Carr and Kemmis (1986), as cited in Burns (1999: 30), state that:

Action research is simply a form of a self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out.

Besides, the researcher wanted to solve the problem that was faced in the class and helped the teacher increase the quality of learning teaching process. According to Elliot (1991, p.49), “action research has a fundamental aim of action research which is to improve practice rather than to produce knowledge.” Slavin (2007, p.169) adds that “action research is especially appropriate for individual educators who want to improve their effectiveness through a systematic

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problem, bring about change, and get things done” (p. 2). Moreover, Gebhard

(1999) states that the goal of classroom action research is “to help the teacher to

improve and to become a more effective teacher” (p. 36).

In this research, the researcher decided to follow Kemmis and

McTaggart‟s CAR model. Kemmis and McTaggart (1988) say the action research

process shows a self-reflective spiral planning, acting, observing, reflecting, and re-planning as the basis for understanding how to take action to improve an

educational situation. Kemmis and McTaggart‟s diagrammatic model was

presented in figure 3.1 as followed:

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 the class VII B of SMP Pangudi Luhur St. Vincentius Sedayu about the students‟ need of

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learning activity for improving reading competence. Diagnosing the problem was conducted in order to find the appropriate solution. The researcher considered jigsaw method to solve it. The researcher planned to conduct two cycles for two meetings. In this stage, the researcher would discuss with the teacher about the kind of material that would be given to the students. After that, the researcher and the teacher discussed the learning activity and made the lesson plan. The research was conducted to know the development of better learning activity for improving reading competence by using jigsaw method.

2. Acting

In this stage, the researcher implemented the learning activity based on jigsaw method. The learning teaching process was divided into three parts; pre-activity, whilst pre-activity, and post-activity. Jigsaw method was implemented in whilst activity which was divided into 3 sections; home group section 1, expert group section, and home group section 2.

In the first section, home group section 1, the students were divided into a group of eight. Each group consisted of four to five members. It was called home group. Then, each student of the group was given the different text. Each student in the group had his/her responsibility to understand the text. In the second section, which was expert group section, the students who received the same text gathered in one group. Here, the students had to comprehend and share the content of the text. In the third section, namely home group section 2, the students returned to their home groups to retell the content of their texts. Next, the students

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were given an individual test about the texts that they had already discussed to check their understanding and reading competence improvement.

3. Observing

In this stage, the researcher collected all data by observing the action. The observation was conducted at the same time with acting stage. The researcher observed the implementation of jigsaw method by using field notes and observation checklist which focused on students‟ learning activiy based on jigsaw method to see the better learning activity development. The researcher also used test which was designed in a form of multiple choices to see the improvement of

students‟ reading competence after the action was implemented. Besides, the

researcher used questionnaire to see students‟ perspective whether or not jigsaw method developed better learning activity and improved students‟ reading competence.

4. Reflecting

In this stage, the researcher made a reflection after analyzing the data through the observation. The reflection of every cycle was made by using the field notes, the observation checklist, the questionnaire, and the test. Firstly, the researcher would analyze what behavior and event occur in every cycle. The researcher considered some solutions to solve the problems in every cycle in order to make improvement in the next cycle. Then, the researcher would revise in making the learning activity and lesson plan.

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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 2016/2017 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).

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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

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(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

In this research, the researcher would distribute the questionnaires to all students of class VII B SMP Pangudi Luhur St. Vincentius Sedayu after the implementation of jigsaw method in order to obtain students‟ perspective whether or not jigsaw method could develop better learning activity for improving reading competence. The researcher would use attitude scale which was Likert scale. According to Ary et al. (2010), Likert scale is:

A Likert scale assesses attitudes toward a topic by presenting a set of statements about the topic and asking respondents to indicate for each whether they strongly agree, agrees, are undecided, disagree, or strongly disagree. They various agree – disagree responses are assigned a numeric value, and the total scale score is found by summing the numeric responses given to each item. This total score assesses the individual‟s attitude toward the topic (p.209).

The researcher developed the questionnaire into two major topics:

students‟ learning activity and students‟ reading competence (see appendix C2).

Questions 1 until 8 were related to students‟ learning activity. The statements of

the students‟ learning activity were based on the learning activity in jigsaw

method. Next, questions 9 until 16 were related to students‟ reading competence after the implementation of jigsaw method.

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5. Test

This instrument was used to measure students‟ progresses in their reading competence after the action research. It would be conducted before and after the action research. From the test, the researcher would know the improvement of reading competence before and after jigsaw method implementation. The test was in a form of multiple choices (see appendix D). According to Johnson & Christensen (2012), the tests are commonly used in the quantitative research to measure the attitudes, the personality, the self-perceptions, the aptitude, and the performance of the research participants.

E. Data Analysis Technique

In this section, the researcher would discuss the technique for analyzing the data.

1. Qualitative Data Analysis

Cohen, Manion, and Morrinson (2011) state that qualitative data analysis makes sense of data in terms of participants‟ definitions of the situation, the nothing patterns, the themes, the categories and the regularities. In this research, the researcher employed a narrative discourse as the data analysis from the interview, the field notes, and the discussion that was held after the observation. Cohen et al. (2011) state that a narrative analysis reports the personal experiences or the observation. Next, the narrative discourse brings the original insights to the familiar situations. Thus, in this research, the researcher elaborated the interview, the field notes, and the discussion by interpreting the English teacher utterances in

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the interview, adding the additional notes from the observers, and interpreting the discussion result. Moreover, a narrative discourse was strongly interpretative, with meanings constructed through the observations and language.

2. Descriptive Statistics

In this data analysis, the researcher employed the questionnaire result, observation checklist result, and individual test result with the measures of the central tendency. According to Ary et al. (2010), measures of central tendency or averages is a convenient way of reviewing data to find single index that can represent a whole set of measurement.

Central tendency of a series of scores is the way in which they tend to gather round the middle of a set of scores, or where the majority of score are located (Cohen et al. 2011). The researcher applied the total mean score from the questionnaire results, observation checklist results, and individual test results. According to Ary et al. (1979), “the mean is the sum of all the scores in a distribution divided by the number of cases,” in terms of formula, it is:

Besides, the researcher classified the results of the individual test by using the category from Masidjo (1995). The classification was listed below:

Table 3.1. Masidjo’s category of scores Category Scores Very good 9 – 10 Good 8 – 8,9 Sufficient 6,5 – 7,9

Bad 5,5 – 6,4 Very Bad ... < 5,5

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F. Research Procedure

There were eight steps in conducting this classroom action research. They were (1) asking permission from the school principal, (2) conducting the preliminary study, (3) finding the problems and planning for the action, (4) planning, (5) acting, (6) observing, (7) reflecting, and (8) success of the research. The explanation was presented below:

1. Asking Permission from the School Principal

The researcher would ask for permission from the school principal to conduct the research in SMP Pangudi Luhur St. Vincentius Sedayu. In this step, the researcher would give a permission letter from Sanata Dharma University to the researcher do the research.

2. Conducting the Preliminary Study

The observation of the preliminary study had been done by the researcher. The researcher did the preliminary study in class VII B SMP Pangudi Luhur St. Vincentius Sedayu when the researcher did Praktik Pengalaman Lapangan (PPL). Besides, the researcher used interview to have clarification and further information from the teacher. The preliminary study was conducted to observe the situation in the class when the students did and followed the learning activity in the class. Based on the observation and the interview, the researcher saw that the students needed more learning activities for improving reading competence. Besides, the researcher got the result of the quiz that was given by the teacher in the preliminary study, as followed:

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Table 3.2. Reading quiz result

No Category Scores Frequency in Preliminary Study

1 Very good 9 – 10 0 2 Good 8 – 8,9 6 3 Sufficient 6,5 – 7,9 5 4 Bad 5,5 – 6,4 12 5 Very Bad < 5,5 10

Based on table 3.2, the researcher found that there were only 6 students from 33 students who were in good category. Besides, there were more than 20 students who were in very bad to bad category. It meant that more than twenty students had low reading competence. Moreover, the mean score of the quiz in the preliminary study was 55, 3. Besides, according to Masidjo, the mean score was categorized bad.

Based on the result of the observation, interview, and quiz, the researcher tried to formulate a set of activity to overcome the problem by implementing jigsaw method. Jigsaw seemed as the most appropriate method to overcome this problem. First of all, the teacher and the students should know and understand the basic concept of jigsaw method. Then, the researcher and the teacher combined the method with the existent material. Furthermore, the success of jigsaw method implementation in this research was defined through the development of better learning activity for improving reading competence in SMP St. Vincentius Sedayu.

3. Finding the Problems and Planning for the Action

In this step, the researcher would list some important things that occurred in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. After the researcher found the problem faced in the class, the researcher tried to find an appropriate

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method to solve the problem. Then, the researcher decided to use jigsaw method to develop better learning activity for improving reading competence.

4. Planning

The researcher would make a plan of learning activity by making lesson plan and teaching materials. The researcher would consult with the teacher in making lesson plan and teaching materials.

5. Acting

In this step, the researcher implemented jigsaw method from the help of the teacher. The learning teaching process was divided into three parts; pre-activity, whilst pre-activity, and post-activity. Jigsaw method was implemented in whilst activity which was divided into 3 sections; home group section 1, expert group section, and home group section 2.

6. Observing

It would be conducted in the same time with the acting step. The researcher used some instruments; observation checklist, field notes, questionnaire, and individual test. In this step, the researcher would show the results through those instruments. Besides, in observing step, the researcher became the first observer. The researcher was also being helped by a teacher who had experienced in using jigsaw method as the second observer.

7. Reflecting

In this step, the researcher would discuss the results of the observation. Moreover, the researcher made a reflection in order to get better results in the next cycle. The reflection was made based on the field notes results, observation

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checklist results, questionnaire results, and individual test results. Furthermore, the researcher would make the problem solutions for the next cycle.

8. Success of the Research

After the researcher collected and analyzed the data from the research, the researcher would measure the success of the research. The research was called successful if the result of the research indicated the better changing in every cycle. It was called successful if there was development of better learning activity since the students became active learners. Moreover, it was called successful if the students show their improvement in reading competence in every cycle.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents the research result and the research discussion. The result and discussion are in a form of explanation of several steps in the classroom action research. Furthermore, in this chapter, the researcher presents the answer from the research question with the evidence from the research result.

Before the researcher did the classroom action research, the researcher did the preliminary study. The observation had done when the researcher did Praktik Pengalaman Lapangan (PPL). Then, the researcher continued the preliminary study by interviewing the English teacher. From the interview, the researcher found that in English class, especially in reading class, the students needed to be more active. Besides, the students needed more learning activities. In this class, the students‟ learning activities were listening, reading, and taking notes. As a result, the students were bored. Besides, they did something that was not related to the lesson. They were drawing, talking, sleeping, and doing nothing. Furthermore,

the students‟ reading competence was low. There was a possibility that made the

students got low reading competence. The possibility was the lack of learning activity in the learning and teaching process. It was because learning activity

affected students‟ outcomes. After doing the preliminary study, the researcher did

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A. The Implementation of the Use of Jigsaw Method to Develop Better Learning Activity for Improving Reading Competence in SMP St. Vincentius Sedayu

Below are the explanations of the implementation of the use of jigsaw method to develop better learning activity for improving reading competence as the answer of the research question. The implementation itself is in the form of two cycles of the classroom action research.

1. Cycle 1

The researcher conducted the first cycle in one meeting on Saturday, February 27, 2016. This cycle was consisted of four steps: the planning, the action, the observation, and the reflection.

a. Planning

In this step, the researcher prepared the lesson plan to conduct and control the material, activity, and time allocation in the first cycle. The researcher discussed the material and time allocation with the teacher. The teacher gave the material about describing person for the first cycle. Next, the researcher consulted the lesson plan and material before the teacher taught the lesson in the first meeting.

b. Action

The action was done on Saturday, February 27, 2016. The action was done at 07.30 a.m. The action of the research was done by the teacher while the researcher became the first observer. The researcher also invited a teacher who

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had experienced in using jigsaw method to be the second observer. In the action step, the learning teaching process was divided into 3 steps, as followed:

Chart 4.1. Students’ learning activity in cycle 1

In the pre-activity, the teacher invited the researcher as the first observer and the second observer to enter the class. The teacher greeted and introduced the researcher and the observer to the students. After that, the teacher did recalling about the previous meeting material which was describing thing. The teacher gave a thing to the students and asked the students to describe it. The teacher also used pointing to ask the students described the thing.

Next, in the whilst activity, the teacher implemented jigsaw method. At the beginning, the teacher explained about describing person. The teacher gave some adjectives which were used to describe person. After that, the teacher informed the students that they would use jigsaw method in the process of learning and teaching. Then, the teacher divided the students into eight groups which consisted of 4 or 5 members. The teacher told to the students that the groups were called home groups. The teacher asked every student in the home groups to read their own text. Next, the teacher asked the students to arrange the jumbled paragraph. While the students arranged the jumbled paragraph, the teacher gave the rules of

Pre-Activity

• Greeting

• Recalling

Whilst Activity

• Explanation about material

• Home group section 1

• Giving rules of jigsaw method (spoken)

• Expert group

• Home group section 2

• Class discussion

• Individual test

Post-Acivity

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jigsaw method. Besides, the students should identify the generic structure of the texts.

In the next activity, the teacher asked the students to move to the same text groups. Here, the students looked confused. However, the teacher guided and helped the students to make the expert groups. There were four big expert groups which consisted of 8 to 9 students. The teacher told to the students that they were expert groups. After that, the teacher asked the students to share their works which was jumbled paragraphs. The teacher also asked the students to share and discuss the content of the texts.

The last activity, which was home group section two, was done by the students. However, the teacher did not ask the students to share their own texts. The teacher only asked the students to identify the main idea of every paragraph. So, the students did not share and tell their own texts. There were only some students who shared their texts while others did it individually. Here, the teacher only gave the students 5 minutes to do the activity. It was because the time was almost up. Then, the teacher invited the students to discuss all texts with the class. First, the teacher and the students discussed the paragraph arrangements. Then, they identified the generic structure of the texts. Next, the teacher asked the students whether or not they found unfamiliar words. The teacher gave the meaning of the unfamiliar words that students got.

The next activity was doing the individual test. The test was made based on the four texts that were given. The test was used to measure students‟ reading competence and knows whether or not the students did and followed the activities.

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Besides, the teacher also gave the questionnaire that was made by the researcher for the students. After a few minute, the teacher asked the students to submit their test and questionnaire.

In the post-activity, the teacher and the students did not make the conclusion of the lesson. It was because the time was up. Then, the teacher closed the lesson. After that, the researcher, the observer, and the teacher went out from the class and had discussion about the learning teaching activity and what should be improved for the next cycle.

c. Observation

The observation was done at the same time with the action. In this step, the researcher observed the students with the help from a peer observer who was a teacher who had experienced using jigsaw method. It was done to have the objective result from the accumulation of the two observers. In this step, the researcher tried to see the progress of the students from the learning activity that had been planned in the lesson plan by using jigsaw method. The progress could be seen from the development of learning activity since the students became active learners. Besides, the improvement of reading competence indicated the progress of the students. The discussion from the observation would be explained in the reflection.

The observers used observation checklist to see the progress of the students (see appendix C1). The observation checklist was designed using semantic differential. It was designed to help the observers got the data easily. The observation checklist provided five (5) scales for twenty (20) statements. The

(1)

118

APPENDIX G

Individual Test Result

1.Individual Test Result Cycle 1

2.Individual Test Result Cycle 2

(2)

INDIVIDUAL TEST RESULT CYCLE I

No. Siswa Nilai

1 80

2 36

3 84

4 64

5 76

6 88

7 60

8 60

9 64

10 24

11 84

12 76

13 68

14 68

15 60

16 28

17 68

18 20

19 76

20 56

21 84

22 84

23 60

24 88

25 64

26 84

27 76

28 68

29 68

30 80

31 24

32 20

33 48

(3)

INDIVIDUAL TEST RESULT CYCLE II

No. Siswa Nilai

1 85

2 75

3 90

4 85

5 85

6 90

7 85

8 85

9 80

10 75

11 90

12 85

13 80

14 85

15 80

16 75

17 90

18 70

19 85

20 80

21 85

22 90

23 80

24 90

25 75

26 90

27 85

28 80

29 90

30 80

31 80

32 80

33 80

(4)

121

APPENDIX H

Photos

1.Photos Cycle 1

2.Photos Cycle 2

(5)

(6)

The implementation of Jigsaw method to develop better learning activity for improving reading competence in SMP St. Vincentius Sedayu.

ABSTRACT

ABSTRAK

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

“First they

ignore

you,

Then they

laugh

at you,

Then they

fight

you,

Then you win

!”

- Mahatma Gandhi -

I dedicate this thesis to:

Bapak Gunadi

Ibu Lucia Widiyati

Mbak Lyna and Mas Beny

Dek Candra

Yustinus Tyasmanto

My beloved friends

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURE

LIST OF CHARTS

LIST OF APPENDICES

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

APPENDIX G

Individual Test Result

1.Individual Test Result Cycle 1

2.Individual Test Result Cycle 2

APPENDIX H

Photos

1.Photos Cycle 1

2.Photos Cycle 2

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