82 place to fill the worksheet. 30 students answered the questions in the worksheet.
They could work individually. This home group part 2 activity took thirty five minutes.
d Students’ Participation Table
Table 4.10 Students’ Participation of Cycle 3
No. Criteria
Quantity Percentage Qualification 1.
Reading the text loudly 30
100 High
2. Asking questions related to the
text to their friends 22
73.3 Medium
3. Sharing the content of the text to
friends 27
90 High
4. Retelling the content of the text
to their friends 29
96.7 High
5. Answering questions related to
the text in worksheet 30
100 High
6. Asking question related the
material to the teacher 18
60 Medium
Table 4.10 showed that the students’ participation increased in almost all aspects. The students gave their contribution each activity. The qualification of the
students’ participation showed that the students revealed the high and medium levels. The result indicated to finish
the cycle because the students’ participation had already in high achievement. The students could follow the use of the jigsaw
technique in learning various descriptive texts.
d. Reflecting for Cycle 3
In this stage, the researcher obtained the data through the teacher’s field
notes, the researcher’s field notes, interviews, and questionnaires. The researcher noted the important things occurred in the class in the field notes. The English
83 teacher of class VII.10 as the observer also made field notes for the researcher.
The researcher also summarized the result of the students’ participation checklist.
1 Teacher’s Field Notes Result
The teacher noted that the implementation of the jigsaw technique could increase the students’ participation. She stated that the students’ situation in the
class was conducive. She felt that the students became more active in the jigsaw activity. The class was more alive. However, the students still made noises in the
class. She also revealed that the students became having responsibility for their own part. Therefore, there was no one jobless in the classroom.
The teacher stated that the difficulty of implementing the jigsaw technique was the group moving. She also gave opinion about the use of the jigsaw
technique. The students could cooperate with each other in listening to their friends’ explanation. The difficult vocabularies attracted the students to know
more about the text. However, the teacher said that the researcher should consider the difficult vocabularies which were provided. It was because not all students
tried to check the difficult vocabularies in the dictionaries.
2 Researcher’s Field Notes Result
The researcher found that there was good improvement of the students’
participation. The students had already been accustomed to the implementation of jigsaw technique. In the moving group, they moved smoothly and quickly. The
students could comprehend the text clearly. The researcher could see that they worked together to translate the text. They also tried to check the difficult words
84 in some dictionaries. Besides, the opportunity to ask the researcher was more
intensive than the cycle one and the cycle two. The researcher concluded that the girl students were not shy with their friends to ask and share their text like in the
preliminary observation result. In this cycle, the girls often asked the researcher about the material.
Then, the researcher summarized four important things that occurred in the implementation of the jigsaw technique for the third cycle. They were 1
managing the time to explain the material, 2 accompanying the students in the group, 3 the classroom was small, and
4 the improvement of students’ participation was already maximal. The researcher decided to finish the research
in cycle 3. It was because the researcher received the maximal students’ participation through the implementation of the jigsaw technique in this cycle
three. If the students’ participation in the cycle 3 was compared with the students’ participation in the preliminary study, the students’ participation in cycle 3 was
better. It could be seen from the high improvement the students’ participation percentage in each criterion of the
students’ participation. Therefore, it could be concluded that the students’ participation improved.
3 Intervie w Result
The researcher conducted an interview with six students after implementing the last cycle. It was used to know their opinion about the
implementation of the jigsaw technique. There were five questions in the interview.
85 The first question
is about the students’ opinion about the use of jigsaw technique in the class. They stated that the jigsaw technique was fun. It was an
interesting activity. It was different from the usual method that was used by the teacher. A girl said that it was fun to move to the different gro up. Besides, a boy
stated that jigsaw technique made him memorize English quickly. “Menyenangkan. Beda dari biasanya bosan.” Nd1
It is enjoying. It is different from the usual learning which is bored
“Dapat mempermudah pembelajaran dan bisa lebih cepat menghapal bahasa Inggris, bisa memperlancar bahasa kita bahasa Inggris dan juga
menyenangkan.” Ys1 It makes the learning easier and I can memorize English quickly. Besides, I
can learn English fluently and it is interesting The second question was about the benefits of using the jigsaw technique to
the students in learning English. They stated that it made the learning English easier. In addition, it helped the students to understand the meaning of the words.
They described that they could share the difficult vocabularies to their friends. “Mempermudah pembelajaran. Membantu pemahaman siswa dalam setiap
arti kata.” Bg1 It makes the learning easier. Besides, it helps the students understand the
meaning of each word.
“Ya kalo ada kata kata kalimat yang susah bisa sharing sama temen temennya di master group jadi tau deh.” Nd2
I can share the difficult words with my friends in the master group.
The third question was about the difficulty of using the jigsaw technique to learn English. They stated that it was quite complicated. The small place could
limit their movement. A girl stated it was confused to move from one group to another group. The other said that sometimes they talked about another thing in
the group.
86 “Agak sedikit rumit.” Ys3
It is quite complicated.
“Ya kadang kadang kalau waktu lama bikin ngobrol.” Nd3 It makes us chit-chat when the activity takes a lot of time.
“Ribet pindah pindah. Nggak dapet tempat duduk.” Ev3 It is complicated to move. I do not get a chair to sit.
The fourth question was about the effectiveness of the jigsaw technique
which is used to improve students’ participation. They revealed that the jigsaw technique improved their participation. The communication and interaction among
students could help them to comprehend the text. “Meningkatkan karena lebih mudah dimengerti. Dapat mengetahui
pembelajaran dengan baik. Lumayan menambah percaya diri.” Rf4 It improves the participation because the learning becomes easy to be
understood. It quite increases my confidence.
“Dapat meningkatkan karena ada komunikasi dengan teman juga. Dapat menambah percaya diri.” Ys4
It improves the participation because there is communication happens among the students. Besides, it increases my confidence.
“Tentu, karena antar personil saling berkomunikasi. Sure menambah percaya diri.” Bg4
It can improve the participation because each student makes communication. Surely, it increases my confidence.
The fifth question was about the students’ suggestion for the use of jigsaw
technique to learn English in the classroom. They suggested the researcher for making the text easier and the place should be larger. One boy stated that their
friends should listen to the others. “Dipermudah teksnya dan dipersingkat.” Rf5
The text should be easier and shortened.
“Sebaiknya tempatnya agak diperluas dan lebih mendengarkan yang laen.” Ys5
The place should be larger and each student should listen to the others.
87
4 Questionnaire Result
The researcher distributed the questionnaire to 30 students to know their participation in the class and their opinion about the use of the jigsaw technique.
There were 15 close-ended questions. In analyzing the data, the researcher divided the questionnaire discussions
in two parts. They were students’ participation in the classroom and students’ opinion about the jigsaw technique.
a Students’ Participation
Question number one up to eight were the questions which showed students’ participation in the class. 96.7 of the students responded that they
listened to the teacher’s explanation. It meant that they did not make noises when the researcher explained the material. Then, 53.3 of the students stated that they
asked the teacher when she explained the material or gave the instruction unclearly. It meant that the students participated and gave attention in the learning
process. All students 100 stated that they read their text in the home group. It
was similar to the result of the students’ participation checklist. It meant that they
participated in reading the text loudly. 100 of the student also said that they tried to learn their text in the group. It showed that the students had responsibility to
comprehend their texts. Question numbers five and six were about the students’
participation in the expert group. There were more than 50 of the students
88 agreed that they gave an opinion and asked questions about the text in the expert
group. Q
uestion number seven was about the students’ participation to retell the content of the text in the home group. There were more than 50 of the students
who agreed that they retold the content of the text to their friends. Then, all students agreed that they answered the questions in the worksheet. The researcher
saw that all students tried to answer the questions although not all questions were answered.
b Students’ Opinion about the Jigsaw Technique
Question numbers nine up to fifteen were the questions which showed students’ opinion about the use of the jigsaw technique in English class. There
were 26 students 86.7 stated that they liked to use the jigsaw technique in learning English. The jigsaw technique was the new technique in that class. 80
of the students revealed that the use of the jigsaw technique could make them speak actively in the group discussion. Q uestion number eleven was about the use
of the jigsaw technique. It made them work with other groups. There were 76.7 of the students who agreed about that.
Question number twelve was about the use of the jigsaw technique. It could make them feel confident to speak in front of their friends. There were
83.3 of the students stated that they agreed about it. It meant that the jigsaw could increase the self- confidence. 93.3 of the students revealed that the jigsaw
technique invited them to participate in the group. 83.3 of the students stated
89 that the jigsaw technique offered an opportunity to ask the material to the others.
In the last question, 96.7 of the students agreed that the jigsaw technique gave them an opportunity to help other friends to understand the material. It meant that
the use of the jigsaw technique could improve the students’ participation in the
classroom. 5 Summary of the Students’ Participation Improvement
Students’ participation is the involvement of students in the learning process. In this research, students’ participation is the students’ involvement in the
group discussion and in the classroom. As Vandrick 2000 states that participation is defined as speaking in class, asking and answering questions,
making comments and participating in discussion. The researcher analyzed the comparison of the students’ participation improvement results from the
preliminary study, cycle 1, cycle 2, and cycle 3 below:
Table 4.11 Students’ Participation Improvement in Percentage
No. Criteria
Preliminary Study
Cycle 1 Cycle 2 Cycle 3 1.
Reading the text loudly 40
93.3 100
100 2.
Asking questions related to the text to friends
23.3 46.7
66.7 73.3
3. Sharing the content of the
text 33.3
90 83.3
90 4.
Retelling the content of the text to friends
96.7 83.3
96.7 5.
Answering questions related to the text in
worksheet 46.7
86.7 96.7
100
6. Asking questions related to
the material to the teacher 13.3
46.7 46. 7
60
90
Table 4.12 Students’ Participation Improvement in Quantity
No. Criteria
Preliminary Study
Cycle 1 Cycle 2 Cycle 3 1.
Reading the text loudly 12
28 30
30 2.
Asking questions related to the text to friends
7 14
20 22
3. Sharing the content of the
text 10
27 25
27 4.
Retelling the content of the text to friends
29 25
29 5.
Answering questions related to the text in
worksheet 14
26 29
30
6. Asking questions related to
the material to the teacher 4
14 14
18
Tables 4.11 and 4.12 showed that the students’ participation improved
from the preliminary observation to the implementation of the jigsaw technique. The explanation of
each criterion of students’ participation was presented below:
1. Reading the Text Loudly
