21 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 inc
rease 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
the English teaching and learning process.
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 techni
que to improve the students‟ participation. The researcher made an indicator
23 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
students‟ participation during English teaching and learning process.
24
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 presented in Figure 3.1 as follows:
