34
Table 3.2. Reading quiz result
No Category
Scores Frequency in Preliminary
Study 1
Very good 9
– 10 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 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 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 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
