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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of the research conclusions and the suggestions for the implementation of the jigsaw technique in English class. The conclusion was
derived from the research findings and discussion. The researcher proposed suggestions to the English teachers, and other researchers who are interested in
similar research.
A. Conclusions
This research was conducted to find out how the implementation of the jigsaw technique in the classroom and how the jigsaw technique improved the
students’ participation class VII.10 of SMP N 8 Yogyakarta. It was classroom action research based on Kemmis a
nd McTaggart’s model. There were four steps for each cycle; planning, acting, observing, and reflecting. In this research, the
students’ participation was discussed through the definition of students’ participation which was divided into three kinds of interaction proposed by
Schreyer Institute for Teaching Excellence 2007. They were 1 student to teacher, 2 student to student, 3 student to material.
In this research, the students’ participation which occurred during the implementation of the jigsaw technique was included into three kinds of
interaction. First, the interaction between students and the teacher involved asking question related to the materials to the teacher. Second, the interaction between
100 student and 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 the text to friends. Third, the interaction between students and material was
categorized into two activities, such as reading the text loudly and answering questions in the worksheet.
Therefore, there are six students’ participation activities which are analyzed in this research.
The implementation of the jigsaw technique was able to improve the students’ participation of class VII 10 of SMP N 8 Yogyakarta. From the students’
participation checklists, the researcher concluded that the students’ participation improved significantly in the six aspects of students’ participation from the
preliminary study to the last cycle. 1 60 of the students from 12 to 30 students had improved their participation in reading the paragraph loudly, 2
50 of the students from 7 to 22 students had improved their participation in asking questions related to the text to other friends, 3 56.7 of the students
from 10 to 27 students had improved their participation in sharing the content of the text, 4 96.7 of students made new participation in retelling the content of
the text to their friends, 5 53.3 of the students from 14 to 30 students had improved their participation in answering questions related to the text in
worksheet, 6 46.7 of the students from 4 to 18 students had improved their participation in asking questions related to the material to the teacher.
The data from the field notes and the observation sheets showed that the students gave positive responses to following the teaching and learning activities.
They paid attention to the teacher’s explanation and did the assignment well. The
101 classroom condition was conducive because each student had responsibility to
master their parts. Besides, the students cooperated with the others in the group discussion. They considered their friends in the group as the resource to
comprehend the materials. The questionnaire and the interviews described the students’ opinion about the implementation of the jigsaw technique. They agreed
that the jigsaw technique could improve their participation because this activity invited them to be responsible for their own parts.
B. Suggestions
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