Using jigsaw to improve students` participation in learning English in grade XI IPA 1 SMAN 2 Klaten.

N O I T A P I C I T R A P ’ S T N E D U T S E V O R P M I O T W A S G I J G N I S U

H S I L G N E G N I N R A E L N

I NI GRADEXII PA1SMAN2KLATEN

ASARJANAPENDIDIKANTHESIS

s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

t o Obtaint heSarjanaPendidikanDegree inEngilshLanguageEducaiton

y B

o j o m t a i d A o ti p r a P n a o D s u il u Y

: r e b m u N t n e d u t

S 061214036

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

1 0 2 2

i

N O I T A P I C I T R A P ’ S T N E D U T S E V O R P M I O T W A S G I J G N I S U

H S I L G N E G N I N R A E L N

I NI GRADEXII PA1SMAN2KLATEN

ASARJANAPENDIDIKANTHESIS

l a it r a P s a d e t n e s e r

P Ful ifllmen toft heRequ riements t o Obtaint heSarjanaPendidikanDegree

inEngilshLanguageEducaiton

y B

o j o m t a i d A o ti p r a P n a o D s u il u Y

: r e b m u N t n e d u t

S 061214036

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

1 0 2 2

ii i

v i

t

s

a

e

b

a

s

e

k

a

m

o

h

w

e

h

d

i

r

s

t

e

g

f

l

e

s

m

i

h

r

o

f

g

n

i

e

b

f

o

n

i

a

p

e

h

t

f

o

n

a

m

a

n o s n h o J . R D

:

ot

e

d

u

ti

t

a

r

g

d

n

a

e

v

ol

ht

i

w

d

et

a

ci

d

e

D

yt

h

gi

m

l

A

d

o

G

,

re

ht

a

f

y

M

P

a

u

ul

s

S

u

p

a

r

n

o

,

re

ht

o

m

y

M

C

i

ic

il

a

H

re

m

ni

,

re

ts

is

r

e

g

n

u

o

y

y

M

R

R

P

a

r

m

a

w

a

it

M

y

y

o

u

n

g

re

b

or

ht

re

,

R

M

H

re

n

o

w

o

A

d

i

S

A

h

a

y

D

a

ni

tn

el

a

V

d

ev

ol

eb

y

m

l

l

a

d

n

A

I

n

d

o

n

e

is

a

n

s

.

v i

t

s

a

e

b

a

s

e

k

a

m

o

h

w

e

h

d

i

r

s

t

e

g

f

l

e

s

m

i

h

r

o

f

g

n

i

e

b

f

o

n

i

a

p

e

h

t

f

o

n

a

m

a

n o s n h o J . R D

:

ot

e

d

u

ti

t

a

r

g

d

n

a

e

v

ol

ht

i

w

d

et

a

ci

d

e

D

yt

h

gi

m

l

A

d

o

G

,

re

ht

a

f

y

M

P

a

u

ul

s

S

u

p

a

r

n

o

,

re

ht

o

m

y

M

C

i

ic

il

a

H

re

m

ni

,

re

ts

is

r

e

g

n

u

o

y

y

M

R

R

P

a

r

m

a

w

a

it

M

y

y

o

u

n

g

re

b

or

ht

re

,

R

M

H

re

n

o

w

o

A

d

i

S

A

h

a

y

D

a

ni

tn

el

a

V

d

ev

ol

eb

y

m

l

l

a

d

n

A

I

n

d

o

n

e

is

a

n

s

.

v i

t

s

a

e

b

a

s

e

k

a

m

o

h

w

e

h

d

i

r

s

t

e

g

f

l

e

s

m

i

h

r

o

f

g

n

i

e

b

f

o

n

i

a

p

e

h

t

f

o

n

a

m

a

n o s n h o J . R D

:

ot

e

d

u

ti

t

a

r

g

d

n

a

e

v

ol

ht

i

w

d

et

a

ci

d

e

D

yt

h

gi

m

l

A

d

o

G

,

re

ht

a

f

y

M

P

a

u

ul

s

S

u

p

a

r

n

o

,

re

ht

o

m

y

M

C

i

ic

il

a

H

re

m

ni

,

re

ts

is

r

e

g

n

u

o

y

y

M

R

R

P

a

r

m

a

w

a

it

M

y

y

o

u

n

g

re

b

or

ht

re

,

R

M

H

re

n

o

w

o

A

d

i

S

A

h

a

y

D

a

ni

tn

el

a

V

d

ev

ol

eb

y

m

l

l

a

d

n

v

Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S

I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h

I havew irtten ,doe sno tcontaint hework e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

, a tr a k a y g o

Y 1 4December2011 ,r

e ti r W e h T

o j o m t a i d A o ti p r a P n a o D s u il u Y

0 4 1 2 1 6

i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P : a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y a m a

N :Yuilu sDoanParptioAdiatmojo a w s i s a h a M r o m o

N :061214036

u m li n a g n a b m e g n e p i m e

D pengetahuan ,saya membeirkan kepada Perpustakaan :l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S N O I T A P I C I T R A P ’ S T N E D U T S E V O R P M I O T W A S G I J G N I S U H S I L G N E G N I N R A E L N

I NI GRADEXII PA1SMAN2KLATEN

k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e

B iansayamembeirkan

, n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d k u t n u n i a l a i d e

m kepenitngan akademi s tanpa pelru meminta iijn dar i saya a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k y tl a y o r n a k ir e b m e m n u p u a m .s il u n e p i a g a b e s . a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p n a i k i m e D a tr a k a y g o Y i d t a u b i D : l a g g n a t a d a

P 9J anury2011 n

a

Y gmenyatakan

ii v

S T N E M E G D E L W O N K C A ,

e g a p s i h t n

I Iwould ilket ot hankt hosewhohavesuppo tredmewtiht hei r y

m n o g n i k r o w n i m s i c it ir c d n a , e c n a d i u g , e c n e it a p , n o it c e f f

a thesis .Fristly , I

o t e k il d l u o

w thank Holy Father fo rHi slove and eternal blessing in me .Hi s e

c n a d i u

g ha sneve rdonemewrong. t

s e t a e r g y

M respect goe sto my sponsor Ca lra Sih Prabandair ,S.Pd. , .

m u H .

M ,who ha sguidedmei n w iritngm ythesis .Sheha sgivenhe ritmet o r ead d

n a s i s e h t s i h

t to g ivemesuggesiton sthrough t hemaking o fmy thesis .Shealso i

s s o p s a k c i u q s a s i s e h t s i h t h s i n if o t e m d e g a r u o c n e s a

h ble . Iwould also ilket o

k n a h

t al lthe lecturer so fPB Ifo rguiding me to be a bette rperson ,no tonly d

l u o w I . y l a t n e m o s l a t u b y l c i m e d a c

a ilket o t hank t o al lPB Istaff smbak Dani ,

k a b

m Tair ,Marsono ,Romyf ort hef irendship ,paitenceands ervices . k

n a h t o t e k il d l u o w

I the headmaste ro fSMAN 2 Klaten Bapak Tantyo ,.

m u H . M , . d P . S o n o m t a

H fort hepermissiont o met odomyr esearch i nSMAN2 Klaten .IbuCHPtioyowat iS.Pd. sa Eng ilshTeacher , Iwould ilket ot hankhe rfo r

h c r a e s e r y m o d o t y ti n u tr o p p o e h

t . Thank you for t hediscussion and sha irng so .

ll e w e n o d e b d l u o c h c r a e s e r y m

t c e p s e r d n a e d u ti t a r g y

M og tomybelovedparents ,BapakPaulu sSuparno d

n

a Ibu C ea ciila ,whohaveencouraged mei ncomposing myt hesi sandgivenme r

i e h

t plentfiulloveand prayers . Ialso would ilket ot hankmyyounge rsiste rand r

e g n u o

y brother ,RR Parmawait and RM Hernawa Adi rfo teasing me everyday. e

p s y

M cial t hank sgo t o Valenitna Dyah Arum Sair .I t hank he rfo rshairng t he s

t n e m o m s u o l e v r a

ii i v k

n a h t o t e k il d l u o w

I my firend sa tKo sLaknat ,celeng, Yoga ,Mupet , r

e p e

C , Bendol ,Doniwho alway ssuppo trmei nevery itme . Iwould ilket ot hank t

s e b y

m firends ,Ryan Daniswara S.T. ,Willy Brordu sMairndra Ad iWardana S.T. ,Aloysiu sK ir sMatrantoS.T. ,AdtiyaAldlianaS. ,T. fort hebrotherhoods ince

l o o h c S y r a t n e m e l

E .Showyou r ifs tandl ett hemdown! k

n a h t o t e k il o s l a d l u o w

I Sampingu sChapelu ,s Yoga ,Duwek ,Wiwti , ,t

e p u

M ,Kisruh ,Doni ,Ssiak ,Gondrong ,Ragli ,Jember ,Ki jro ,Lambhe, Thunder , ,

l a d a K g n a K , a n a s o

H Sedik ,Jantri, Marce lfort heunbeilvablemoment. Iwould k

n a h t o t e k

il many othe rPB Istudent sfor et h suppor tand fo revery momen twe .

s u p m a c y l e v o l s i h t n i t n e p s

n e e b e v a h o h w s d n e ir f y m l l a n o it n e m o t h g u o n e e b t o n d l u o w e g a p s i h T

e m a n e s o h w e s o h t r o F . e m g n it r o p p u s d n a e m g n i p l e

h ea r no tmenitoned on t hi s

m e h t e v i g d o G y a m d n a l l a m e h t w o n k o t l u f e t a r g m a I , e g a

p plentfiul lbessing.

o j o m t a i d A o ti p r a P n a o D s u il u Y

x i T C A R T S B A o j o m t a i d

A ,Yuilu sDoan Parptio .(2012) .Using Jigsaw to Improve Students ’ n e t a l K 2 N A M S A P I I X e d a r G n i h s il g n E g n i n r a e L n i n o it a p i c it r a

P . Yogyakatra :

s tr A d n a e g a u g n a L f o t n e m tr a p e D , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E a m r a h D a t a n a S , n o it a c u d E d n a g n i n i a r T s r e h c a e T f o y tl u c a F , n o it a c u d E . y ti s r e v i n U li fl u f o t r e d r o n

I l the students ’need and opitmize students ’potenital , d e e n r e h c a e

t s to improve and adjus thi steaching style. From the preilminary e h t , n e t a l K 2 N A M S 1 A P I I X n i d e t c u d n o c s a w t a h t n o it a v r e s b

o researcherf ound

s a w e r e h t t a h

t lack oft hestudent sparitcipaiton i nt het eaching learning process . s t n e d u t

S tendt obeslien tthrought hel earningprocess .Thati st her easonwhyt he t n a w r e h c r a e s e

r s to conduc ta research t o improve the students ’paritcipaiton i n w a s g i J . n e t a l K 2 N A M S 1 A P I I X f o h s il g n E g n i n r a e

l techniquei semployeda sa

h t f o t n e m e v o r p m i e h t e t a l u m it s o t r e g g ir

t es tudents ’paritcipaiton.

. n o it a p i c it r a p s t n e d u t s e h t e v o r p m i n a c w a s g i J t a h t s e v e il e b r e h c r a e s e r e h T s t n e d u t s e h t g n o m a n o it c a r e t n i e h t s e k a m w a s g i J . p u o r g t n e d u t s h ti w s l a e d w a s g i J .s e u q i n h c e t g n i n r a e l e v it a r e p o o c r e h t o e h t n a h t e r o m s i m o o r s s a l c e h

T aciton r esearch wa sappiledi n t hisr esearch. Thecycleo f . g n it c e lf e r d n a , g n i v r e s b o , g n it n e m e l p m i , g n i n n a l p e r e w h c r a e s e r n o it c a m o o r s s a l c .s e l c y c o w t n i e n o d s a w h c r a e s e r e h

T Classroom aciton research i spurposed to g n i n r a e l e h t f o y ti l a u q e h t e v o r p m

i processi nXIIPA1SMA2Klaten .

f o n o it a p i c it r a p t n e d u t s n i s t n e m e v o r p m i e m o s e r e w e r e h t e l c y c t s ri f e h t n I e h T . w a s g i J g n i y o l p m e e h t f o t c e f f e e d i s a s a w e r e h t t u b n e t a l K 2 A M S 1 A P I I X , g n o l o o t s a w e s a h p n o it i s n a rt e h T . h g u o n e t o n s a w n o it a c o ll a e m

it a good itme

t n e m e e r g a n a e k a m o t d e ir t r e h c r a e s e r e h t , 2 e l c y c e h t n I . d e d e e n s i t n e m e g a n a m n o d e il p p a e b n a c w a s g i J , tl u s e r e h t s A . e m it e h t e z il a m it p o o t s t n e d u t s e h t h ti w d e d u l c n o c r e h c r a e s e r e h t , 2 e l c y c d n a 1 e l c y c m o r f a t a d e h t o t g n i d r o c c A . e m it a h

t tusing Jigsaw t echnique can i mprovet he students ‘paritcipaiton o fX IIPA 1 . n e t a l K 2 A M S : s d r o w y e

x K A R T S B A o j o m t a i d

A , Yuilu s Doan Parptio . (2012) . Menggunakan Jigsaw untuk M ienngkatkan Parit ispas iSiswa dalam Pembelajaran Bahasa Inggri sKela sX I

1 A P

I SMAN 2 Klaten .Yogyaka tra :Program Stud iPendidikan Bahasa Ingg irs , , n a k i d i d n e P u m lI n a d n a u r u g e K s a tl u k a F , i n e S n a d a s a h a B n a k i d i d n e P n a s u r u J . a m r a h D a t a n a S s a ti s r e v i n U n a k l a m it p o g n e m n a d a w s i s n a h u t u b e k i h u n e m e m a y a p u m a l a D n a u p m a m e

k siswa ,guru pelru meningkatkan dan mengatu rgaya menggajarnya. i ti l e n e p , n e t a l K 2 N A M S i d n a k u k a li d g n a y l a w a p a h a t n a t a m a g g n e p i r a D r u k n a g n e d n a ti a k r e b l u c n u m g n a y h a l a s a m a w h a b n a k u m e n e

m angnyaparitsipas i

. n a r a j a l e b m e p s e s o r p m a l a d a w s i

s Siswa-siswa lebih cenderung untuk diam dan a w s i S . u r u g h e l o n a k ir e b i d g n a y n a g n a s g n a r p a d a h r e t il u d r e p g n a r u

k -siswaj uga

n a g n e d k u b i s k u t n u g n u r e d n e

c kesibukanya masing-masing . tIulah alasan e n e p a p a g n e

m lti iingin mengadakan peneilitan untuk meningkatkan paritsipas i . n e t a l K 2 N A M S i d s ir g g n I a s a h a b n a r a j a l e p m a l a d a w s i

s Tehnik ijgsaw

n a t a k g n i n e p i s a l u m it s n e m k u t n u s u t e c n e p i a g a b e s n a k a n u g i

d paritsias i siswa

. n a r a j a l e p a k it e k w a s g i J n a k a n u g g n e m i ti l e n e

P sebaga i tehnik untuk meningkatkan f it a r e p o o k n a r a j a g n e p i r a d k i n e h t ir a d k i a b h i b e l i a li n i d w a s g i J . a w s i s i s a p i s it r a p n a k n i k g n u m e m a g g n i h e s k o p m o l e k n a g n e d n a g n u b u h r e b w a s g i J a n e r a k n i a l g n a y .l a m it p o a r a c e s i s k a r e t n ir e b t a p a d a w s i s n a k a d n it n a it il e n e

P kela sdigunakan dalam peneilitan ini .Siklu sdalam , n a a n a s k a l e p , n a a n a c n e r e p n i a l a r a t n a t u b e s r e t s a l e k n a k a d n it n a it il e n e p .s u l k i s a u d m a l a d i a s e l e s i n i n a it il e n e P . i s k e lf e r n a d n a t a m a g n e

p Metode

l a u k n a k t a k g n i n e m k u t n u n a u j u tr e b i n i n a k a d n it n a it il e n e

p tia sprose sbelaja rd iX I

. n e t a l K 2 A M S 1 A P I n a k a a w s i s i s a p i s it r a p a d a p n a t a k g n i n e p a d a t a h il r e t a m a tr e p s u l k i s i D g n a y u t k a W . w a s g i J n a a n u g g n e p i r a d t a p a d i d g n a y g n i p m a s k e f e a d a i p a t e t i r a d n a h a d n i p r e p t a a S . p u k u c k a d it n a k h u t u b i

d base grup ke master grup atau

m a l a d k i a b h i b e l g n a y u t k a w n a a l o l e g g n e p n a k u lr e i D . a m a l u l a lr e t a y n k il a b e s n a g n e d n a u j u t e s r e p t a u b m e m a b o c n e m i ti l e n e p , 2 s u l k i s i D . w a s g ij n a k a n u g g n e m n a g n e d n a k a r a g n e l e s t a p a d w a g i J k i n h e t n a g n e d r a j a l e b s e s o r p , a y n li s a H . a w s i s s a d r e B . l a m it p

o arkandatada irs iklu s1dans iklu s2penelti imenyimpulkanbahwa n e t a l K 2 A M S 1 A P I I X a w s i s i s a p i s it r a p n a k t a k g n i n e m a s i b k i n k e t w a s g i J a w s i s i s a p i s it r a p , s a t a h a g n e n e m h a l o k e s a w s i s :i c n u k a t a

i x

S T N E T N O C F O E L B A T

E G A P E L T I

T ... i G

A P L A V O R P P

A ES ... ii E

G A P N O I T A C I D E

D ... vi Y

T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... v T

C A R T S B

A ... vi

K A R T S B

A ... v ii ....

I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E

L ... iiv i

S T N E M E G E L W O N K C

A ... xi S

T N E T N O C F O E L B A

T ... ix S

E C I D N E P P A F O T S I

L ... x vi F

O T S I

L TABLES ... xv

R E T P A H

C I:I NTRODUCTION ... 1 .

A Backgroundoft heStudy ... 1 .

B ProblemFormulaiton ... 9 .. .

C ProblemLimtiaiton ... 0....1 .

D ResearchObjecitves... 0....1 .

E ResearchBeneftis... 01 .

F Deifniitono fTerms... 1....1

R E T P A H

C II :REVIEWOFRELATEDLITERATURE ... 31 .

A Theo iritca lDescirpiton ... 31 .

1 Jigsaw ... 01 .

a Deifniitons ... 0....1 .

b TheRules ... 41 .

c TheBeneftis... 5..1 .

2 Students ’Paritcipaiton ... 51 .

ii x R

E T P A H

C III :METHODOLOGY... 22 .

A ResearchMethod ... 32 .

B ResearchParitcipants ... 6..2 .

C ResearchI nsrtument... 26 .... .

1 Fieldnotes ... 27 .

2 ObservaitonCheck ilsts ... 27 .

3 Tes t... 27 .

4 Interview ... 27 .

D DataGatheirngTechnique... 28 .

1 ConducitngObservaiton ... 28 .

2 GivingTes t ... 29 .

3 ConducitngI nterview ... 29 .

E DataAnalysi sTechnique... 29 .

1 Assemb ilngt heData ... 03 .

2 Codingt heData ... 0....3 .

3 Compairngt heData ... 03 .

4 BulidingI nterpretaiton ... 03 .

5 ReporitngOutcomes ... 03 .

F ResearchProcedure... 1....3 R

E T P A H

C I :V RESEARCHFINDINGSANDDISCUSSION ... 43 1

e l c y C .

A ... 43 .

1 Planning fo Cycle1 ... 34 .

2 Implemenitngo C f ycle1 ... 35 .

3 Observingo C f ycle1... 83 .

4 Relfecitngo C f ycle1... 04 2

e l c y C .

B ... 43 .

1 Planning fo Cycle2... 43 .

2 Implemenitngo C f ycle2... 44 .

3 Observingo C f ycle2 ... 64 .

ii i x R

E T P A H

C V :CONCLUSIONSANDSUGGESTIONS ... 94 .

A Conclusions ... 94 .

B Suggesitons ... 05 .

1 Suggesitonsf o rtheTeache ro fXII PA1SMAN2Klaten ... 50 .. .

2 Suggesitonsf o rtheStudent so fXII PA1SMAN2Klaten .... 51

S E C N E R E F E

v i x

S

E

C

I

D

N

E

P

P

A

F

O

T

S

I

L

.

A Appendix1 :ResearchPermissionLetters... 52 .

B Appendix2 :FieldNotes... 54 .... .

C Appendix3 :ObservaitonCheckils tandTableofI mprovement ... 56 .

D Appendix4:Transcirp tofI nterview ... 60 .

E Appendix5 :Lessonplan s... 4..6 .

F Appendix6 :Guideilnes... 27 .

G Appendix7 :Tes t ... 37 .

H Appendix8 :Students ’WorkCycle1 ... 47 .I Students ’WorkCycle2 ... 87 .J Appendix9 :Photos ... 68

v x

E L B A T F O T S I

L S

.

A Table1.1PreilminaryObservaiton ... 5 .

B Table4.1Cycle1 ... 37 .

i v x

E R U G I F F O T S I L

e l b a

1

I

R

E

T

P

A

H

C

N

O

I

T

C

U

D

O

R

T

N

I

h c r a e s e r e h t o t n o it c u d o rt n i e h t f o n o it a r o b a l e e h t s t n e s e r p r e t p a h c s i h T h c r a e s e r y l e m a n , s n o it c e s n e v e s s n i a t n o c r e t p a h c s i h t ,l i a t e d n I . d e t c u d n o c g n i e b , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , n o it a c if it n e d i m e l b o r p , d n u o r g k c a b e r , s e v it c e j b o h c r a e s e

r search beneftis , and the de ifniiton o f terms . Fu trhe r li a t e d n i n e v i g e b l li w e v o b a d e n o it n e m n o it c e s h c a e f o n o it a r o b a l

e below.

.

A ResearchBackground e l y t s g n i n r a e

L o fevery studen ti sa very interesitng subjec to fresearch e e s u a c e

b very studen ti sunique .Every studen tha sd fiferen tbackground and h

c aracter .Theexistenceoft hediffrence samong studentsareno tadisrtacitonbut . e l b i s s o p s a l l e w s a t i n i a t n i a m n a c r e h c a e t e h t fi s s e c o r p g n i n r a e l e h t f o t r o p p u s a li fl u f o t r e d r o n

I l thestudents ’needandmaximizestudents ’potenita,l t het eache r d

e e

n s toi mproveandadjus thi stechnique. A sa student, they have the irgh tto e

ri u q c

a thebes teducaiton rteatmentf romt het eacher .Thet eache rshould havea b

i x e

lf li tiy to rtansfert hemateiralst ot hes tudent . r e h c a e t , s y a d a w o

N sare also suggested by the governmen tto update theri e u q i n h c e

t ,method o rsrtategy o fteaching .Recondiiton o fthe teaching style si o t d e t s u j d

a mee tthestudents’ need sand characters in t heclassroom . tIi ssimply r e f fi d s a h s s a l c y r e v e e s u a c e

b en tcharacter .I ti salso the reason why there i sa t n e r e f fi

2 tl

A hough having dfiference sin the way o flearning ,student shave ot e

v e i h c

a thesamecompetence .Becauset hetechnique stha ta reusedbyt het eache r r

a li m i s e r a s e c n e t e p m o c e h t d n a t n e r e f fi d e r

a ,there i sa possibitly to have

fi

d feren t itmet oachievet hecompetences .Thet eache rshouldpreparemanyplan s a

o

t c mc mo odatet he itmeallocaitonbecausethegovernmen tha sde icdedt het ime d

l u o h s r e h c a e t e h T . l a ir e t a m h c a e f o n o it a c o ll

a have the lfexiblitiy t o cove rany

e s ir a t a h t y ti li b i s s o

p s in t eaching l earning processi n ordert of ufllil thestudents ’ e

t e p m o

c ncie .s

e c n e r e f fi d t n a c if i n g i s o n s i e r e h

T among studentsi n X IIPA1 o fSMAN 2 n

e t a l

K regarding the students ’background because t hey ilve i n t he same t own , e

c r u o s n o it a m r o f n i d o o g a s a h o s l a t n e d u t s y r e v E . n e t a l

K such a s ilbrary ,and

.s e c r u o s t e n r e t n i

m p o l e v e d e h t o s l a s t c e f f a y a d o t t n e m p o l e v e d d lr o w e h

T en tofs tudent s. The

teache rshould accommodate any potencie ssuch ciritca lthinking and spi ir to f g

n i n r a e

l oft hestudents .Thet eachershouldno tdrownt hestudentsi ntoar ouitne m

o d e e r f r i e h t t i m il o t s m e e s d n a e v it a v r e s n o c s i h c i h

w o fexploraiton .Teacher

d l u o

w b ebettert o guidet he studentt o bemoreciritcal ,competent ,diilgentand e

v it c

a int het eachingl earningproces .s o

t g n i d r o c c

A KetetapanMPRno I /IMPR/1988 t entangGBHN i n chapte r17 h

t 8 5 e n

il i ti sstated t hatt hepoin toft heeducaiton developmenti splaced on t he e

s a e r c n

i o fqualtiyandkindo fhigheducaitoni neveryl eve lo feducaitonandalso n

a p x e f o n o it a r a p e r p e h

t d ing o fstudy obilgaiton in high schoo llevel .I an n e

c n a d r o c c

, y c a c if f e f l e s ’ s t n e d u t s e h t e s a e r c n i h c i h w n o it i d n o

c innovaito , n creaito n andalso

s s e c o r p g n i n r a e l g n i h c a e t n i e t a p i c it r a p y l e v it c a o t t n e d u t s e h t e t a l u m it

s i sneeded.

n o it a n e h t f o t l u s e r e h

T a l meeitng o f Depdiknas which rtansform into

s a n k i d n e m e

K i salso suppo tri ng the statemen tabout t he i mpo tranceo fstudents ’ n i n o it a p i c it r a

p theteachingl earningproces .s t s a p e h t n

I , students ’paritcipaiton wa spromoted through CBSA (Cara fi t k A a w s i S r a j a l e

B ) .Atlhough t hecur irculum si changed, t hei mpo tranceoft he t a w a ri D o t g n i d r o c c A . d e t a m it s e r e d n u e b t o n n a c n o it a p i c it r a p ’ s t n e d u t

s (1987) ,

o s l a n o it a p i c it r a p ’ s t n e d u t s g n i p o l e v e

d mean s rtaining the student sto have a m e b o t s s e n e r a w a d n a g n i k n i h t l a c it ir

c oreacitvely paritcipate in developing the . y rt n u o c o t o r b u S o t g n i d r o c c

A 9(1 84)t heelement so fparitcipaitonare: .

a The paritcipaiton o fal lparitcipant sin every acitvtiy tha t i sheld by the . n o it a z i n a g r o .

b The wliilngnes so fthe paritcipant sto iniitate and to be creaitve in every t a h t y ti v it c

a i sheldbyt heorganizaiton.(p.280) t a h t n o it a v r e s b o y r a n i m il e r p e h t m o r

F wa sconductedi n XII PA1 SMAN2

d u t s e h t f o k c a l s i e r e h t t a h t d n u o f r e h c r a e s e r e h t , n e t a l

K e ’ nts paritcipaitoni nt he

a e l g n i h c a e

t rningprocess .Student stendtobequietandindfiferenttot het eacher’ s t n e d u t s e h T . n o it a l u m it

s prefe rto be busy wtih t ri he own acitviite ssuch as , s e n o h p l l e c r i e h t h ti w g n i y a l p r o , g n it x e t , g n it t a h

c .Tha ti sthe reason why the

t n a w r e h c r a e s e

4 w a s g i J . n e t a l K 2 N A M S 1 A P I I X f o h s il g n E g n i n r a e

l techniquei semployeda sa

n o it a p i c it r a p ’ s t n e d u t s e h t f o t n e m e v o r p m i e h t e t a l u m it s o t r e g g ir t .

Int hiss tep,t her esearche rconductedt hef ris tobservaitont ocollec tdataand o

t ifnd t heproblem t ha thappene din X II PA2 SMAN 2 Klaten .Theobservaiton g n ir u d d e t c u d n o c s a

w rea lteaching-learning processes . The observaiton wa s n o e c i w t d e t c u d n o

c 2nd _{a 9nd} th _{February. The resul t o f the preilminary}

d l e if f o m r o f n i d e t n e m u c o d s a w n o it a v r e s b

O note sandobservaitoncheckilst .The d

l e

if note sandt het heobservaitoncheckils twerepresentedi nt heappendice .s e n o d s a w n o it a c if it n e d i m e l b o r p e h

T through ht e preilminary observaiton . e d i v i d r e h c r a e s e r e h t , e r e

H d thepreilminary observaiton i ntot wo steps .Thef ris t n o it a v r e s b o y r a n i m il e r

p wa sconducted on 2nd _{February .The purpose o fthe}

h c u m s a g n ir e h t a g s a w n o it a v r e s b

o data a s possible . Frislty , In the fris t t c e ll o c r e h c r a e s e r e h t , n o it a v r e s b o y r a n i m il e r

p e d al ldata tha toccure d in the

d e h T . s e t o n d l e if f o m r o f a n i d e t n e m u c o d s a w a t a d e h T . m o o o r s s a l

c atacollected

n o it c a r e t n i e r e

w betweent het eache randstudent ,si nteracitonamongstudent ,st he t , l a ir e t a

m he teaching style and every single even ttha toccured in the learning d n o c e s e h T . s s e c o r

p , t hedata i s speciifed t o get t hefocu s ifeld of t he research . Then t her esearcherf ocusedi n t hespeci ifeddata .thet hrid, t her esearcher makes

a v r e s b o n

a iton checkils tbased on t he speci ifed data .Thespeciifed data was t he . n o it a p i c it r a p s ’t n e d u t s e h t o t d e t a l e r d e r r u c c o t a h t t n e v e d n a n o it c a r e t n i n o it a v r e s b o d n o c e s e h

T wa sconducted on 9th _{February 2010 .Here the}

e il p p a r e h c r a e s e

r d the observaiton checkils t from the speci ifed data . The s a t s il k c e h c n o it a v r e s b o e h t s e il p p a r e h c r a e s e

o t s a w t s il k c e h c n o it a v r e s b o e h t f o n o it a c il p p

a avoid the data wen twide rand

. a t a d d e t n a w e h t o t d e s u c o f n u

n o

N Interaciton Quanttiy Percentage( %) N so te

1. _tS_et_au_cd_he_en_rt_’s _sr _qe_usp_eson_itod_nt he 2 5.5%

2 y l n o e r e w e r e h T

o h w s t n e d u t s

e h t d n o p s e r

.r e h c a e t

2. _aS_btu_od_ue_tn_t t_he sa_msk_att _eo_irt _ah_let eache r 0 0 % Tsthuedreenwtr aes spnoond .r e h c a e t e h t

3. _sS_tt_uu_dd_ee_nnt _ta s_ba_osk_utt o_{t h}o_et_mhe_ar_te s_iral 3 8.3% Ostnudlyenf etw saoskfet dhe l a ir e t a m e h t t u o b a

4. S_qutu_ed_se_itn_ot_nsr espond theother s 3 8.3% Ostundlyenf etswr eosfpt ohned l n o it s e u q s r e h t o

5. S_frt_ou_mde_t n_ht_e sd_{t e}o_act h_hee_rassignmen t 2 8 77.7% Astlumdeons t tdaild lot hfet he .t n e m n g i s s a

6. S_stt_uu_dd_ee_nn_tt_s s_t h_oe_s lp_olt _vh_ee_ao_pth_roe_b r_lem 2 5.5%

e h t f o l l a t s o m l A

d u t

s ent sdidt he y b t n e m n g i s s a

m e h

t selve swtih n o it c a r e t n i o n

r e h t o h ti w

.s t n e d u t s 1

. 1 e l b a

T SummaryofObservaitonCheckilst ,Preilminaryobservaiton l

e if d n a e l b a t n o it a v r e s b o e h t f o y r a m m u s e h t n o d e s a

B dnote sin the two

n o it a v r e s b o y r a n i m il e r

p , the researche rfound t hat t here were if ve students t ha t T

. n o it a p i c it r a p e h t f o k c a l e h t m r o f r e p y lt n a c if i n g i

s he ifve student ssi ta tthe

ti v it c a g n i o d d n a g n it t a h c s y a w l a e r e w y e h T . m o o r s s a l c e h t f o k c a b r e n r o

c i es

h ti w s s e c o r p g n i n r a e l e h t o t d e t a l e r n

u ou tpayingattenitont ot het eache.r a

t a d d e t c e ll o c e h t m o r

F , the researche rstated tha tthe majo rproblem t hat e

b d l u o

6 e s u a c e b d e r r u c c o m e l b o r p s i h T . n o s s e l h s il g n E e h t g n ir u d n o it a p i c it r a p s ’t n e d u t s g n i h c a e t s u o n o t o n o m a s a w e r e h

t -learning style . The monotonou s learning e m a c r e v o e b n a c s s e c o r

p byapplyinganewl earnings tyle.Newl earnings tylecan m s t n e d u t s e s a e r c n

i o itvaiton i n l earning .In t hi sresearch, t he researche rneed t o . n o it a p i c it r a p t n e d u t s n i t n e m e v o r p m i e h t r e g g ir t n a c h c i h w e l y t s g n i n r a e l a e v a h e d i c i d r e h c r a e s e r e h

T d toapplycooperaitvel earningt oaccommodatet her esearch p l e h d n a p u o r g n i k r o w o t e t a l u m it s e r a s t n e d u t s , g n i n r a e l e v it a r e p o o c n I . m e l b o r p e h t n i n e e s e b n a c n o it a p i c it r a p t n e d u t s f o e s a e r c n i e h T . r e h t o e h t d n a e n o . s t n e d u t s g n o m a n o it c a r e t n i n h c e t e m o s e r a e r e h

T ique sin cooperaitve learning . The fris ti sStudent s n i s t e e h s k r o w e m o s o d s t n e d u t s , D A T S n I .) D A T S ( n o i s i v i D t n e m e v e i h c A s m a e T w o l d n a e l d d i m , h g i h e v a h o h w t n e d u t s f o s t s i s n o c p u o r g y r e v E . p u o r g a e t e h t ,t e e h s k r o w e h t d i d s t n e d u t s e h t r e tf A . y ti li b a p a

c ache rgive t heanswe rkey .

e h t f o d n e e h t n I .f l e s m e h t y b k r o w s ’t n e d u t s e h t k c e h c o t d e s u s i y e k r e w s n a e h T t e e h s k r o w e h t t u o b a z i u q a s i e r e h t ,s s a l

c .( Slavin ,2005 ,p.143)

e m a s e h t t s o m l a s i T G T . ) T G T ( s t n e m a n r u o T s e m a G s m a e T s i d n o c e s e h T . D A T S h ti

w InTGTstudent saregroupedi naheterogenou sgroup .TGTi sstatred o t d e e n p u o r g y r e v e n o it a t n e s e r p e h t r e tf A . r e h c a e t e h t m o r f n o it a t n e s e r p a h ti w l l a , t a h t r e tf A . s l a ir e t a m e h t d e ri u q a e v a h p u o r g e h t f o r e b m e m y r e v e t a h t e r u s n e n i n i o j p u o r g e h t f

o t a ournamen.t I n t hist ournament ,studen twillf acet heothe r a t e g l li w t n e d u t s y r e v e , e r e H . l e v e l e m a s e h t e v a h o h w p u o r g r e h t o e h t f o t n e d u t s e h t f o r e b m u n e h t y b d e d i v i d d n a p u o r g n i d e m m u s e b l li w e r o c s e h T . e r o c s

e h g i h e h t s a h h c i h w p u o r G . r e b m e m p u o r

g s taverage score i sthe winne rand .

d r a w e r a t e g o t s e v r e s e

d (Slavin ,2005 ,p.159)

The th rid i slearning Together .Learning Togethe r consiste d o fsome p

u o r

g o fstudent .Learning Togethe rwasstatred wtih apresentaitono foneoft he t

a h t r e tf A . p u o r

g thegroupwhodidt hepresentaitongaveaworksheett ot heothe r d

n a s t n e d u t

s evaluate ti .The presentaiton was done by d fiferen tgoup in every .

g n it e e

m (Slavin ,2005 ,p.250)

n o it c u d o rt n I d e t a r e l e c c A s m a e T s i h tr u o f e h

T (TAI) .TA Iwas dfiferen t

m o r

f et h previoust echniques .Here ,student sweregrouped i nsmal lgroup i n t he r

a e l s i h t n I .l e v e l e m a

s ningt echniqueeverystuden thadthei rownl eve.lThe if tfh s

a

w Jigsaw .Thestudent swere divided i nto smal lgroup so f ifveo rsix student s .

h c a

e Each studen thad thei rown concern o fpar tto master ,eventually each s

i h r o r e h o t k c a b e m o c l li w t n e d u t

s b ase group and presentthe mateira lto t he n

o it a u ti s e h T . p u o r

g w as speci ifcally srtuctured so tha tthe only acces sany e

v if r e h t o e h t o t s a h r e b m e

m assignmentsi sby ilstening closely t o t herepor to f .

g n it i c e r n o s r e p e h

t A tfe rthat t here i saquiz abou tthe whole mateira.l (Slavin , )

0 8 2 . p , 5 0 0 2

e h t , h c r a e s e r e h t f o e m it e h t d n a n o it a v r e s b o e h t f o t l u s e r e h t g n ir e d i s n o C

e d i c e d r e h c r a e s e

r d to useJigsawa sat echniquet oovercome t heproblem .There e

d i s n o c e r o m e r

a raiton swhy t her esearche rapp iled Jigsaw ast hecure. Thef rist , r e t s a m d n a p u o r g e s a b e r a e r e h t w a s g i J n I . t n e d u t s d e p u o r g h ti w s l a e d w a s g i J

p u o r

8 e h t n i n o it c a r e t n i e h T . d e r e t s a m e b o t l a ir e t a m e h t t u o b a s n o it s e u q k s a o t d e t c e p x e d e s u c o f s i p u o r g r e t s a

m o n aspesiifc mateiral .In t hemaste rgroup t herewli l be e d e lt ti l g i d l li w h c i h w n o it c a r e t n i e m o

s eperi n t hemate iral .A tfe rcomingbackt o r e b m e m r e h t o e h t o t t o g e v a h y e h t t a h w t n e s e r p l li w t n e d u t s p u o r g e s a b e h

t s oft he

e h t t u o b a n o it s e u q e h t g n ir e w s n a t u o b a e r o m s i n o it c a r e t n i e h t , e r e H . p u o r g s i n o it c a r e t n i e h T . p u o r g e s a b e h t f o r e b m e m r e h t o e h t m o r f l a ir e t a

m oneoft he

r o t a c i d n

i s oft hei ncreaseoft hes tuden tparitcipaiton.

. n e t a l K 2 A M S 1 A P I I X n i e u q i n h c e t g n i n r a e l w e n a s i w a s g i J , d n o c e s e h T il e b r e h c r a e s e r e h

T evest hat a new learning technique wli lmoitvate the studen t t n e d u t S . e r o

m s wli lno tbe bored w tih the learning .The vary o fthe learning t n e d u t s e h t e k a m l li w e u q i n h c e

t moremoitvatedi nt hel earning.

l li w t I . g n it e e m a n i e n o d e b n a c g n i n r a e l w a s g i J f o e l c y c a , d ri h t e h T y r e v s i h c r a e s e r e h t f o e m it e h t e s u a c e b h c r a e s e r e h t f o e m it e h t e z il a m it p o n o it a r e d i s n o c e e r h t e s o h t o t g n i d r o c c A . d e ti m

il s above ,the researche rbeileve s e h T . m e l b o r p e h t e m o c r e v o o t e u q i n h c e t e t a ir p o r p p a t s o m e h t s i w a s g i J t a h t s t n e d u t s e h t e v o r p m i o t n o it c a e h t s a e u q i n h c e t w a s g i J y l p p a l li w r e h c r a e s e r . n o it a p i c it r a p .

B ProblemFormula iton

e h t , n o it a c if it n e d i m e l b o r p d n a d n u o r g k c a b h c r a e s e r e h t g n ir e d i s n o C r e w s n a o t g n i o g s i r e h c r a e s e

r thef ollowi ng problem :Howdoestheuse fo ijgsaw e v o r p m

.

C ProblemLimtia iton h c r a e s e r e h

T wli lbe ilmtied on the use o fJigsaw to encourage students ’ n

i n o it a p i c it r a

p learning Engilsh i In X IPA1 fo SMAN 2 Klaten. Student so f f

o e d a r g h t n e v e l

e IPA1 o fSMAN 2 Klaten are adolescence .They should have n

e e

b acitvel earners ,becauseatt hei raget heyt endt osearchtherii denttiyandthu s t

n e d u t s l a c it ir c e m o c e

b s .However, ni Engilsh lesson they w ere passive and t

n e r e f fi d n

i .

Jigsawtechnique si a techniquetha tdeal swtih students ’paritcipaiton. The r

e h c r a e s e

r expect s tha t t he atlernaitve technique wli l increase students ’ o

t n e s o h c s i w a s g i J . n o it a p i c it r a

p sitmulate thestudentt o bemoreacitve du irng .s

s a l c h s il g n

E

.

D ResearchObjecitve

m e l b o r p e h t n i n o it s e u q d e t a l u m r o f e h t r e w s n a o t s i e v it c e j b o h c r a e s e r e h T

n o it a l u m r o

f , which i show t o i mprove students ’paritcipaiton i n l earning Engilsh e v it a n r e tl a s a w a s g i J g n i y o l p m e s i n o it u l o s e h T . n e t a l K 2 N A M S f o 1 A P I I X f o

e u q i n h c e

t int hel earningEngilsh. .

E ResearchBeneftis

.

1Fort hestudentso fXII PA1SMAN 2Klaten p

m i n a c h c r a e s e r e h t f o t l u s e r e h

T rovet hes tudents’ paritcipaitoni nt heclassroom . e

h

T increase in the paritcipaiton wli lalso increase the ciritca lthinking o fthe .

s t n e d u t s

0 1 .

2Fort het eache ro fXII PA1SMAN 2Klaten e h t y r a v o t d e s u e b n a c h c r a e s e r e h t f o t l u s e r e h

T techniqueoft het eaching .The

r e h t o t c u d n o c o t r e h c a e t e h t o t t r a t s d o o g a s e m o c e b o s l a h c r a e s e r e h t f o t l u s e r

c r a e s e

r hi nt hef uture. .

3Fort hef uturer esearchers

s n o it u b ir t n o c e v i g y a m h c r a e s e r e h

T tot hemethodofr esearch .Thisr esearchmay a

e s e r n o it c a e h t t u o b a w e i v a e v i

g rcht ha twli lbeconductedi nt hef uturei norde r a

u l a v e r o h c r a e s e r w e n a t c u d n o c o

t tet her esul toft hisr esearch. .

F Deifni itono fTerms

s m r e t e h t f o t s il e h t e r a w o l e

B t ahat re used in thi sresearch and t he .s

n o it i n if e d

.

1 Jigsaw

a s i w a s g i

J technique developed by Elilo t Aronson (1997 ) in Texa s n

i v a l S o t g n i d r o c c A . n i v a l S y b d e t p a d a n e h t d n a y ti s r e v i n

U (2005), Jigsaw

e u q i n h c e

t i sa technique tha tpointed in students ’paritcipaiton .In thi sstudy e

v o r p m i h c i h w e u q i n h c e t a s n a e m w a s g i

J s studen t paitcipaiton through the h

t n i n o it c a r e t n

i el earning .A tveryf rists tudent sweredividedi nto4-5eachgroup , d

e ll a c s i t

i b ase team ,and then every membe ro fthe group chose the d fiferen t t

n e d u t S . y r r a c o t l a ir e t a m d n i

k s ow h havet hesimliarmateiral j oin and gather .I t s

a

w called a smastergroup .A tfe rmasteri ngthemateiral, they comebackt o t hei r n

w

.

2 Students ’paritcipaiton n

e s l e k k i

M (2003 ) states tha t students’ paritcipaiton i s wliilngnes s o f ,

s n o it s e u q g n i k s a , s r e w s n a g n ir e e t n u l o v e k il e v it c a e b o t t n e d u t

s o rcontirbu itngt o

s n o i s s u c s i

d andclasss essions. Int hisr esearchs tuden tparcipaiton i st hei ndicato r .l

a o g h c r a e s e r e h t f

o (p.76)

.

3 SMAN 2Klaten _

_ €fe1033SMAN 2klateni sas tatehighschooli nKlaten .SMAN 2Klaten A

M S . l o o h c s y ti l a u q d o o g a s

i N 2 Klaten i s l ocated i n suburban area but i tha s , y r o t a r o b a l e g a u g n a l e r a s e it il i c a f e h T . y d u t s e h t t r o p p u s o t s e it il i c a f d o o g

i m e h

c call aboratory ,physicl aboratory, i nformaitcsl aboratory ,mosque ,cafetaira , A M S . s e it il i c a f r e h t o e m o s d n a d l e if l l a b t o o f , tr u o c s i n n e t , tr u o c l l a b t e k s a

b N 2

o o h c s h g i h e ti r o v a f a s i n e t a l

K li nKlaten,i tmake sSMAN 2ha sgoodi npu toft he

.s t n e d u t s

2 1 I I R E T P A H C W E I V E

R OFRELATEDLITERATURE

n o it p ir c s e d l a c it e r o e h t e h t y l e m a n , s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h T n o it c e s n o it p ir c s e d l a c it e r o e h t e h T . h c r a e s e r e h t f o k r o w e m a r f l a c it e r o e h t e h t d n a y l e m a n , c i p o t h c r a e s e r e h t o t d e t a l e r y r o e h t h c a e f o n o it a r o b a l e e h t s r e v o

c the

f o n o it a r o b a l

e ijgsaw (cooperaitve learning )and students ’paritcipaiton. Othe r e h t s a n o it c e s k r o w e m a r f l a c it e r o e h t e h t s e d i v o r p r e t p a h c s i h t , t a h t n a h t . y d u t s h c r a e s e r e h t g n it c u d n o c n i d e s u e b l li w h c i h w s e ir o e h t e h t f o n o it a r o b a l e

A. Theoreitca lDescrip iton

f o s t s i s n o c n o it p ir c s e d l a c it e r o e h t e h

T t wo main theo ire srelated to the n i a m e h t f o e n O . c i p o t h c r a e s e

r theo ires si ijgsawast hetechniquebeingobserved . e r u t a n e h t t u o b a s i y r o e h t t x e n e h

T o fstudents ’ paritcipaiton in classsroom it

c

a viites. .

1 Jigsaw a p s i h t n

I tr t heresearche rwli ldiscuss ijgsaw .Theexplanaiton i sdivided o

t n

i si threepatrs .They are ijgsaw de ifniiton, t herul s e o f ijgsaw and benefti so f . w a s g ij .

a De ifniiton r a e

L ning wish esstudenti nteraciton becomest hep irncipleoft hel earning d n a n i o j t a h t t n e m e l e s s a l c f o t r a p a s a g n ir e h t a g e r a s t n e d u t s e r e H . s s e c o r p

t n e m e t a t s a h s il b a t s

e and moiton tha tbecome thei rfoundaiton to develop thei r n i n r a e l e v it a r e p o o c e h t f o e n O . e g d e l w o n

k gi sijgsaw.

w a s g i

J i satechniquetha twa sdevelopedbyElilo tAronson 9(1 9 ) ,7 ijgsaw s i tI . m r o f e v it a r r a n n e tt ir w n i s i d e i d u t s e b o t l a ir e t a m e h t r e v e n e h w d e s u e b n a c f o s tr a p e m o s , e r u t a r e ti l , s e i d u t s l a i c o s s a s t c e j b u s h c u s n i e t a ir p o r p p a t s o m n e i c

s ce ,and related area sin which concept srathe rthan skill sare the learning f o l a ir e t a m e h T . s l a o

g ijgsaw should usually be a chapter ,story ,biography o r r o e v it a r r a n r a li m i

s descirpitonmateira.l .

b TheR eul s

The student sare divided into smal lgroup so f ifve o rsix student seach . , r e t s a m o t tr a p f o n r e c n o c n w o r i e h t s a h t n e d u t s h c a

E eventuallyeachstuden twli l

s i h r o r e h o t k c a b e m o

c b asegroupandwli lrtyt opresen tawell-organizedr epor t e h T . p u o r g e h t o

t stiuaiton i sspeci ifcally srtuctured so t hat t heonly acces sany f o t r o p e r e h t o t y l e s o l c g n i n e t s il y b s i s t n e m n g i s s a e v if r e h t o e h t o t s a h r e b m e m . g n it i c e r n o s r e p e h t s t n e d u t s e h t , e t a r u c c a e b l li w t r o p e r h c a e t a h t s e c n a h c e h t e s a e r c n i o T e s e r e h t g n i o

d arch do noti mmediatelyt akei tbackt ot hei rijgsawgroup. I nstead , h c a e m o r f e n o ( t n e m n g i s s a l a c it n e d i e h t e v a h o h w s t n e d u t s h ti w t s ri f t e e m y e h t o t d e n g i s s a s t n e d u t s , e l p m a x e r o F . ) p u o r g w a s g

ij passive voice topic mee ta sa

n ir e h t a g , s t s il a i c e p s f o m a e

t g informaiton ,becoming expetr son thei rtopic ,and p r i e h t g n i s r a e h e

4 1 r i e h t g n i z i n a g r o r o g n i n r a e l y tl u c if fi d l a it i n i e v a h t h g i m o h w s t n e d u t s r o f l u f e s u t s w o ll a t i r o f ,t n e m n g i s s a e h t f o t r a

p hemt ohea randr ehearsewtihothe rexpetr .s y

r e v

E studen tin each group educate sthe whole group abou the ro rhi s t u o b a d e n r a e l e v a h y e h t t a h w n o d e t s e t n e h t e r a s t n e d u t S . y tl a i c e p

s grammar from

.r e b m e m p u o r g w o ll e f ri e h t .

c The Beneif t

According to Aronson 9(1 9 ) f7 , ris tand foremost , ijgsaw i sa remarkably s s e c o r p w a s g ij e h t ,t n a tr o p m i e r o m n e v e t u B . l a ir e t a m e h t n r a e l o t y a w t n e i c if f e e h t f o r e b m e m h c a e g n i v i g y b y h t a p m e d n a , t n e m e g a g n e , g n i n e t s il s e g a r u o c n e e h t n i y a l p o t t r a p l a it n e s s e n a p u o r

g academic acitvtiy .Group member smus t n o s d n e p e d n o s r e p h c a e ; l a o g n o m m o c a h s il p m o c c a o t m a e t a s a r e h t e g o t k r o w l l e w s k r o w e n o y r e v e s s e l n u y l e t e l p m o c d e e c c u s n a c t n e d u t s o N . s r e h t o e h t l l a t n i s e t a ti li c a f " n g i s e d y b n o it a r e p o o c " s i h T . m a e t a s a r e h t e g o

t eracitonamong al l

r i e h t o t s r o t u b ir t n o c s a r e h t o h c a e e u l a v o t m e h t g n i d a e l , s s a l c e h t n i s t n e d u t s . k s a t n o m m o c

2 . Student’ sParitcipa iton

Studen’t sparitcipaiton i s an acitvel earning process(Mikkelsen, 2003) .I t s t n e d u t s t a h t s n a e

m iniitate and use thei rfreedom to share thei rthought .s The t s r i e h t o t t c e f f e d o o g a e v i g t h g u o h t ri e h t e r a h s o t s s e n g n il li

w udy .Whenstudent s

r e h c a e t e h t o t n o it s e u q a k s

a ,i tshow stha tstudent sare connecitng wtih the ir

e t a

m al s given . When they are silen,t the teache rcanno tknow wathe rthe r e h tr u f y n a t u o b a k s a s t n e d u t s n e h W . t o n r o l a ir e t a m e h t w o n k s t n e d u t s

e v i g o t l a ir e t a m h c i h w w o n k o t r e h c a e t e h t p l e h o s l a s i t i , n o it a n a l p x

e m ore

. t n e m h c ir n

e (p.13)

Indonesiaalsoha sacurrirculumt ha thelps thes tudentt obemoreacitve.I t o n o ij d u M o t g n i d r o c c A . A S B C s

i (1999) ,CBSA helps the student t o know and s e t a t s o s l a o n o ij d u M . y d u t s e h t f o s e c r u o s d n a y ti c a p a c g n i n r a e l ri e h t h c ir n

e s ix

n o i s n e m i

d s o fCBSAl earningprocess .Thef risti sstudent spar iitcpaitoni nstaitng . g n i n r a e l f o n o it c e f f a e h t n i g n i z i s a h p m e s i d n o c e S . y d u t s e h t f o e s o p r u p e h t . y ti v it c a g n i n r a e l e h t n i n o it a p i c it r a p ’ s t n e d u t s s i d ri h

T Thefou trhi scohesivenes s

s a s s a l

c al earninggroup.The iftfhi st hef reedomo foft hes tudentst odecidet hei r e h t r e t n u o c n e o t n o it a c o ll a e m it e h t t u o b a s i h t x i s e h T . l o o h c s n i n o i s i c e d s t n e d u t

s ’p irvateproblem .Students ’p irvateproblemhereaproblemt hatf acedby . s s e c o r p g n i n r a e l f o r e d r o n i t n e d u t s e h

t (p.54)

h

T e increasing fo paritcipaiton i san obviou sgoal i n courses t hat i nclude ll a m s d n a s n o i s s u c s i d t n e u q e r

f -groupwork ,tii salsoi mpo tranti nal ecturecourse . g n i k s a , s r e w s n a g n ir e e t n u l o v y b e t a p i c it r a p s t n e d u t s w e f a y l n o f i , tr o h s n I s s s a l c , s n o i s s u c s i d o t g n it u b ir t n o c r o , s n o it s e u

q ession sbecomet o someexten ta

t s o

l oppo truntiy to asses sand promote learning .Teacher can improve students ’ n i n o it a p i c it r a

p t he course by devoitng itme and though t to shaping the c i h w n i y a w e h t , e r o m r e h tr u F . n o i s s e s s s a l c h c a e g n i n n a l p d n a t n e m n o ri v n

e h the

r e h c a e

t interacts ,bothverballyandnonverbally.

t n e d u t s y r e v e e v a h o t t o n s i n o it a p i c it r a p g n i s a e r c n i f o l a o g e h t , y ll a e d I n a e t a e r c o t s i t i , d a e t s n I . e t a r e m a s e h t t a r o y a w e m a s e h t n i e t a p i c it r a p

6 1 o e h t e v a h s t n a p i c it r a p l l a h c i h w n i t n e m n o ri v n

e ppo truntiy t o l earn and i n which

i s e r o l p x e s s a l c e h

t ssue s and idea s in depth , from vairety o f viewpoints (McKeachie, 02 03 .) Somestudent swli lraiset hei rvoice smore t han others; t hi s

fi d s a l l e w s a s e l y t s g n i n r a e l n i s e c n e r e f fi d f o t l u s e r a s i n o it a ir a

v ference sin

e r a s s a l c n i n e tf o k a e p s t o n o d o h w s t n e d u t s e m o s , e l p m a x e r o F . s e it il a n o s r e p s d n i m r i e h t n i s n o it s e u q d n a s a e d i p o l e v e d y ll a c i p y t o h w , s r e n r a e l e v it c e lf e r t n o r f n i g n i k a e p s e l b a tr o f m o c n u l e e f o h w s t n e d u t s y h s e r a s r e h t o ; g n i k a e p s e r o f e b o r g f

o ups( atl easti niitally) .Manys tudent swhof requen ltyvolunteert ocont irbute s i l a o g s ’ r o t c u rt s n i e h T . k a e p s y e h t e li h w k n i h t y ll a c i p y t o h w , s r e n r a e l e v it c a e r a d n a s e l y t s g n i n r a e l s u o ir a v f o s t n e d u t s e l b a n e t a h t s n o it i d n o c e t a e r c o t n o c o t s e it il a n o s r e

p tirbute .Tor each t hi sgoal ,you wli lneedt ot akeexrtastepst o p s o t s t n e d u t s t e i u q e g a r u o c n

e eak up and occasionally ask the more verbose . e c n a h c a s r e h t o e v i g o t r e d r o n i g n it n e m m o c m o r f k c a b d l o h o t s t n e d u t s o t g n i d r o c c

A McKeachie (2003 ,) teacher needs to make clea rfrom the g n i n n i g e

b of t he t eacher’s expectaiton t ha tstudent swli lparitcipate .On the ifrs t t a h w n i a l p x e , s s a l c f o y a

d the t eacher s eesa svaluableabou tclas sparitcipaiton. n o it a n a l p x e e h

T isi ndicated tha tthet eachers want t o do al lteacherscan ensure g n i d u l c n i , n o it a p i c it r a p l l u f t r o p p u s s e it i v it c a d n a s c i m a n y d m o o r s s a l c e h t t a h t t n e u q e r f g n i k s a s e m it e m o s d n a s d n a h r i e h t e s i a r t o n o d o h w s t n e d u t s n o g n il l a c . e c n a h c a e v a h o t s r e h t o w o ll a o t s r o t u b ir t n o

c Thet eache rshould ka s thestudent s m r o f n i o

f o s e t a r d n a s c i m a n y d m o o r s s a l

c paritcipaiton .On the fris tday o fclass ,give r a e l c a s t n e d u t

s ideao fwhatt oexpectr egardingparitcipaiton.

Fo rexample, when t heteacherp s lan to l ectureeach day wtih pause sfo r i d d n a s n o it s e u

q scussion ,the t eache rshould d ti o on t he fris tday. The t eacher can also plant o l eadmoreextendeddiscussions ,and t hen od on t hef ris td ay.By

r h t o g o t y li s a e e b n a c t n e d u t s , n o s s e l e h t f o k r o w e m a r f d o o g a g n i v i

g ough t he

k c a rt n i n o s s e

l .The teacher wli lassign a grade to students ’pefrormance in g n it a p i c it r a p f o e c n a tr o p m i e h t d n a t s r e d n u y e h t t a h t o s s n o i s s u c s i

d . Fo rexample ,

l li

w thet eache revaluatet hef requencyandqualtiyoft hei rcont irbuitons ,andalso w

o

h effecitvely students respond to other students ’ comment .s A clea r . n o s s e l e h t h g u o r h t t s e b r i e h t m r o f r e p o t t n e d u t s e h t p l e h l li w n o it a n a l p x e ’ s t n e d u t s e s u d n a n r a e

L names .McKeachie(2003 )also say ts t sha tudent s t a h t e v e il e b y e h t fi d e g a g n e e r o m e b l li

w thet eacherperceivet hemasi ndividuals , l o t s t n e d u t s e g a r u o c n E . p u o r g a f o s r e b m e m s u o m y n o n a s a n a h t r e h t a

r earn one

s e m a n s ’ r e h t o n

a , thi ssrtategy will i ncrease t he possiblitiy t hat t hey wli laddres s o t t s u j t o n , r e h t o n a e n o o t s t n e m m o c r i e h t t c e ri d d n a e m a n y b r e h t o n a e n

o the

r e h c a e t . e l y t s g n i h c a e t f o d n i k s i h

T wli lbeapprop iratef orthestudent ,especially t n e d u t s e h

t i a s high school studen twho i saccustomed t o lectureclasses, where . t u p n i ri e h t e t u b ir t n o c o t s t n e d u t s e h t s k s a r e v e n d n a n o d n a n o r e h c a e t e h

t In t he

d n a h r e h t

o ,fo rsome student sface tha tspeaking up i sscary .High schoo land e

g e ll o

8 1 e v it c u d o r

p da n respecftu lway .The students someitmes confuse to ask to the r e h c a e

t rfo thericontirbuitons ,becauset heteache rrarelyexplains howand when d l u o h s t n e d u t s e h

t contirbute. When clas sparitcipaiton i ssrtong ,student senjoy e r o m n r a e l d n a s s a l c o t g n i m o

c . Thestiuaiton wli l eb happen fi everybody doe s f I . tr a p r i e h

t student sstay slien,t t he student sareno t ilving up and no tgrowing e g d e l w o n k r i e h

t opitmally.

g n it c u d n o c n

I ahigh pacitcipaitonclassroom, teache ralso shouldconside r o t d n e t m o o r s s a l c e v it c a e h t s e m it e m o S . t c e f f e d a b e h t h ti

w be crowded .The

d l u o h s r e h c a e

t keep the stiuaiton i sstli lin condusive stiuaiton .The student s u t s e h t f I . t x e t n o c e h t n o s u c o f d l u o h

s den tstar tto ou tof t he focus ,the t eache r t s e h t s a h d l u o h

s rategyt oconrtolt hem. Accordingt oEwe tron(1984 ,)Int hevery o t u o o h w t n e m e e r g a n a e k a m n a c r e h c a e t e h t s s a l c t s ri

f fthe rule wli lbe

d e h s i n u

p .Thepunishmenti salsostatedanddiscussedwtiht hestudent .Thi skind e s u a c e B . e l u r e h t h ti w e l b i s n o p s e r e r o m e b o t t n e d u t s e h t n i a rt n a c t n e m t a e rt f o e h

t student smadet hei rown r ule, t hestudent swli lhavemoreawarenesst o obey . e l u r e h t .

B Theoreitca lFramework

e h T . k r o w e m a r f l a c it ir o e h t e h t e t a r o b a l e l li w r e h c r a e s e r e h t e r e H ir c s e d l a c it ir o e h

t piton i st he basi sof t het heo iritca lframework t ha twill l ead t he .t n a i v e d t o n d n a c it a m e t s i s e r o m e b l li w h c r a e s e r e h t o s h c r a e s e r e h t o t r e h c r a e s e r

r e h t g n it c u d n o c n

I esearch in SMAN 2 Klaten , the researche r uses a

l

C ssroom Aciton Research (CAR )Cyc lemethod .The researche rchooses CAR Cycle because CAR cycle deal swtih shor tterm research and the resul tcan be

e r s i h t t r a t s o t r e d r o n I . m o o r s s a l c e h t n i y lt c e ri d d e il p m

i search, the researche r

n a l

p s wha twould theresearche rdo i n t heresearch .Fris tobservaiton i si ncluded a t a d t s ri f e h t r e h t a g o t d e s o p o r p s i n o it a v r e s b o t s ri f e h T . e s a h p g n i n n a l p e h t n i n o it a v r e s b o e h t n I . m o o r s s a l c e h t n i d e c a f s i t a h t m e l b o r p e h t t u o b

a ther esearch re

s e ir

t to dig the core o fthe problem .The core o fthe problem found by deep e h t , n o it a g it s e v n i e h t f o d n e e h t n I .r e h c r a e s e r e h t d n a r e h c a e t e h t y b n o it a g it s e v n i . n o it a p i c it r a p ’ s t n e d u t s e h t f o k c a l e h t s i m e l b o r p e r o c e h t t a h t e t a t s r e h c a e t a p i c it r a p s t n e d u t s f o k c a l e h t g n i e e

S tion i n t heclassroom, t heresearche r s

e ir

t ot formulatease to facitvtiy t o overcomet heproblem .Thecurei si naf orm e r e h t e r e H . n o it a p i c it r a p s ’t n e d u t s e v o r p m i o t r e d r o n i y ti v it c a f o t e s a f

o searche r

g n i n r a e l e v it a r e p o o c h ti w s l a e

d (Jigsaw) .Jigsaw i sseen as t he mos tapprop irate e u q i n h c e

t to overcomet he problem .There i sa consideraiton why t heresearche r w a s g ij g n i y l p p a n I . m e l b o r p e h t f o e r u c e h t s a w a s g i J e s o o h

c technique, no tonly

t s e h

t udent sbu talso the teache rneed to understand the term o fthe Jigsaw f o m r e t e h t f o g n i d n a t s r e d n u d o o g e h T . tl u s e r g n i n r a e l l a m it p o e h t t e g o t g n i n r a e l e s u y l e r a r s a w w a s g i J t a h t e e s r e h c r a e s e r e h t e s u a c e b d e d e e n s i w a s g

ij d in the

a l

c ssroom so ti sakind o fnew techniqueto t hestuden tandt het eacher .A tfert he n a t s r e d n u r e h c r a e s e r e h t d n a r e h c a e

t d wtiht hebasicconcept so fJigsawl earning , w a s g i J e h t e n i b m o c r e h c a e t e h t d n a r e h c r a e s e r e h

0 2

. l a ir e t a

m Fu trhermore ,the succe so fJigsaw implementaiton in thi sresearch i s i

c it r a p ’ s t n e d u t s e h t f o g n i s a e r c n i e h t h g u o r h t d e n if e

d paitoni nXII PA1SMAN2

n e t a l

1 2

2 2

4 2

6 2

8 2

0 3

32 CHAPTER VI

N O I S S U C S I D D N A S G N I D N I F H C R A E S E R

t n

I hi s chapte r the researche r discusse s the research ifnding and the .

n o i s u c s s i

d Thediscussion i sbased on t het heorie sstated i nt her eviewofr elated ,s

e t o n d l e if , n o it c e s e r u t a r e ti

l observaitoncheck ils,t t es tandi nterview .Ther esutl d

e t n e s e r p s

i i n the i mplement taion of t heresearch .The ifnding swererelated t o n

o it a p i c it r a p s ’t n e d u t s e h t f o t n e m e v o r p m i e h

t o fXII PA 1 SMAN2Klatenusing

w a s g

ij technique. i h

T s chapte r wa s divided into two patrs in orde r to simplfiy the .

r e t p a h c e h t f o l a n o it a s i n a g r

o Theywerecycle 1 andcycle 2 . .

A Cycle 1 .

1 P n glan i n cycle1

h c r a e s e r e h t f o m e l b o r p e h t r e tf

A w as iden itifed in the preilminary ,

n o it a v r e s b

o ther esearchert ired to estabilsht heacitonto overcomet heproblem . e

d r e h c a e s e r e h

T cided to employ Jigsaw a sthe technique to encounte r the o

h c s a w w a s g i J . m e l b o r

p sent oovercomet hel acko fstuden’t sparitcipaitoni nt he n

o s n o r A o t g n i d r o c c A . m o o r s s a l

c 9(1 9 ), 7 Jigsaw wa s good to increase the ’t

n e d u t

s sparitcipaiton becauseJigsawpoinitngi nt hei nteracitonoft hestudentt o n

o it a m r o f n i r e h t a

g .Tha tkind o fsitmulaiton can beat irggert o t hestuden tt o be .

n o s s e l e h t h g u o r h t e v it c a e r o m

o t n o it i d d a n

I thetechniquether esearche ralsopreparedt hemateiralt obe e

n o

d int heclassroom .Fort hei mplementaiton,t her esearche rpreparedamateira l t

n e d u t s e h t r o

s s u c s i d e b d l u o w n o it s e u q g n i d i u g e h T . s t n e d u t

s edi nt hemaste rgroup .According . t x e t tr o p e r a e k a m d l u o w t n e d u t s e h t n o it s e u q s i h t o t h c s a w t x e t tr o p e

R osen becauset he t eache rasked theresearche rthatt he t a h t l a ir e t a m e h t f o e n o s i t x e t tr o p e R . ti n o e c it c a r p e r o m e v a h o t d e e n s t n e d u t s e b d l u o h

s acquriedbyt hestudent. Thet heoryofr epo trt ex thadbeen done , sof o r . t x e t e h t e c u d o r p o t e m it e h t s i k e e w g n i w o ll o f e h t r e h c r a e s e r e h t e s u a c e

B w as the observer ,the researche rneeded to share n a l p g n i h c a e t e h t s s u c s i d d n

a f or the teacher .The disscussion wa sneeded to e h t d n a l a ir e t a m e h t e c u d o rt n

i technique to t het eacher .Because t he t eache rhad s s e n i s u b n w o r i e h

t ,t her esearche rneeded t omakeanappointmentt oconductt he . n o i s s u c s s i

d In thi sresearch ,the researche rwa salso prepairng the observaiton t s il k c e h

c .Theobservaitoncheckils tusedt omontiort hei mplementaitonphase ,In o t n o it i d d

a the ifeldnote .s .

2 Implemenitngcycle1 n o it a t n e m e l p m i e h

T i s conducted on 32 dr February 2011. The m

e l p m

i entaiton wa sbased on the planning phase .The implementaiton employs n a s a w a s g i

J techniquetoi mprovet hestudents ’paritcipaitoni nXII PA1 SMAN . n e t a l K 2 n o it a t n e m e l p m i e h

T sw a donei n2x45minutes .Heret her esearche rdidhi s d i u g e h t h ti w s s a l c e h t t h g u a t r e h c a e t e h T . r e v r e s b o e h t s a e l o

r eilnet ha thad been

.r e h c r a e s e r e h t y b e d a

m Here,t her esearche randt het eache rneededt obeuni ifed . d e e n r e h c r a e s e r e h t d n a r e h c a e t e h

T e d good teamwork . Thei r role s were .s r e h t o h c a e g n it e l p m o c

4 3 e h t t u o b a t n e d u t s e h t o t d e k s a r e h c a e t e h t , n o s s e l e h t f o t s ri f y r e v e h t n I d i d t n e d u t s e h t t u b l a ir e t a m g n it e e m t s a

l no tgive any respond .Then t het eache r n I . y a d o t o d y e h t d l u o w t a h w n i a l p x e o t d e tr a t

s thi sitmet het eache ralsosaidt hat r

e h

t e were a paritcipaiton class .The teache rexplaine d wha tparitcipaiton class s

a

w .Thet eache ralsoexplaine dthatt hes tuden twoulddoJigsawast hetechnique . n o it a n a l p x e e h

T spentabou t15minutes .A tfertheexplanaiton,t het eache r . s p u o r g x i s o t n i s t n e d u t s e h t d e d i v i

d Becauset heclas smember swa s36students , thereweresixstudentsi neachgroup .Thi sgroup wa scalleda sbasegroup. A tfe r

x if p u o r g e h

t ed,t het eachers howedapicture .Thepicturewa sa ilonpicture .Then p x e r e h c a e t e h

t la ni de that t hey would make repo trt ex tbased on t hepicture .The . e n il e d i u g s a s n o it s e u q e h t e t u b ir t s i d d l u o w e h s t a h t d i a s o s l a r e h c a e

t A tfe rthe

d e w o h s e r u t c i

p , thet eache rgave t hequesiton sheet .Every membe roft hegroup t n e d u t s e h t y b n e s o h c s a w t a h t n o it s e u q e h T . n o it s e u q a e s o h

c mus tbe dfiferen t

m o r

f the othe rmembers .A tfe rthe students had chosen the quesiton then the n i a l p x e r e h c a e

t e dthenexts tep.

t d e k s a r e h c a e t e h t , p e t s t x e n e h

T hestudentst o j oin i n t hemaste rgroup . m

e h

T aste rgroup wast hestuden twho dh a thesamequesiton. When t hestudent s o o t e r e w y e h t , p u o r g r e t s a m o t p u o r g e s a b e h t m o r f d e v o

m noisy.I talsot ookt oo

A . e m it g n o

l tfert hestudentsj oine dint hemaste rgroup,t heyhadt odiscussabou t e s o h c d a h y e h t t a h t n o it s u q e h

t n .Here,t heclas swerecrowde dbutt hecrowdwere f n o it a m r o f n i r e h t a g o t r e d r o n

i rom the other smaster .Students joined in the o t d e t a l u m it s e r e w s t n e d u t s e h t e s a h p s i h t n I . s e t u n i m 0 2 t u o b a p u o r g r e t s a m i c it r a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

x i T C A R T S B A o j o m t a i d

A ,Yuilu sDoan Parptio .(2012) .Using Jigsaw to Improve Students ’ n e t a l K 2 N A M S A P I I X e d a r G n i h s il g n E g n i n r a e L n i n o it a p i c it r a

P . Yogyakatra :

s tr A d n a e g a u g n a L f o t n e m tr a p e D , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E a m r a h D a t a n a S , n o it a c u d E d n a g n i n i a r T s r e h c a e T f o y tl u c a F , n o it a c u d E . y ti s r e v i n U li fl u f o t r e d r o n

I l the students ’need and opitmize students ’potenital , d e e n r e h c a e

t s to improve and adjus thi steaching style. From the preilminary e h t , n e t a l K 2 N A M S 1 A P I I X n i d e t c u d n o c s a w t a h t n o it a v r e s b

o researcherf ound

s a w e r e h t t a h

t lack oft hestudent sparitcipaiton i nt het eaching learning process . s t n e d u t

S tendt obeslien tthrought hel earningprocess .Thati st her easonwhyt he t n a w r e h c r a e s e

r s to conduc ta research t o improve the students ’paritcipaiton i n w a s g i J . n e t a l K 2 N A M S 1 A P I I X f o h s il g n E g n i n r a e

l techniquei semployeda sa h t f o t n e m e v o r p m i e h t e t a l u m it s o t r e g g ir

t es tudents ’paritcipaiton.

. n o it a p i c it r a p s t n e d u t s e h t e v o r p m i n a c w a s g i J t a h t s e v e il e b r e h c r a e s e r e h T s t n e d u t s e h t g n o m a n o it c a r e t n i e h t s e k a m w a s g i J . p u o r g t n e d u t s h ti w s l a e d w a s g i J .s e u q i n h c e t g n i n r a e l e v it a r e p o o c r e h t o e h t n a h t e r o m s i m o o r s s a l c e h

T aciton r esearch wa sappiledi n t hisr esearch. Thecycleo f . g n it c e lf e r d n a , g n i v r e s b o , g n it n e m e l p m i , g n i n n a l p e r e w h c r a e s e r n o it c a m o o r s s a l c .s e l c y c o w t n i e n o d s a w h c r a e s e r e h

T Classroom aciton research i spurposed to g n i n r a e l e h t f o y ti l a u q e h t e v o r p m

i processi nXIIPA1SMA2Klaten .

f o n o it a p i c it r a p t n e d u t s n i s t n e m e v o r p m i e m o s e r e w e r e h t e l c y c t s ri f e h t n I e h T . w a s g i J g n i y o l p m e e h t f o t c e f f e e d i s a s a w e r e h t t u b n e t a l K 2 A M S 1 A P I I X , g n o l o o t s a w e s a h p n o it i s n a rt e h T . h g u o n e t o n s a w n o it a c o ll a e m

it a good itme

t n e m e e r g a n a e k a m o t d e ir t r e h c r a e s e r e h t , 2 e l c y c e h t n I . d e d e e n s i t n e m e g a n a m n o d e il p p a e b n a c w a s g i J , tl u s e r e h t s A . e m it e h t e z il a m it p o o t s t n e d u t s e h t h ti w d e d u l c n o c r e h c r a e s e r e h t , 2 e l c y c d n a 1 e l c y c m o r f a t a d e h t o t g n i d r o c c A . e m it a h

t tusing Jigsaw t echnique can i mprovet he students ‘paritcipaiton o fX IIPA 1 . n e t a l K 2 A M S : s d r o w y e

K senio rhighs chools tudent ,ss tudents ’paritcipaiton ,ijgsaw

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

x K A R T S B A o j o m t a i d

A , Yuilu s Doan Parptio . (2012) . Menggunakan Jigsaw untuk M ienngkatkan Parit ispas iSiswa dalam Pembelajaran Bahasa Inggri sKela sX I

1 A P

I SMAN 2 Klaten .Yogyaka tra :Program Stud iPendidikan Bahasa Ingg irs , , n a k i d i d n e P u m lI n a d n a u r u g e K s a tl u k a F , i n e S n a d a s a h a B n a k i d i d n e P n a s u r u J . a m r a h D a t a n a S s a ti s r e v i n U n a k l a m it p o g n e m n a d a w s i s n a h u t u b e k i h u n e m e m a y a p u m a l a D n a u p m a m e

k siswa ,guru pelru meningkatkan dan mengatu rgaya menggajarnya. i ti l e n e p , n e t a l K 2 N A M S i d n a k u k a li d g n a y l a w a p a h a t n a t a m a g g n e p i r a D r u k n a g n e d n a ti a k r e b l u c n u m g n a y h a l a s a m a w h a b n a k u m e n e

m angnyaparitsipas i . n a r a j a l e b m e p s e s o r p m a l a d a w s i

s Siswa-siswa lebih cenderung untuk diam dan a w s i S . u r u g h e l o n a k ir e b i d g n a y n a g n a s g n a r p a d a h r e t il u d r e p g n a r u

k -siswaj uga

n a g n e d k u b i s k u t n u g n u r e d n e

c kesibukanya masing-masing . tIulah alasan e n e p a p a g n e

m lti iingin mengadakan peneilitan untuk meningkatkan paritsipas i . n e t a l K 2 N A M S i d s ir g g n I a s a h a b n a r a j a l e p m a l a d a w s i

s Tehnik ijgsaw

n a t a k g n i n e p i s a l u m it s n e m k u t n u s u t e c n e p i a g a b e s n a k a n u g i

d paritsias i siswa

. n a r a j a l e p a k it e k w a s g i J n a k a n u g g n e m i ti l e n e

P sebaga i tehnik untuk meningkatkan f it a r e p o o k n a r a j a g n e p i r a d k i n e h t ir a d k i a b h i b e l i a li n i d w a s g i J . a w s i s i s a p i s it r a p n a k n i k g n u m e m a g g n i h e s k o p m o l e k n a g n e d n a g n u b u h r e b w a s g i J a n e r a k n i a l g n a y .l a m it p o a r a c e s i s k a r e t n ir e b t a p a d a w s i s n a k a d n it n a it il e n e

P kela sdigunakan dalam peneilitan ini .Siklu sdalam , n a a n a s k a l e p , n a a n a c n e r e p n i a l a r a t n a t u b e s r e t s a l e k n a k a d n it n a it il e n e p .s u l k i s a u d m a l a d i a s e l e s i n i n a it il e n e P . i s k e lf e r n a d n a t a m a g n e

p Metode

l a u k n a k t a k g n i n e m k u t n u n a u j u tr e b i n i n a k a d n it n a it il e n e

p tia sprose sbelaja rd iX I . n e t a l K 2 A M S 1 A P I n a k a a w s i s i s a p i s it r a p a d a p n a t a k g n i n e p a d a t a h il r e t a m a tr e p s u l k i s i D g n a y u t k a W . w a s g i J n a a n u g g n e p i r a d t a p a d i d g n a y g n i p m a s k e f e a d a i p a t e t i r a d n a h a d n i p r e p t a a S . p u k u c k a d it n a k h u t u b i

d base grup ke master grup atau m a l a d k i a b h i b e l g n a y u t k a w n a a l o l e g g n e p n a k u lr e i D . a m a l u l a lr e t a y n k il a b e s n a g n e d n a u j u t e s r e p t a u b m e m a b o c n e m i ti l e n e p , 2 s u l k i s i D . w a s g ij n a k a n u g g n e m n a g n e d n a k a r a g n e l e s t a p a d w a g i J k i n h e t n a g n e d r a j a l e b s e s o r p , a y n li s a H . a w s i s s a d r e B . l a m it p

o arkandatada irs iklu s1dans iklu s2penelti imenyimpulkanbahwa n e t a l K 2 A M S 1 A P I I X a w s i s i s a p i s it r a p n a k t a k g n i n e m a s i b k i n k e t w a s g i J a w s i s i s a p i s it r a p , s a t a h a g n e n e m h a l o k e s a w s i s :i c n u k a t a