THE USE OF JIGSAW TEACHING STRATEGY TO IMPROVE STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH (A Classroom Action Research to the Second Grade of State Islamic Junior High School Kaliangkrik Magelang in the Academic Year of 2009/2010) - Test Repository

THE USE OF JIGSAW TEACHING STRATEGY TO

IMPROVE STUDENTS’ ACHIEVEMENT IN LEARNING

ENGLISH

(A Classroom Action Research to the Second Grade of State Islamic Junior High School

Kaliangkrik Magelang in the Academic Year of 2009/2010)

A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements For the Degree of Sarjana Pendidikan Islam (S.Pd.I.) in the English and Education Department

By: NOK SITI FATIYATUL MUHARROMAH NIM. 113 06 006 ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

2010

DEPARTMENT OF RELIGIOUS AFFAIRS STATES ISLAMIC STUDIES ISTITUTE (STAIN SALATIGA) Jl. Tentara pelajar 02 Phone (0298) 323 706 Salatiga 50721 Website:

Dr. H. Sa'adi. M. Ag Salatiga. July 28th, 2010 The Lecturer of Educational Faculty State Islami c Studies Institute of Salatiga ATTENTIVE COUNSELOR NOTES Case: Nok Siti Fatiyatul M uharromah’s Graduating Paper

Dear The Head of State Islamic Studies Institute of Salatiga Assalamu’alaikum Wr.Wb.

After reading and correcting Nok Siti Fatiyatul Muharromah’s graduating paper entitled “THE USE OF JIGSAW TEACHING STRATEGY TO IMPROVE STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH OF THE SECOND YEAR STUDENTS OF MTs N KALIANGKRIK, MAGELANG

IN THE ACADEMIC YEAR OF 2009/2010”. I have decided and would like to propose that if it could be accepted by educational faculty. 1 hope it could be examined as soon as possible. Wassalamu’alaikum Wr. Wb.

NIP. 19630420 199203-1-003

MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

JI. Tentara Pelajar 02 Phone (0298) 323706 Salatiga 50721 Website: id o f c e r t i f i c a t i o n

STATEMENT Nok Siti Fatiyatul Muharromah’s graduating paper, the student number is

11306006, entitled “The Use of Jigsaw Teaching Strategy to Improve Students’ Achievement in Learning English” has been brought to the board of examiners on August, 31st 2010 and hereby considered to completely fulfill the requirements of the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department.

Salatiga: Ramadhan, 21st l A 31 _{s '} August, 31 2010

Board Examiners Secretary^,

D r/im am Sutomo, A hmat Hariyadi, M.Pd P. 119670112 199203 1 005

NI?. 19580827 198303 _{n d}

j s Examiner,

Examiner^

I \

/p m / vu ?

Dr. Zakiyudin Baldhawi, M. Ag Hammam, M. Pd

NIP. 19720521 200501 1 003 NIP. 19730610 200003 1 001 Dr. H. Sa’adi. M. Ag

NIP. 19634020 199203-1-003

DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE ( STAIN) SALATIGA Jl. Tentara Pelajar 02 Phone (0298) 323706 Salatiga 50721 Website:

DECLARATION

In the name ofAllah, the Lord o f Mercy, the Giver o f Mercy

Hereby the writer fully declares that the graduating paper is made by the writer herself and it is not containing materials written or has been published by other people and other people’s ideas, except the information from the references.

The writer is capable to account for the graduating paper if in the future the graduating paper can be proved of containing other’s ideas or in fact the writer imitates the other’s graduating paper.

Likewise, the declaration is made by the writer and the writer hopes that the declaration can be understood.

Salatiga, August 5th 2010 The Writer, NOK SITIFATIYATUL M.

NIM: 11306006

MOTTO

Q n ' t U e '

^{m h}

M f y ie th tc * te * d cU ^ d

'W W R E IS A W IL L , T > + e R ,e IS A W A y '

ACKNOWLEDGEMENT In the name o f Allah, the Lord ofMercy, the Giver o f Mercy.

All praises due to Allah The Lord of universe, who does always give His creation His Mercy. I testify there is no God other than Allah and Muhammad is His Messenger. Prayer and peace be upon him, the master of all messenger, The Prophet Muhammad, and upon all his family and companions, who leads human being to the right path, Islam, the path of the prophets and messengers.

Many peoples help and give her valuable contribution to accomplish this graduating paper. Therefore, in this very glad occasion, she is very thankful to these people as presented below:

1. Dr. Imam Sutomo, M.Ag, the Rector of State Islamic Studies Institute (STAIN) Salatiga

2. Dr. Sa’adi, M. Ag, the consultant of the graduating paper. As her attentive counselor, her adviser, and her problem solver who always supports her till the graduating paper has done.

3. All lecturers of English Department who had given the knowledge patiently.

4. All teachers and students in MTs N Kaliangkrik, for Mr. Aris thank you so much for your guidance.

5. Her beloved family, mother, father, older and younger sisters, older brothers, nephew and nieces who always give everything she needs to support her study materially and spiritually.

6. Her best friends in Kontrakan Ceria, mbak Hanif, Henny, mbak Elly, dek

Yuni, Wiwin, mbak Dyah and bu Farid who helped me everything during my study.

7. The big family of STAIN Salatiga especially for all members of TBI A ’06, who couldn’t mentioned one by one for their togetherness during study in there

8. All of Mends in IMM Kota Salatiga for their motivation in her life.

9. All of “you” who know me.

Salatiga, 6 Agustus 2010 NOK SITIFATIYATUL M.

NIM. 113 06 006

ABSTRACT

Nok Siti Fatiyatul Muharromah. 11306006. THE USE OF JIGSAW

TEACHING STRATEGY TO IMPROVE STUDENTS’ ACHIEVEMENT

IN LEARNING ENGLISH (A Classroom Action Research to the Second

Grade of State Islamic Junior High School Kaliangkrik Magelang in the

Academic Year of 2009/2010). Graduating Paper. Salatiga: Sekolah Tinggi

Agama Islam Negeri, August 2010.

Keywords: jigsaw teaching strategy, English achievement, motivation. This study scrutinizes the use of jigsaw teaching strategy to improve students’ achievement in learning English. The objectives of the study are to describe the improvement of students’ achievement by using jigsaw teaching strategy. The data was taken by using quantitative and qualitative methods. The research will be conducted at MTs N Kaliangkrik on Jl. Mayor Ismulloh No. 18 Beseran Kaliangkrik Magelang for second and third grade and at Torip, Beseran for first grade. The research will be applied to the students of second grade of MTs N Kalianngkrik Magelang in the academic year of 2009-2010. The students are from various areas with different of economics families. Students' motivation to learning English is average. Therefore, they are passive in teaching-learning process. Based on researcher' experiences that less of students' motivation is that they feel English is very difficult. Beside that, less of teaching strategy that use by teacher in English class. Teacher feared students would get bad value in final examination, because English is one of foreign language as a compulsory subject in secondary final examination. The research shows that the use of jigsaw teaching strategy can improve students’ achievement in learning English at MTs N Kaliangkrik, Magelang. The research also finds that the class situation was more active, the students were not shy to speak in front of class.

TABLE OF CONTENTS

1 Jigsaw Teaching Strategy

15 2 English Achievement......

17 3 Motivation.....................

A. General Situation of MTs N Kaliangkrik in the Academic year of

Appendix

LIST OF TABLE

Table I: Educational facilities and tools in MTs N Kaliangkrik Table II: the situation of the teachers and staffs of MTs N Kaliangkrik Table III: The situation of students of MTs N Kaliangkrik Table IV: The score of pre test 1 Table V: The score of post test 1 Table VI: The score of pre test 2 Table VII: The score of post test 2

Table VIII: The score of pre test 3 Table IX: The score of post test 3

Table X: The mean score of pre test and post test

CHAPTER I INTRODUCTION A. Background of the Study English is an international language used by many different

peoples in the world. It plays an important role in an international communication. It can be as a medium in study of science, politics, economics, education and culture, technology etc which are usually written in English.

Considering the important role of English, the researcher believes that learning English is very important. In Indonesia, English is the first foreign language which is taught in secondary school as a compulsory subject. Harmer (2001, p. 56) describes in teaching-learning process there are some components involved. There are teachers, learners, syllabus, objectives, classroom management, teacher student interaction, grouping, structuring and task or activities.

Breen and Candlin (1980, p.99) describe teacher roles. The first is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is an independent participant within the learning teaching group. The role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher; first, as an organizer of resources and as resources himself, second

as a guide within the classroom procedure arid activities. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and activities, actual and observed experience of the nature of learning and organizational capacities.

The problem of research here is that students' motivation to learning English is average. Therefore, they are passive in teaching- learning process. Based on researcher' experiences that less of students' motivation is that they feel English is very difficult. Beside that, less of teaching strategy that use by teacher in English class. Teacher feared students would get bad value in final examination, because English is one of foreign language as a compulsory subject in secondary final examination. As a result, little attention is direct to teaching for English teaching-learning process.

Teaching-learning English, we develop four language skills, namely listening, speaking, reading and writing. The four skills are developed in integrated manner. Based on Junior High School Curriculum 2004, the function of English is as a communication instrument to get information. In daily context, English is as an instrument to make an interpersonal relation, to exchange of information and also comforting the language aesthetics in England culture.

Mastery of a language is taken to mean the ability to use or when to understand "all the words" of a language, no one of us can be said to

the first grade and in second grade, they increase their English understand to prepare final examination in the third grade. Not all of students have high motivation to learn English. The researcher is aware there are many factors to increase it. One of the aspects is teaching strategy in teaching- learning process that is by dividing students into several groups.

From discussion above, the researcher is interested in carrying out a research dealing with students' motivation. The students' motivation will encourage them to a good language skill and English value in final examination in the third grade. Because of that, the researcher takes courage to write a graduating paper with title "THE USE OF JIGSA W

TEACHING STRATEGY TO IMPROVE ENGLISH ACHIEVEMENT"

(Classroom Action Research at the Second Grade of MTs N Kaliangkrik, Magelang in the academic year of 2009/2010).

B. Limitation of the Problem

The writer has limitation this research to know whether the jigsaw teaching strategy can improve students’ achievement in learning English.

The material is limited to taught at the second grade of MTs N Kaliangkrik Magelang in the academic year of 2009-2010 exactly at class A.

C. Statement of the Problem

1. How is the students' achievement in learning English of the second grade of MTs N Kalianngkrik Magelang in the academic year of 2009- 2010 before using jigsaw teaching strategy?

2. How is the development of teaching learning using jigsaw teaching strategy the second grade of MTs N Kaliangkrik Magelang in the academic year of 2009-2010?

3. How far does jigsaw teaching strategy improve students' achievement in learning English of the second grade of MTs N Kaliangkrik Magelang in the academic year of 2009-2010?

D. Objective of the Study

1. To find out the students' achievement in learning English of the second grade of MTs N Kalianngkrik Magelang in the academicyear of 2009- 2010 before using jigsaw teaching strategy.

2. To find out of the development of teaching learning using jigsaw teaching strategy in learning English of the second grade of MTs N Kaliangkrik Magelang in the academic year of 2009-2010.

3. To find out the result of students' achievement in learning English after using jigsaw teaching strategy of the second grade of MTs N Kaliangkrik Magelang in the academic year of 2009-2010.

E. Benefit of the Research

The result of the research will be beneficial as follow:

1. Methodologically The result of this research can be used as a consideration in selecting the appropriate teaching strategy in English class especially in MTs N Kaliangkrik Magelang.

2. Theoretically The result of this research can be used as a starting point in improving the researcher' teaching ability. The result of this research also can be used as one of the references in conducting a research on English language teaching, especially of Jigsaw Teaching Strategy in English teaching-learning strategy.

3. Practically The result of this research will improve the students' motivation to learn English. The result of this research will improve the school quality especially in English teaching-learning process.

F. Review of Previous Research

_ I n this research, the writer reviews several researchers conducted by the previous writer references as comparison. The first review related to this research, and the title is A STUDY ON THE CORRELATION

BETWEEN STUDENT'S MOTIVATION AND THEIR ACHIEVEMENTS OF ENGLISH which has been researched in 2003 by Farida Naiturrahmah.

In her thesis, analyze about student's motivation in their achievements in learning English. Based on Farida, the correlation between motivation and achievement is significantly positive.

The second review related to this research, and the title is THE

INVESTIGATION BETWEEN LOWER CLASS CHILDREN'S MOTIVATION IN LEARNING ENGLISH AND THEIR ACHIEVEMENT

which has been researched by Irene Nilam Harum Sari in 2003. Her

research concluded that both of them have motivation. But the children from the lower class do not have motivation in learning English because they have not got a chance and they are lack of expense (their parents could not pay for an English course or a good private school). Most of the children sere studying at public school and they didn't/t got English lesson until they are in 4th grade.

The third review related to this research and the title is THE

INFLUENCE OF CLASSROOM MANAGEMENT TOWARDS

STUDENTS’ ENGLISH ACHIEVEMENT which has been researched by

Triyono, the student of State Islamic Studies Institute (STAIN) of Salatiga in 2004. In this thesis he conducted that good classroom management influence student’s English achievement.

The forth review relates with the research, entitled THE

INFLUENCE OF TEACHER COMPETENCE IN TEACHING TOWARDS

ENGLISH STUDENTS’ ACHIEVEMENT which has been researched by

Witanto, the student of STAIN Salatiga in 2004. In this thesis he founds that there is a significant correlation between teachers’ competence in teaching towards students’ achievement.

The fifth review relates with the research, entitled THE

INFUENCE OF TEACHERS’ TEACHING STRATEGIES TO THE

ENGLISH ACHIEVEMENT which has been researched by Heni

Nurhandayani, the student of STAIN Salatiga in 2005. In this thesis she

founds that there is correlation between teachers teaching strategy and students’ English achievement.

G. The Method of Research

1. Type of Research The research method used in this study is class action research.

There are some definitions of action research. The fist definition is given by Kemmis and Me Taggart in Hadley’s book (2003, p.ii) describe action research as a systematic and collaborative effort aimed at solving classroom problems. This has been a surprisingly durable definition that has stood the test of time, even though some recently prefer to downplay the element of problem solving in action research in order to emphasize the importance of teacher reflection for understanding their students’ culture of learning.

The second definition is given by Elliot (1991, p.46). He states that action research might be defined as the study of a social situation with a view of improving the quality of action within it. It aims at feeding practical judgment in concrete situation, and the validity of the theories or hypotheses it generate depends not so much on scientific tests of truth, as on their usefulness in helping people to act more intelligently and skillfully. In action research theories are not validated independently and then applied to practice. They are validated through practice.

8 Wallace (1994, p.4) states that classroom action research is

basically a way of reflecting on your teaching (or teacher-training, or management of an English department, or whatever it is you do in ELT). It is done by systematically collecting data on your everyday practice and analyzing it in order to come to some decisions about what your future practice should be.

2. The Procedure of Research

This study used classroom action research, so in this case the writer used some steps at classroom action research’ module. There are three cycles in this action research. In each cycle the procedures are as follows: a. Planning

The activities in the planning are: 1) Preparing materials, making lesson plan, and designing the steps in doing the action.

2) Preparing list of students’ name and scoring 3) Preparing teaching aids 4) Preparing sheets for classroom observation 5) Preparing a test

b. Action 1) Giving pretest

2) Teaching English by jigsaw teaching strategy

CHAPTER II REVIEW OF RELATED LITERATURE A. DEFINITION

1. Jigsaw Teaching Strategy

The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Made Wena (2009, p. 103) describes that cooperative learning jigsaw model was developed by Elliot Aronson from Texas University of United State. This strategy is used if the materials of learning are divided into some parts and the materials should not in a series. The strength of this teaching strategy can be all students active in the teaching learning process and also teaching to others.

1. Steps of Jigsaw Teaching Strategy

According Aronson, et al (in the jigsaw classroom is very simple to use. The jigsaw classroom has 10 easy steps, they are:

a. Divide students into 5 or 6 people’s jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.

b. Appoint one student from each group as the leader. Initially this person should be the most mature student in the group.

c. Divide the day's lesson into 5-6 segments.

d. Assign each student to learn one segment, making sure students have direct access only to their own segment.

e. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.

f. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

g. Bring the students back into their jigsaw groups.

h. Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification. i. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. j. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

2. English Achievement

a. Definitions of achievement

The meaning of achievement is similar with the Dutch word

prestige that means that result of something done. Heni in her thesis

(2005) says that achievement is a concrete result of an action done by an individual. It can be measured directly by using a test. The result can be seen and felt at a certain time. Basically, achievement is the proof of effort reached.

Hornby (1987) say: achievement is something done with an effort and skill successfully. In general, achievement is a personal accomplishment, attainment of goal go by the individual or the society in educational psychology. Achievement is perhaps the most commonly used to measure achievement effect. However, the common use of testing is acceptable by education decision makers.

The acceptable credibility of testing as measurement device appears and has four characteristics as follows: 1) It is seemingly an objective measurement. 2) Test result is to infer students’ and inter-groups comparisons. 3) Testing has been a traditional characteristics of educational systems and has been assumed to promote students’ discipline and effort, and 4) Standardized testing can promote a centralization of education.

18 Nasution (1984, p.37) states that measurement of achievement

can be do in five ways, those are as follows: 1) Main level of achievement

2) Average or distribution of achievement 3) Group achievement 4) Achievement and effect size

b. The Factors of Achievement

Teaching is consciously effort of teachers to make students learn and reach an achievement. Muhibbin (1987, p. 46) states that there are two factors that influence English achievement. The factors of achievement according to the theory of psychology are influenced by internal and external factors:

1. The internal factors The internal factors consist of physical and psychological moods. Physical modes cover health, fatigue, and sensory factors.

Psychological factors consist of observation, reaction, fantasy, associative intelligence, emotion, motivation, desire, attention, and interests.

2. The external factors The external factors consist of physical and social factors.

Physical factors cover study space, study tools, lighting, ventilation, weather, nutrition, desk, chair, noisy, and tranquility. Social factors

consist of parents’ sittings, play mates, study mates, teacher, principal, and staff.

c. The Classification of Achievement.

The learning achievement is classified as follows: 1) Cognitive achievement level

The cognitive achievement level concerns knowledge, comprehension, recalling, application, analysis, synthesis, evaluation and memory. 2) Affective achievement level

The affective achievement level involves receiving, responding, valuing, characteristics, organization, intention, attention, and internalization. 3) Psychomotor achievement level

Psychomotor achievement level consists of movement, basic skill movement, perceptual movement harmony, complex skill movement, speech behaviors, and expressive and interpretative movement.

3. Motivation

At most basic level, motivation is some kinds of internal drive which pushes someone to do things in order to achieve something (Harmer, 2001:51). As H Douglas Brown (2000) points out, a cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement (Brown,

2000: 160-166). Marion William and Richard Burden suggest that motivation is a 'state of cognitive are usual' which provokes a 'decision to act' as a result of which there is 'sustained intellectual and/or a physical effort' so that the person can achieve some 'previously set goal' (William and Burden 1997: 120). According to Fieldman (1996) motivation is concerned with the factors that direct and energize the behavior of human and other organism.

In discussion of motivation an accepted distinction is made between extrinsic and intrinsic motivation (Harmer, 2001: 51), that is motivation which comes from outside and from inside. Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. Intrinsic motivation, by contrast, comes from within the individual. Thus a person might be motivated by enjoyment of the learning process itself or by a desire to make themselves feel better,

a. Sources of Motivation

Harmer (2001) says that sources of motivation are the society we live in, significant others, the teacher and the method.

1) The society we live in: outside any classroom there are attitudes to language learning and the English language in particular.

2) Significant others: a part from the culture of the world around students, their attitude to language learning will be greatly affected by the influence of people who are close to them. 3) The teacher: clearly a major factor in the continence of a student's motivation is the teacher.

4) The method: it is vital that both teacher and the students have some confidence the way teaching and learning take place.

When either loses this confidence, motivation can be disastrously affected, but when both are comfortable with the method being used, success is much more likely.

b. Forms of Motivation

Brown (2000) has two different clusters of attitudes divided into two basic types of motivation: instrumental and integrative motivation:

1) Instrumental Motivation Motivation to acquire a language as means for attaining instrumental goal: furthering a career, reading technical material, translation, and so forth. 2) Integrative Motivation

Employed when a learner wishes to integrate himself within the culture of the second language group, to identify him with and became a part of the society.

2. The Situation of Educational Facilities and tools

7. Toilet

In teaching learning process, teachers have important roles. Their existence is always needed in every school or education institution.

1 Good

1 Good 12. Student Healthy Unit room

11. OSIS room

1 Good

1 Good 10. Counseling room

9. Computer room

1 Good

8. Science laboratory

13 Good

1 Good

TABLE I

EDUCATIONAL FACILITIES AND TOOLS IN MTs N

KALIANGKRIK

ACADEMIC YEAR 2009/2010

6. Mosque

1 Good

1 Good 5. Library

4. Administration room

2 Good

3. Teacher room

1 Good

18 Good 2. Headmaster room

1. Classroom

Condition

NO Facilities Total

3. The Situation of the Teachers and Staffs

26 TABLE II

LIST OF TEACHERS AND STAFFS OF MTs N KALIANGKRIK

11. Drs. Djuni Teacher

18. Eko Srimulyono, S. Pd Teacher

17. Isman Riyadi. S. Pd Teacher

16. Nur Sakinah, S. Pd Teacher

Nurrochim, S. Pd Teacher

14. Robiah, S. Pd Teacher 15.

13. Aris Suranto, A. Md Teacher

12. Mifitakhul Karimah, S. Pdi Teacher

10. Ninik Muminingsih, A. Md Teacher

NO NAME STATUS

Lilik hidayati, S. Pdi Teacher

8. Akhmad Hasyim, S. Pdi Teacher 9.

Drs. Imam Subarkah Teacher 7. Dra. R. Umi Hanik, M. Pd Teacher

5. Noor Hamida, S. Pdi Teacher 6.

Muchtasor, BA Teacher

3. Siti Mursidah Teacher 4.

2. Dra. Nur Wafirotullaela Teacher

1. Abdul Ghofar, S. Pd Headmaster

19. Heny Isnayati, S. Pd Teacher

CHAPTER III RESEARCH REPORT A. General situation of MTs N Kaliangkrik

1. The Location of MTs N Kaliangkrik The location of MTs N Kaliangkrik is on Jl. Mayor Ismulloh No.

18 Beseran Kaliangkrik for second and third grade and at Torip, Beseran for first grade. This school was built in July 14, 1969. The width of this location is about 2402 m2 for building and 8823 m2 for field.

The total number of students of MTs N Kaliangkrik in the academic year 2009/2010 is 648 students. They consist of 239 students of the first grade, 206 students for second grade and 203 students for third grade. MTs N Kaliangkrik has 18 classrooms which cover the first grade having 6 classrooms, second grade has 6 classrooms and third grade has 6 classrooms.

The size of classroom is 7m x 9m. It has 14 glass windows in the left - right side and ventilations. The sunshine can enter the room from the right directly, so it looks bright and clean enough. The students’ seats are four rows. The front row seats are mostly girls and the back rows ones are mostly boys. The classroom action research was done in February until April 2010.

30 B. The Subject of the Study

The subject of this research is second year students of MTs N Kaliangkrik. It has six class groups, but the writer took one class group.

The numbers of students are 34 students: 26 females and 8 males. They are from various areas with different economics levels.

CHAPTER IV

THE IMPLEMEMT ATI ON OF THE STUDY

A. FIELD NOTES

In this research implementation, we (the teacher and the writer) has arranged three cycles. In each cycle the steps are planning, acting, observing and reflecting.

1. Cycle 1

a. Planning

The activities are preparing: 1) Materials, making lesson-plan, and designing the steps in doing action.

2) List of students’ name 3) Teaching aids (charts, picture) 4) Sheet for classroom observation

5) Tests (pretest and posttest)

b. The implementation of the action

On Wednesday, the third of March 2010 the teacher and the observer (the writer) entered their English class. The situation was: Teacher: “Assalamu’alaikum... ” Student: “Wa’alaikumsalam...” Teacher: “Good morning every body”

Student: “Good morning, Sir. How are you?” Teacher: “I am fine, and you?

32 Student: “I am fine thank you.”

Teacher: “Who is absent today?” Student: “No one sir.” Teacher: “Students, you will study about recount text. Do you know recount text? What is the purpose of recount text?”

(All of the students were silent, but after few minutes there was student in the comer answered).

Student: “To retell past even” Teacher: “Yes, recount text is to retell past even”

Then the teacher introduced the mode of presentation in studying recount text. The steps are follows: 1) Divide students into six groups. 2) Divide recount text for each group.

3) Assign each student to learn one recount text. 4) Give students time 40 minutes to read over their text.

5) Form temporary “expert group” consist of students who have same recount text. Give students time 40 minutes to discuss the main point of their text and to rehearse the presentation they will make to their jigsaw group.

6) Bring students back into their jigsaw groups.

7) Ask each student to present her or his text to the group. Encourage others in the group to ask question for clarification.

33 Before the lesson, the teacher gave pretest to the class for

about 40 minutes. After pre test, he began to teach recount text with the steps stated before. He told the students: Teacher: “Okay class, you will study recount text. Before we start our lesson, I would like divide you into six groups. Each group consists of six students, except for fifth and sixth group only five students. Do you understand?”

Students: “Yes sir.” (Many students do not answer the teacher’s question) Teacher: “Anak-anak, kalian akan belajar tentang teks recount.

Sebelumnya saya akan membagi kalian menjadi enam kelompok. Setiap kelompok terdiri dari enam siswa kecuali kelompok lima dan enam hanya lima siswa. Paham?”

Student: “Geh/Ya pak. ” (Yes sir) Teacher: “Sekarang mulai berhitung dari kamu (siswa yang duduk

di pojok depan) satu sampai enam. Setelah itu membuat kelompok misal kelompok satu dengan kelompok satu.

Tetapi sekarang waktu tinggal lima menit, buat kelompoknya kita lanjutkan pertemuan depan saja gimana? ” (Now, let’s call one to six start from you. After

that, make group for example number one with number

one. But, now we have just five minutes so make group we continue next meeting, okay?).

Students: “Yes sir.” Teacher: “Okay students, we will continue next Monday. Thanks for your attention, Wassalamu’alaikum... ”

Students: “Wa’alaikumsalam...” On Monday, the eighth of March 2010, they entered the English class, this was the situation:

Teacher: “Assalamu’alaikum... ” Student: “Wa’alaikumsalam...”

Teacher: “Good morning every body” Student: “Good morning, Sir. How are you?” Teacher: “I am fine, and you? Student: “I am fine thank you.” Teacher: “Who is absent today?” Student: “No one sir.” Teacher: “Students, we will continue the lesson that we have made groups. Do you remember?”

Student: “Yes sir.” Suddenly, some of students asked their pretest value.

Student: “Pak, berapa nilai yang kemarin? ” (Sir, how is my pretest value yesterday).

35 Teacher: “Besok akan saya bagikan, sekarang kalian buat kelompok separti pertemuan kemaren.” (Tomorrow I will

distribute them. Now, make groups like we have made on the last meeting).

Student: “Yes sir.” The class situation was busy and noisy. Every student looked for their groups. After they found, the class situation was quite again. Those students enjoyed that condition. The teacher distributed six recount texts with different title to the students.

Each group got one text recount that different with other groups. They discussed the text seriously. Sometimes students asked to the teacher about some words in the text. After 40 minutes the teacher said: “students, time is over. Now, let’s make new groups consist of students who have different title recount text.” The class situation was noisy and busy but they were happy with that strategy. After the students made new groups, the teacher walked around the class to check the student’s task. In new groups, every student presented their text to others. The class situation was rather noisy; some students were laugh when their friends presented the materials. During teaching learning process they looked seriously and happy, sometimes they asked to their friend who has been presentation. After 40 minutes the presentation was finish.

36 Teacher: “baiklah, kalian sudah presentasi teks kalian di kelompok yang baru. Waktu juga sudah habis. Untuk pertemuan yang akan datang kita kan bermain dengan quis tanya jawab dan posttest. ” (Well, you have presented your text

in new groups, time is also over. For next meeting, we will play with quiz and posttest). Wassalamu ’alaikum...

Student: “w a’alaikumsalam....

On Wednesday, the tenth of March 2010 they entered their last English class for first cycle. The situation was: Teacher: “Assalamu’alaikum... ”

Student: “Wa’alaikumsalam...” Teacher: “Good morning every body” Student: “Good morning, Sir. How are you?” Teacher: “I am fine, and you? Student: “I am fine thank you.” Teacher: “Who is absent today?”

Student: “No one sir.” Teacher: “okay class, before we are going to the post test, I will give quiz.” Student: “kuis nopo pak/kuis apa pak? (What kind of quiz?) Teacher: “kuis sederhana, saya akan memberikan beberapa

pertanyaan kemudian jika kalian bisa mejawab sebelumnya angkat tangan dulu sebagai pengganti bel.

c. Elements of Motivation

Brown (2000) also says there are six desires or needs of human organisms are commonly identified which under gird the construct of motivation:

1) The need for exploration, for seeing "the other side of motivation", for probing the unknown.

2) The need for manipulation, for operating-to use skinner's term-on the environment and causing chance.

3) The need for activity, for movement and exercise, both physical and mental.

4) The need for stimulation, the need to be stimulated by the environment, by other people, or by ideas, thoughts, and feelings.

5) The need for knowledge, the need to process and internalize the results of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self-consistent system of knowledge.

6) Finally, the need for ego enhancement, for the self to be known and to be accepted and approved of by others.

B. HYPHOTESIS

Jigsaw teaching strategy can improve students’ achievement. This strategy is one of cooperative learning, so in this teaching strategy can be all students active in the teaching learning process and also teaching to others. Every student has opportunity to teach themselves. This strategy

will tld new experience for students because they will be a teacher. New method is usually motivated and interest students. Hypothesis of the writer is: “Jigsaw teaching strategy improves students’ motivation, students’ interest and increase students’ achievement”.

27 21.

Roflatul Munthofiah, S. Pdi Teacher

42. M. Faturrakhman Staff

Nur Khayati Staff

40. Sobari Dwi Imanto, S. Pdi Teacher 41.

Sarwo Mulyono, S. Pd Teacher

Teacher 38. Retno Sujiwati, A, Md Teacher 39.

Abdullah Al Kafi, S. Ag Teacher 37. Tajudin Masnuh, S.S

Irine Mulyaningsih, S. Pd Teacher 36.

34. Nur Rohmah, S. Pdi Teacher 35.

32. Hamzah Fatulloh, S. E Teacher 33.

Chalimah, S. Pd Teacher

Masruri S., S.S Teacher

30. Maesaroh, S. Ag Teacher 31.

Suharto, S. E Teacher 29. Sri Wahyuni, S. Pd Teacher

27. Siti Chamidatus S., S, Ag Teacher 28.

Siti Kotijah, S. Pd Teacher 26. Siti Aisyah, S. Pd Teacher

24. Siti Muawanah, S. Pd Teacher 25.

Samik Saputri, S. Pd Teacher

22. Sri Rahayu. S. Pd Teacher 23.

43. Nur Misbahrudin Staff

4. The Situation of the Students TABLE III THE SITUATION OF THE STUDENTS

Considering that the duties of headmaster of MTs N Kaliangkrik, Magelang are so many, that is why the headmaster appoints his staffs to

Third 75 128 203 Total 269 380 648

Second 89 118 206 3.

1. First 105 134 239 2.

Number Class Male Female Total

51. Saefudin Zuhri Staff

44. Zubaedah, S. E Staff

50. Uswatun Chasanah Staff

49. M. Husain Staff

48. Chosois Staff

47. Setya palupi Staff

Andriyas Purwandari Staff

45. Mandzur Staff 46.

THE USE OF JIGSAW TEACHING STRATEGY TO IMPROVE STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH (A Classroom Action Research to the Second Grade of State Islamic Junior High School Kaliangkrik Magelang in the Academic Year of 2009/2010) - Test Repository