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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 .
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 er 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
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
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. tSetaucdheenrt’s sr qeuspesonitodnt 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. aSbtuoduetnt the samskatt eoirt ahlet eache r 0 0 % Tsthuedreenwtr aes spnoond .r e h c a e t e h t
3. sSttuuddeennt ta sbaoskutt ot hoetmhearte siral 3 8.3% Ostnudlyenf etw saoskfet dhe l a ir e t a m e h t t u o b a
4. Squtuedseitnotnsr 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. Sfrtoumdet nhte sdt eoact hheerassignmen t 2 8 77.7% Astlumdeons t tdaild lot hfet he .t n e m n g i s s a
6. Ssttuuddeenntts st hoes lpolt vheeaopthroeb rlem 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
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
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
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 .
.
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
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
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
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
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.
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
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
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
. 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
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
