THE IMPLEMENTATION OF JIGSAW TO IMPROVE STUDENTS’
PARTICIPATION IN ENGLISH CLASS FOR SEVENTH GRADE
STUDENTS OF SMP N 8 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pipiet Dhanayu Pratiwindya Student Number: 091214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE IMPLEMENTATION OF JIGSAW TO IMPROVE STUDENTS’
PARTICIPATION IN ENGLISH CLASS FOR SEVENTH GRADE
STUDENTS OF SMP N 8 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pipiet Dhanayu Pratiwindya Student Number: 091214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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“Twenty years from now you will be
more disappointed by the things that
you didn't do than by the ones you did
do. So throw off the bowlines. Sail
away from the safe harbor. Catch the
trade winds in your sails. Explore.
Dream.Discover.”
H. Jackson Brown Jr.
This thesis is dedicated to:
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ABSTRACT
Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve Students’ Participation in English Class for Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Sanata Dharma University.
Students’ participation is the important factor in teaching and learning process to achieve learning goals. The students’ participation is influenced by some factors, such as teacher’s way of teaching and students’ condition. The students should be given enough time to practice English in the classroom. From the preliminary study result, the problem of low participation in English learning occurred in class VII.10 of SMP N 8 Yogyakarta. This class was different from the other classes because the students were passive in following English learning. From thirty students, there were more than fifteen students had low participation. Besides, the teacher used traditional method in every teaching and did not involve the students to practice English. It caused the students feel bored and do not participate in the class. Therefore, the researcher implemented jigsaw technique to improve the students’ participation. This research was conducted to answer two research questions: (1) How is the implementation of jigsaw technique in the class VII.10 of SMP N 8 Yogyakarta? (2) Does the implementation of jigsaw technique
improve the students’ participation?
The researcher employed classroom action research based on Kemmis and McTaggart model for three cycles during three meetings. It consisted of four stages in every cycle: planning, acting, observing, and reflecting. The implementation was conducted on March 13th, 18th, and April 3th, 2013. The data
was obtained from observation sheets, students’ participation checklist, field
notes, questionnaire, and interviews. The researcher analyzed the students’ participation through three kinds of interactions proposed by Schreyer Institute for Teaching Excellence (2007). They are the interaction between students to teacher, student to students, and student to material.
In this research, the students’ participation which occurred during the implementation of jigsaw technique was divided into three kinds of interaction. First, the interaction between students to teacher involved asking question related to the materials to the teacher. Second, the interaction between student to student involved three activities, such as asking questions about the text to friends, sharing and retelling the content of the text to friends. Third, the interaction between students and material was categorized into two activities, such as reading the text loudly and answering questions in the worksheet. Therefore, there were
six students’ participation activities which were analyzed in this research. The result showed that the implementation of jigsaw technique could improve the
students’ participation. The students improved their participation in each cycle
from the preliminary study result. It was proved by the students’ participation
checklists which revealed the improvement of the students’ participation.
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ABSTRAK
Pratiwindya, Pipiet Dhanayu 2013. The Implementation of Jigsaw to Improve Students’ Participation in English Classfor Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Partisipasi siswa adalah faktor penting di dalam proses belajar mengajar untuk mencapaitujuan pembelajaran. Partisipasi siswa dapat dipengaruhi oleh beberapa faktor, diantaranya adalah cara guru mengajar dan kondisi siswa.Para siswa seharusnya diberikan cukup waktu untuk berlatih berbahasa Inggris di kelas. Berdasarkan pra-observasi, masalah mengenai rendahnya partisipasi siswa dalam pembelajaran bahasa Inggris terjadi di kelas VII.10 SMP N 8 Yogyakarta. Kelas tersebut berbeda dengan kelas lainnya karena siswa pasif dalam mengikuti pelajaran bahasa Inggris di dalam kelas. Dari 30 siswa, lebih dari 15 siswa mempunyai partisipasi rendah. Disamping hal itu, guru menggunakan metode tradisioanl setiap mengajar dan tidak melibatkan para siswa untuk berlatih berbahasa Inggris. Hal ini menyebabkan siswa merasa bosan dan tidak berpartisipasi di dalam kelas. Oleh karena itu, peneliti menerapkan tehnik jigsawuntuk meningkatkan partisipasi siswa kelas VII.10. Penelitian ini dilakukan untuk menjawab dua pertanyaan penelitian: (1) Bagaimanakah penerapan tehnik jigsawdi kelas VII.10 SMP N 8 Yogyakarta? (2) Apakah penerapan tehnik jigsaw di kelas dapat meningkatkan partisipasi siswa?
Peneliti menggunakan sebuah penelitian tindakan kelas berdasarkan model Kemmis dan McTaggart untuk tiga siklus selama tiga kali pertemuan. Penelitian ini terdiri dari empat tahap di setiap siklus: rencana, tindakan, observasi, dan refleksi. Penerapan dilakukan pada tanggal 13, 18 Ma ret 2013 dan 3 April 2013. Data diperoleh dari lembar observasi pengamatan aktivitas di kelas, daftar ceking partisipasi siswa, catatan lapangan, kuesioner, dan wawancara.Peneliti menganalisa partisipasi siswa melalui tiga macam interaksi yang dijelaskan oleh Schreyer Institute for Teaching Excellence (2007), yaitu interaksi antara siswa dan guru, interaksi antara siswa dan siswa, dan interaksi antara siswa dan materi.
Pada penelitian ini, partisipasi siswa yang terjadi selama penerapan teknik jigsaw dibedakan ke dalam tiga macam interaksi. Pertama, interaksi antara siswa dan guru berarti siswa bertanya tentang materi kepada guru. Kedua, interaksi antara siswa dan siswa berarti siswabertanya tentang isi teks kepada teman, siswaberbagi isi teks dan menceritakan ulang isi teks kepada teman. Ketiga, interaksi antara siswa dan materi berarti siswa membaca teks dengan keras dan menjawab soal di lembar soal. Jadi, terdapat enam aktifitas partisipasi siswa yang disertakan ke dalam tiga macam interaksi di dalam kelas. Hasil dari penelitian memperlihatkan bahwa penerapan tehnik jigsaw dapat meningkatkan partisipasi siswa. Para siswa mengalami peningkatan partisipasi di setiap siklus dari hasil pra-observasi. Hal ini dibuktikan dari daftar ceking partisipasi siswa yang menyatakan tentang peningkatan partisipasi siswa.
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ACKNOWLEDGEMENTS
It is a blessing so that I can finish my thesis. My deepest gratitude is for
Allah SWT, who always accompanies me wherever I am and listens to my happiness and sorrows about my thesis whenever I want.
This thesis could finish because of assistance from my major sponsor
Caecilia Tutyandari, S.Pd., M.Pd. I thank her because she supported and guided me to complete my thesis patiently.
Then I would like to thank H. Suharno, S.Pd., S.Pd. T., M.Pd., the Headmaster of SMP N 8 Yogyakarta, who allowed and supported me to conduct my research. I would also like address my thanks to Drs. H. Sucipta, MM., Sutarto, S.Pd., Dra. Septiana Listianingrum and Sugiharti, S.Pd., the teacher of SMP N 8 Yogyakarta, who guided, supported, and gave me suggestions in conducting my research. I would like to thank all students of class VII 10 of SMP N 8 Yogyakarta for the cooperativeness during the research.
I really thank Drs. Barli Bram, M.Ed., Ph.D., Drs. Y.B. Gunawan, M.A., Christina Lhaksmita Anandari, S.Pd., Ed.M., and C. Sih Prabandari, S.Pd., M.Hum., the lecturers of the English Language Education Study Program of Sanata Dharma University for the suggestions. I would thank Bu Danikand Bu Tari, PBI secretariat staff, whohelpedme to manage all of the things related to administration. I would also thank the staffs of Perpustakaan Sanata Dharma
for all the services to provide many books so I can finish my thesis.
I also deliver my deepest gratitude to my beloved parents, Drs. Maryoto
and Ustiyah for their never ending love, supporting all my activities, and teaching me everything about life. They are my inspiration. I am also so grateful for having brothers, my older brother Vidi Andika Wisnu Adi Candra and my younger brother Vicky Mahendra Bagaskara. I thank them for protecting and supporting me. I would also thank my grandparents and my big family, Harso Mulyono and
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Rr. Putri Pranitaningrum, S.Pd., for being my proof reader. She is a very kind person who gave me constructive comments on my thesis.
I also thank my best friends ever in this campus Sekar, Helen, Niken, Ita, Friska, Berta, Deni, Bruder Markus, Leo, Dimas, Wanda, and my High School best friends, Wawa, Arum, Tenten, Nyit-nyit, Criwil and Melon for the
‘crazy time’ together. I have shoulders to cry on every time I could not stand by myself. I hope our friendship will be lasting forever. I also thank Vita, Wilda, Mbak Sisi, Mbak Hana, Tia, Budi, Tari, Dian, Ajeng, and Bu RW for supporting my thesis.
Finally, I would like to thank everybody whom cannot be mentioned on this page for supporting me and painting my days. I realize that the research is still not perfect. Therefore, I need suggestions to make this research better. I hope this research can be useful for others.
The writer,
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TABLE OF CONTENTS
Page
TITILE PAGE ………... i
APPROVAL PAGES ……… ii
STATEMENT OF WORK’S ORIGINALITY ………. iv
DEDICATION PAGE ……….. v
PERNYATAAN PERSETUJUAN PUBLIKASI ……….…. vi
ABSTRACT ………..… vii
xii D. Research Instruments and Data Gathering
Technique... E. Data Analysis Technique... F. Research Procedure...
RESEARCH FINDINGS AND DISCUSSION……….... A. Preliminary study...
1. First Observation Result……….………... 2. Second Observation Result………... 3. Preliminary Study Discussion………... B. The Description of the Implementation of the
xiii
Students’ Participations of VII.10 Students of SMP N 8
Yogyakarta………... 1. Three Kinds of Interaction... 2. Jigsaw Technique for Group Learning activities...
xiv
LIST OF TABLES
Table Page
Table 3.1 Sample of Students’ Participation Checklist…………... 30
Table 3.2 Sample of Students’ Participation Checklist……..………... 33
Table 3.3 Observation Sheet of Researcher’s Activity………... 33
Table 3.4 Observation Sheet of Students’ Activity………. 34
Table 3.5 Sample of Questionnaire………...……….. 35
Table 3.6 Qualification of Checklist Score………..…... 39
Table 4.1 Students’ Participation of SecondObservation……..……… 48
Table 4.2 Observation Sheet of Researcher’s Activity…... 56
Table 4.3 Observation Sheet of Students’ Activity ...………. 57
Table 4.4 Students’ Participation of Cycle 1..……….... 59
Table 4.5 Observation Sheet of Researcher’s Activity………..…. 68
Table 4.6 Observation Sheet of Students’ Activity... 69
Table 4.7 Students’ Participation of Cycle 2... 71
Table 4.8 Observation Sheet of Researcher’s Activity………... 79
Table 4.9 Observation Sheet of Students’ Activity.…….………... 80
Table 4.10 Students’ Participation of Cycle 3………... 82 Table 4.11
Table 4.12
Students’ Participation Improvement in Percentage………... Students’ Participation Improvement in Quantity…………..
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LIST OF FIGURE
Figure Page
xvi
LIST OF APPENDICES
Appendix Page
A. Covering Letter for the Head of SMP N 8 Yogyakarta………. 106 B. Research Official Statement from SMP N 8 Yogyakarta….……... 108 C. Research Instruments……….…... 110
1. Observation Sheets……….…... 2. Students’ Participation Checklist………... 3. Field Notes Guide………... 3. Lesson Plan and Teaching Materials of Cycle Three………....
124 125 139 148 E. Raw Data……….…...…..
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14. Sample of Students’ Worksheet Results……… 15. Sample of Questionnaire Results………... 16. Interviews Transcript………...…..………
1
CHAPTER I
INTRODUCTION
This chapter includes six major points. They are the research background, the research problems, the research objectives, the problem limitation, the research benefits, and the definition of terms related to the research.
A. Research Background
A teaching learning process is the interaction among a teacher and students in the classroom. There is a crucial factor which influences the teaching and learning process. Students’ participation is the important factor because it gives an
impact of the success of teaching and learning process. Cohen (1991) states “participation is a way to bring students actively into the educational process and to assist in enhancing our teaching and bringing life to the classroom” (p. 699). Students should contribute their participation in the teaching and learning process in order to achieve learning goals. Ramsden (1992) describes “students who are actively involved in class are more likely to understand material presented” (as cited in Sariefe and Klose, 2008, p. 2).
The students’ participation refers to the students’ involvement in following
the learning process. There are numerous kinds of students’ participation in the classroom, such as paying attention to the teacher’s explanation, asking and
to Vandrick (2000), “Participation is defined as speaking in class, asking and
answering questions, making comments and participating in discussion” (as cited in Sariefe and Klose, 2008, p. 2).
In the English teaching and learning process, the students should participate in order to know their achievement in learning so mething. Tatar (2005) states “active classroom participation played an important role in the success of education and students’ personal development in the future” (p. 145). The teacher has to encourage the students to participate in the class in order to achieve the teaching and learning goal. The teacher should create a learning activity which makes the students are motivated to follow the lesson. In addition, the implementation of a teaching method influences the students’ participation in the classroom. Felder (2001) states that if the teacher uses monotonous teaching style, the students may become bored and inattentive in class, do poorly on tests, and get discouraged about the courses (p. 2). Therefore, the students are reluctant to contribute their participation in the classroom. To overcome this problem, the teacher should find an appropriate method in the teaching and learning proces s.
In this research, the researcher employed classroom action research to improve the students’ participation in English class. The research was conducted
noted a major problem found in the class VII.10. The students did not participate in the teaching and learning process
From thirty students, there were more than fifteen students who had low participation, especially the girls. Six students were noisy and busy with themselves in the back. The girls tended to be silent when the teacher asked some questions. While in the discussion activity, three girls played with their cell phones and talked about other things outside the topic of the lesson. On the other hand, four boys in the back drew unimportant things in their books and played with their gadgets.
The researcher found that the teacher did not give all students enough opportunity to participate in the learning process. The teacher liked to point the same student to answer questions related to the materials. It was because the student was active in the classroom. The researcher noted that the teacher used a traditional method. The teacher explained the material briefly, then asking the students to do the assignment by discussing with their friends. The researcher also found that the teacher did not give feedback about the result of the students’ homework.
A teacher and students have important roles in the teaching and learning process. Both of the teacher and students should involve in the learning process in order to make the learning process work well. The teacher should provide an activity which makes all students participate in the learning process. The teaching method and classroom activities have an important role in this case. The teacher should apply a method where all students can participate in the teaching and learning process.
B. Problem Limitation
The focus of this research was to investigate the use of the jigsaw technique to improve students’ participation in the classroom. The researcher employed classroom action research for the VII.10 students of SMP N 8 Yogyakarta. There were 30 students in the class. They consisted of 16 girls and 14 boys.
C. Research Problems
This research was conducted to answer two questions. The questions were: (1) How is the implementation of jigsaw technique in the class VII.10 of SMP N 8 Yogyakarta? (2) Does the implementation of jigsaw technique improve the students’ participation?
D. Research Objectives
This research was intended to examine the process of how the implementation of the jigsaw technique in class VII.10 of SMP N 8 Yogyakarta and how the jigsaw technique improves students’ participation in the classroom.
E. Research Benefits
This research was expected to give benefits to:
1. The English Teacher of SMP N 8 Yogyakarta
Because this technique was new for the teacher of seventh grade in SMP N 8 Yogyakarta, it could be a reference to improve students’ participation through the
implementation of the jigsaw technique in the class.
2. The Seventh Grade Students of SMP N 8 Yogyakarta
The researcher expected that this research would be useful for the students of the seventh grade of SMP N 8 Yogyakarta to improve their participation in the learning process of English class. Therefore, the students could achieve the goal of the lesson.
3. Other Researchers
It was expected to give information to other researchers who want to conduct further research about similar topic.
F. Definition of Key Terms
To make clear the definition of some terms, the researcher clarifies the following:
1. Students’ Participation
According to Vandrick (2000) students’ participation is defined as
In this research, students’ participation was the contribution of the students to participate in the group work and classroom. It was divided in six criteria. They were (1) reading the text loudly (2) asking ques tions related to the text to friends (3) sharing the content of the text to friends (4) retelling the content of the text to friends (5) answering questions in the worksheet (6) asking questions related to the material to the teacher. Then, the researcher analyzed those six criteria of students’ participation by using the three kinds of interaction in the classroom.
2. Jigsaw
Aronson (2002) explains jigsaw:
The jigsaw structure encourages listening, engagement, and empathy by giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others (as cited in Berger and Hanze, 2007, p. 30).
In this research, jigsaw technique was implemented in the group work activity. There were three groups sections in the jigsaw activity. They were home group part 1, expert group, and home group part 2. The first group section was called home group part 1. In this section, there were six groups and each group consisted of five members. Each student had different paragraph of a descriptive text. Then, they moved to the second group which was called expert group. In this section, the student gathered with their friends who had the same paragraph to comprehend and understand the paragraph.
the lesson, the students were assessed by answering questions in the worksheet. Therefore, in this study, the jigsaw technique had a goal to make the students participate in the teamwork and classroom.
3. Class VII.10 of SMP N 8 Yogyakarta
9
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes some theories which are related to the research. This chapter is divided into two parts, namely the theoretical description and the theoretical framework. The theoretical description covers the theories which are related to the implementation of the jigsaw technique. It includes theories of English learning and teaching process, theories of adolescent, theories of students‟ participation, theories of cooperative learning method, andtheories of jigsaw. In the theoretical framework, the researcher summarizes all major relevant theories to solve the research questions.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related to the research.
1. Englis h Learning and Teaching Process
In this globalization era, English is important to be learnt. However, learning English as a foreign language is not easy without any practices. Brown (1987) states “how to learn a foreign language without really trying” (p. 1). It means that if learners want to master English, they must do a lot of practice. They must practice listening, speaking, reading, and writing.
and the teacher should try to use and deliver the language appropriately. In addition, the students need motivation to learn English, especially for Junior High School students. According to Brown (1987), “Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action” (p. 114). It means that motivation is one of factors which influence people
to do something. When the students are motivated to learn English, they will participate to follow the English learning process in the classroom.
Brown (1987) explains that teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, and setting the conditions for learning (p. 7). Furthermore, Brown (1987) defines that teaching as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, and causing to know or understand.” (p.4). Brown (1987) also
describes that learning is acquiring o r getting knowledge of a subject or a skill by study, experience, or instruction (p. 6).
In teaching English, the teacher can be a facilitator of the students to practice the language. Finocchiaro (1958) states “the teacher is the most important single element in any teaching situation” (p. 10). There are no good or bad methods; there are only good or bad teachers. It means that teacher‟s skill is
important in the teaching process.
depends on the cooperation of all the participants involved” (p. 9). It means that
the cooperativeness of each participant in classroom is needed. Both of a teacher and students should contribute their participation to succeed in the teaching and learning English. In short, participation in the teaching and learning English process gives advantages to the teacher and the students. The teacher can handle the class and makes the students are active to follow the English learning process. Therefore, the purpose of learning English can be achieved.
2. Teaching Adolescent
According to Landis (1952), “The adolescent-youth group is made up of persons twelve to twenty- four years of age; psychologically, of those who are trying to bridge the gap between dependent childhood and self-sufficient adulthood” (p. 21). In this stage, junior high school students are included as
adolescent”. Furthermore, Hamachek (1990) elaborates adolescent:
Adolescent is an intensely social period in the development continuum. A great many adolescent activities are done in groups, and in subgroups or cliques with the groups, and in same-sex or opposite-sex pairs. The participants‟ primary motivation is not necessarily to know others (although that is part of it), but to know themselves through feedback from others (p. 176).
Besides, many factors can influence adolescent in following the teaching and learning process. Hawley andHawley (1979) state “if students are hungry or thirsty or need to go to the bathroom, these temporary physical distresses will divert their attention and reduce their ability to concentrate and thus affect their potential for learning” (p. 5).Hawley andHawley (1979) add that negative factors may arise “when a student is upset or frustrated by a crisis at home or when a
student is angry at or scared by others in the classroom, his/her learning performance will surely be affected” (p. 6).
3. Students’ Participation
The fundamental factor to succeed in the teaching and learning process is participation. In the classroom, the students‟ participation is exceedingly required to make the learning work well. The teacher needs the students‟ participation in order to succeed in the goal of the learning. The students‟ participation means that the students make interactions in the classroom. Schreyer Institute for Teaching Excellence (2007: 1) describes that the students‟ participation in the class can be defined in terms of three kinds of interaction:
a. Student to Teacher
b. Student to Student
It means that the students can interact with others by discussing their ideas in small groups and helping one another. In this interaction, the students often contribute their participation in the group work activity.
c. Student to Material
Students successfullyinteract with their material by completing the assigned readings, reaction papers, case studies, and class activities. When working in small groups, it is helpful for students to keep their written compilation of the discussions.
There are numerous kinds of students‟ participation which can be included
in those three kinds of interaction in the classroom. According to Vandrick (2000), “Participation is defined as speaking in class, asking and answering
questions, making comments and participating in discussion” (as cited in Sariefe and Klose, 2008, p. 2). It concludes that students‟ participation covers individual participation in the classroom and individual participation in the group work.
In addition, Davis (1990) states that participation “as mental and emotional involvement of persons of person in a group situation which encourages him to contribute to group goals and share responsibility in them” (p. 24). It refers to students‟ participation in the group discussion. The students can improve their participation through an activity which let them discuss something. While, Wade (1994) considers the „„ideal class discussion‟‟ as one in which almost all students participate and are interested, learning, and listening to others‟ comments and suggestions (p. 237). Those explanations mean that students‟ participation is important in the classroom to enliven the learning. It also gives a benefit to the students. It is because they can learn English better through group discussion activity.
According to Hawley and Hawley (1979), “When students have a high sense of participation and contribution in discussions of academic content, they will usually find the work meaningful and involving, and they will be stimulated towards the effort necessary for achievement and mastery” (p. 84). In addition, Hawley and Hawley (1979) elaborate supportive environment:
4. Coope rative Learning
The researcher divided the explanation of thecooperativelearning in five parts. They are definition, basic elements, principal characteristics, types, and benefits.
a. Definition
Numerous teaching methods to teach students are offered in the education world nowadays. Cooperative learning is one of teaching methods that involves the students to work together in a group. Oxford (1997) reveals that cooperative learning “is more structured more perspective to teachers about classroom techniques, more directives to students about how to work together in groups” (as cited in Brown, 1987, p. 53).
Cooperative learning is a method that involves students to participa te in the small group works. Johnson and Johnson (1980) state “small group are conducive to active participation-which may be one reason why children tend to find cooperative learning groups more enjoyable than working independently” (p.
92). Slavin (1995) describes about the definition of cooperative learning:
Cooperative learning refers to a variety of teaching methods in which students work in small group to help one another learn academic content. In cooperative classroom, students are expected to help each other, to discuss and argue with each other, to assess each other‟s current knowledge and fill in gaps in each other‟s understanding (p. 2).
time on-task by engaging students‟ attention and by increasing their motivation to master academic materials” (p. 64).
Furthermore, Slavin (1995) notes that teammatesare resources “if students want to succeed as a team, they will encourage their teammates to excel and will help them to do so” (p. 12). The students can comprehend the materials by the
other students‟ explanation in the group discussion. Therefore, each student has an important role to succeed the teamwork in learning the materials deeply.
In addition, Aronson and Patnnoe (1997) elaborate the difference of traditional classroom and cooperative classroom below:
The students in a traditional classroom are often rewarded when they succeed in attracting the teacher‟s attention by outshining their competitors. In the cooperative classroom, the students achieve success as a consequence of paying attention to their peers, asking good questions, helping each other, teaching each other, and helping each other teach (p. 8).
b. Basic Ele ments
Cooperative learning are developed and researched by David and Roger Johnson and their colleagues at University of Minnesota. As they cited in Slavin (1995: 129), emphases four elements in the cooperative learning:
1) Face-to-face interaction: Students work in four-to- five- member groups. 2) Positive interdependence: Students work together to achieve a group goal.
3) Individual accountability: Students must show that they have individually mastered the material.
c. Principal Characteristics
Slavin (1995: 12) mentions that cooperative learning method isdivided into six principal characteristics. They are (1) Group Goals, (2) Individual Accountability, (3) Equal Opportunities for Success (4), Team Competition, (5) Task Specialization, (6) Adaptation to Individual Needs.
d. Types
There are six techniques in cooperative learning method (1) Student Team Learning, (2) Student Teams-Achievement Divisions (STAD), (3) Teams-Games-Tournaments (TGT,) (4) Jigsaw, (5) Team Accelerated Instruction (TAI), (6) Cooperative Integrated Reading and Composition (CIRC). Slavin (1995) states “these six methods are now being used extensively in every conceivable subject, at grade levels from kindergarten through college, and in all kinds of schools throughout the world” (p. 4).
e. Benefit
Cooperative learning has several benefits to the learners. According to Slavin (1995), “The use of cooperative learning is to increase students‟
background. Therefore, it will improve the students‟ communicationwith others and the students can complete the information one another.
5. Jigsaw
The researcher divided the explanation of the jigsaw technique in three parts. They are definition, rules and activities, and benefits.
a. Definition
The original jigsaw teaching was first developed and implemented by Aronson and his colleagues (1978). Jigsaw is one of technique in the cooperative learning method. Aronson (2002) describes jigsaw below:
The jigsaw structure encourages listening, engagement, and empathy by giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a common goal; each person depends on asll the others (as cited in Berger&Hanze, 2007, p. 30).
It concludes that each student has responsibility to expert the material. The students are given a different part of the material in the group. Each partof the material is related to the others. Therefore, the students have to rely on their teammates in order to complete the information of the material.
technique that is similar to group-to-group exchange with one important difference: Every single student teaches something” (p. 111).
b. Rules and Activities
In the jigsaw classroom, the teacher provides one unit that is divided into several parts as many as the group members. Then, the students are divided into several groups of five or six. The first group formed is called home group. Every member of the group has different parts. They have responsibility to learn their parts. Then, the students move to a new group which is called expert group to gather with the other friends who have the same parts.
In the expert group, the students help each other to learn the material and prepare presentations for their home group friends. After each student has mastered their material in the expert group, they returned to their home group to teach their parts. Aronson andPatnoe (1997) state “this process made it imperative that the children treat each other as resources” (p. 8). All group members are responsible for learning all the materials. In addition, Aronson and Patnoe (1978) state “students who grasp the material quickly are vital resources in helping slower students learn the material” (p. 42).
commitment to do well at teaching (p. 32). Therefore, each student is the important aspect.In this activity, Stipek (1993) states “teacher move among the groups, offering assistance, encouragement, or direction where it is needed” (p.
205).
After every student learning the material one another in home group, the teacher gives a quiz which covers some questions about the materials. The quiz is used to know the students‟ understanding about the material which was discussed in the groups.
In addition, Hakkarainen (1992: 4) reveals that the jigsaw technique is a group work method for learning and participating in the follo wing group learning activities:
1) Listening - Students must listen actively in order to learn the required material and be able to teach it to others in their original groups.
2) Speaking - Students will be responsible for taking the knowledge gained from one group and repeating it to new listeners in their original groups. 3) Cooperation - All members of a group are responsible for the success of others in the group.
4) Reflective thinking - To successfully complete the activity in the original group, there must be reflective thinking at several levels about what was learned in the expert group.
5) Creative thinking - Groups must devise new ways of approaching, teaching and presenting material.
c. Benefits
Johnson and Johnson (1989) state “individual accountability, suggesting that positive interdependence can be achieved by dividing up roles, materials, resources, or information among group members in a way that requires all students to contribute” (p. 203)
The jigsaw technique gives some benefits tothe students. First, it can increase students‟ self-esteem. Slavin (1995) states “students are made to feel important because they have information that is indispensable to the group” (p.
20). Second, it engages the students to participate in the learning process. Slavin (1995) describes “another way to insure participation is to make students expert on some part of the topic, as in group investigation, co-op, and jigsaw, by having them do research on their area of expertise” (p. 130). Jigsaw classroom is deal with group discussion that involves the students to participate and work together in the classroom.
B. Theoretical Frame work
On the other hand, the students of class VII.10 were categorized as adolescent. The theory of adolescent explains that adolescent likes to work in a group discussion. It supported by Hamachek (1990) who states that a great many adolescent activities are done in groups, and in subgroups or cliques with t he groups, and in same-sex or opposite-sex pairs.
In this research, the researcher used a theory of students‟ participation
proposed by Schreyer Institute for Teaching Excellence (2007). It reveals that the students‟ participation in the class can be defined in terms of three kinds of interaction: student to teacher, student to student, and student to materials.
In this research, the researcher categorized the three kinds of interaction as follows. (1) The interaction between students to teacher involved asking question related to the materials to the teacher. (2) The interaction between student to student involved three activities, such as asking questions about the text to friends, sharing the content of the text to friends, and retelling the content of t he text to friends. (3) The interaction between students and material was categorized into two activities, such as reading the text loudly and answering questions in the worksheet. Therefore, there are six students‟ participation activities which are analyzed in this research.
of success to conduct this classroom action research. The success was the students‟ participation improved through the implementation of the jigsaw technique.
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology that was used to conduct the research. This chapter is divided into six sections. They are the research method, the research setting, the research participants, the research instruments and the data gathering technique, the data analysis technique, and the research procedure.
A. Research Method
The researcher employed classroom action research (CAR). It was because the researcher wanted to solve a problem that occurred in a particular class and helped the teacher to increase the quality of learning process. Schmuck (1997) states “action research as an attempt to study a real school situation with a view to improve the quality of actions and results within it”. The problems which are
found in the classroom can be solved by a solution in the form of teaching strategy through classroom action research.
The researcher decided to use CAR based on Kemmis and McTaggart’s model. Kemmis and McTaggart (1988) describe “the action research process shows a self- reflective spiral of planning, acting, observing, reflecting, and re-planning as the basis for understanding how to take action to improve an educational situation”. Kemmis and McTaggart diagrammatic model was
Figure 3.1 Kemmis and McTaggart’s Action Research Model
The classroom action research included four stages: plan, action, observation, and reflection. The explanation of the stages was presented below:
1. Planning
In this research, CAR was employed to solve a problem found in class VII.10 of SMP N 8 Yogyakarta about the lack of students’ participation in the
jigsaw technique. In this stage, the researcher planned to use descriptive texts as the material because the short functiona l text was included in Standar Isi of the seventh grade students of Junior High School for even semester.
2. Acting
This stage was the implementation of the jigsaw technique. The teaching and learning process was divided into three parts: pre-activity, whilst activity, and post-activity. The jigsaw technique was implemented in whilst activity which was divided in three sections; home group part 1 section, expert group section, and home group part 2 section.
In the first section, namely home group part 1, the students were divided into a group of six. Each group consisted of five members, the group was called home group. Then, the researcher gave the different paragraph of a descriptive text to each student. Each student in a group had responsibility to understand the paragraph. In the second section, namely expert group, the students who received the same paragraph of a descriptive text gathered in one group. In this section, the students had to comprehend and share the content of the text. In the third se ction, namely home group part 2, the students returned to their home group to retell the content of their paragraphs. Then, the researcher provided a quiz about the descriptive text for checking the students’ understanding about the text that they
3. Observing
In this stage, the researcher collected all data by observing the action. The observing activity was conducted in the same time with acting stage. The activity in the class was recorded with two video recorders. They were us ed to help the researcher to analyze the data about what happened in the class during the action was implemented. The researcher observed the implementation of the jigsaw technique by using field notes. The researcher gave field notes and observation sheets about the researcher and students’ activity in the class to the teacher as the observer.
The researcher also invited two observers to observe each student’s participation by giving a checkmark in the students’ participation checklist. It
consisted of six aspects: (1) reading the text loudly (2) asking questions about the text to friends (3) sharing the content of the text to friends (4) retelling the content of the text to friends (5) answering questions in the worksheet (6) asking questions related to the material to the teacher.
4. Reflecting
In this stage, the researcher made a reflection after analyzing the data through an observation. In the first and second cycle, the researcher made a reflection by using teacher’s and researcher’s field notes. While in the third cycle,
B. Research Setting
The research was conducted in SMP Negeri 8 Yogyakarta. It is located at Jl. Prof. Dr. KaharMuzakir 2, Yogyakarta. In this research, the researcher conducted three cycles for three meetings. Each cycle consisted of planning, acting, observing, and reflecting. The first cycle was conducted on Wednesday, March 13, 2013. The second cycle was conducted on Monday, March 18, 2013. The third cycle was conducted on Wednesday, April 3, 2013.
C. Research Participants
The participants were the students of class VII.10 in 2012/2013 academic year. There were 30 students who consisted of 16 girls and 14 boys. The researcher found that the students lacked participation in the learning process. In addition, the researcher invited two observers to fill the students’ participation
checklist and the English teacher of class VII.10 to give feedback about the learning process by filling the observation sheets and taking field notes.
D. Research Instrume nts and Data Gathering Technique
In this research, the researcher divided the research instruments into two parts. They were the preliminary study instruments and the implementation of the jigsaw technique instruments.
1. Preliminary Study Instrume nts
questionnaire, and interviews. The researcher conducted the preliminary study twice to know the classroom situation. In the first ob servation, the researcher used the field note to describe the classroom’s situation. In the second observation, the researcher used the students’ participation checklist. Then, the researcher distributed a questionnaire and conducted interviews with the teacher and three students. The researcher randomly chose the three students after conducting the observation. The following explanation gave the detail of each instrument.
a. Field Notes
The researcher used a field note to describe the situation in the teaching and learning process. The researcher noted the important things occurred in the class. Besides, the researcher explained the problems which ware found in class VII.10.
b. Students’ Participation Checklist
Table 3.1 Sample of Students’ Participation Checklist
The researcher distributed a questionnaire to 30 students to know the class background. It consisted of two open questions: (1) What factors make the students participate or not participate in the classroom during English teaching and learning process? (2) What is the students’ opinion about the class situation during English teaching and learning process?
d. Inte rvie ws
The researcher interviewed the students and the teacher to ensure the problem about students’ participation occurred in the English teaching and learning process. The researcher randomly chose three students of class VII.10 after conducting the second observation.
attention to the teacher? (7) Do the students do the task from the teacher in the class? (8) Do the students like a discussion activity? (9) How is the students’
participation in the class? (10) How is the classroom situation?
The researcher also interviewed the English teacher of class VII.10 to know the class background. There were seven open-ended questions: (1) What is the teacher’s opinion about class VII.10? (2) How is the classroom situation in the
teaching and learning process? (3) Is there any active student? (4) Do the students like to ask questions to the teacher? (5) Do the students like a discussion activity? (6) Is there any difficulty in teaching the students of class VII.10? (7) Are all students active in the class?
Kvale (1983, p.174) defines, the qualitative research interview as "an interview, whose purpose is to gather descriptions of the life-world of the interviewee with respect to interpretation of the meaning of the described phenomena" (as cited in Opdenakker, 2006).
2. The Implementation of the Jigsaw Technique Instruments
a. Video Tape Recording
According to Best (1970), “Recording observation minimizes the errors of the result from faulty memory” (p. 183). The researcher used the video tape
recordings to review the implementation of the jigsaw technique. It helped the researcher to analyze the data. Best (1970) explains “the nature of an act may be more accurately analyzed when the action is slowed down, lapse photography, or the audio and video tape recorder has fac ilitated the analysis of complex activities” (p. 182).
b. Students’ Participation Checklist
The researcher used a students’ participation checklist to know individual students’ participation in the classroom. The researcher invited two observers to
Table 3.2 Sample of Students’ Participation Checklist
The researcher used observation sheets to observe the researcher’s activity and the students’ activity in the teaching and learning process. It was used to
know that the teaching and learning activity was suitable for the lesson plan. The researcher divided the observation sheets into two parts. The observation sheets were presented below:
Table 3.3 Observation Sheet ofResearcher’s Activity
No. Aspects Teacher’s
Response Yes No 1. The teacher gives the students some questions related to the
material in the beginning of the lesson
2. The teacher explains the material from the handout
3. The teacher gives the opportunity to the students to ask about the material to the teacher
4. The teacher divides the students in a group of six in the home group
5. The teacher asks the students to read the text loudly in the home group
6. The teacher asks the students to move in the same text group 7. The teacher asks the students to share their paragraph in the
expert group
No. Aspects Teacher’s Response Yes No 9. The teacher asks the students to return to their home group
10. The teacher asks the students to tell the content of their paragraph to their home group
11. The teacher interacts and involves with the students in the group
12. The teacher moves around in each group
13. The teacher asks the students to answer the worksheet 14. The teacher warns the students who make any noise 15. The teacher gives feedback to the students
Table 3.4 Observation Sheet ofStudents’ Activity
No. Aspects Students’
Response Yes No 1. The students answer some questions related to the material in
the beginning of the lesson
2. The students pay attention to the teacher’s explanation 3. The students ask questions about the material to the teacher 4. The students gather in a group of six in the home group 5. The students read the text loudly in the home group 6. The students move to the same text group
7. The students share their paragraph in the expert group 8. The students ask to their friend about the text in the expert
group
9. The students return to their home group
10. The students tell the content of their paragraph to their home group
11. The students answer questions in the worksheet
d. Field Notes
The researcher used field notes to make a reflection of the implementation of the jigsaw technique. The field notes were written by the English teacher and the researcher. According to Bogdan and Biklen (1982), “Field notes are the
The field notes consisted of four questions (1) How is students’ situation in the
class? (2) What kind of difficulty found in teaching descriptive texts using the jigsaw technique? (3) What works well in teaching descriptive texts using the jigsaw technique? (4) What part should be improved?.
e. Questionnaire
The researcher distributed a questionnaire after implementing the jigsaw technique in the last cycle. It was used to know the students’ participation in the learning process and the students’ opinion about the use of the jigsaw technique. The data were acquired from 30 students who answered the questionnaire. The researcher provided 15 close-ended questions. It was 8 statements about the students’ participation and 7 statements about the use of the jigsaw technique.
According to Milne (1999: 4), there are three advantages to collect data by questionnaire method:
The responses are gathered in a standardization way, so questionnaires are more objective, certainly more so than inte rviews, it is relatively quick to collect information using a questionnaire, and potentially information can be collected from a large portion of a group. Therefore, the questionnaire made the researcher gathered the data easily.
The sample of the questionnaire was presented below:
Table 3.5 Sample of Questionnaire
No. Statements Yes No
No. Statements Yes No 4. The students like to use the jigsaw technique in the
classroom
5. Jigsaw technique makes the students speak actively in the group discussion
6. Jigsaw technique attracts the students’ interest to participate actively in the group
7. Jigsaw technique gives the students an opportunity to ask about the material
f. Semi-structured Interview
The researcher interviewed six students after implementing the jigsaw technique in the last cycle in order to get students’ opinion about the implementation of the jigsaw technique. The researcher provided five questions to the students. The question was open-ended question. They were (1) What is the students’ opinion about the use of the jigsaw technique in the classroom? (2) What are the benefits of using the jigsaw technique in the classroom? (3) What are the obstacles of learning descriptive texts using the jigsaw technique? (4) Does the use of the jigsaw technique improve the students’ participation? (5) What is the students’ suggestion to improve the use of the jigsaw technique?
Corbetta (2003), explains semi-structured interviews below:
From that explanation, the researcher concluded that semi-structured interviews could help the researcher to acquire data with flowed-questions in informal situation. The researcher could get the data deeply through interviews.
E. Data Analysis Technique
The researcher analyzed the data in order to answer the questions which were formulated in the research problems. The researcher used a triangulation technique to analyze the data in this research. According to Cohen & Manion (1997), “Data Triangulation involves the collection of data from multiple sources with the intent to obtain diverse views of the studied phenomenon with the purpose of enhancing the validity” (as cited in Ziyani, I., King, U., & Ehlers, V. 2004, p. 12). It helps the researcher to obtain the data from different perspective in order to get the validity. Then, the researcher divided the data analysis from the instruments into two categories below:
1 Preliminary Study Result
a. Field Notes
b. Students’ Participation Checklist
The researcher analyzed the data from the students’ participation checklist
by counting the students who participated in the teaching and learning process based on the five aspects in the observation. The data were analyzed in the percentage form for each aspect of students’ participation. If the students who participated were less than 15 students, it could be concluded that the students’
participation was low.
c. Questionnaire
The questionnaire was analyzed by categorizing the students’ answers into two parts. The first was about the factor which made the students participate and not participate. The second was about the class situation in the teaching and learning process. The researcher analyzed each student’s answer to gather the data.
d. Inte rvie w
2. The Implementation of the Jigsaw Technique
a. Video Tape Recordings
This instrument is only for supporting the researcher in implementing the jigsaw technique. It helped the researcher review the process of the implementation. The students’ situation presented through this instrument.
b. Students’ Participation Checklist
The researcher analyzed the students’ participation by counting the students who participated in the implementation of the jigsaw technique. The researcher analyzed it based on six aspects of students’ participation. Each aspect
was presented in the form of percentage. In the last cycle, the researcher compared the improvement of students’ participation in the preliminary study, cycle 1, cycle 2, and cycle 3. According to Rakhmawati (2010 :11), the formula to count the students’ participation checklist was presented below:
The indications of each percentage were presented below:
Table 3.6 Qualification of Participation Checklist Score
No. Percentage (%) Qualification
1. 75%≤p≤100% High
2. 50% ≤ p ≤75% Medium
3. 25% ≤ p ≤50% Low
4. 0% ≤ p ≤25 % Very Low
(Sugiyono, 2010, p. 144) P= 𝑓𝑜
𝑛 × 100%
P = percentage
If the students’ participation was in the range of 0% to 25%, it meant that the students had very low participation. On the other hand, if the students’
participation was in the range of 25% to 50%, it meant that the students had low participation. When the students’ participation was in the range of 50% to 75%, it meant that the students had medium participation. When the students’
participation was in the range of 75% to 100%, it meant that the students had high participation.
c. Observation Sheets
The observation sheets were made in two forms. Those were the researcher’s activity and the students’ activity. The researcher analyzed the data per number in each observation sheet. Then, the researcher concluded the result of the observation sheets. If all numbers of students’ activity were marked, it meant
that the indicator of the lesson was achieved. Besides, the learning activity was suitable for the lesson plan. When the observer did not mark all lists in the observation sheets, it meant that the researcher needed to improve the action in the next cycle.
d. Field Notes
On the other hand, if each aspect indicated lack of something, the researcher could make the reflection based on the field notes.
e. Questionnaire
The researcher discussed and analyzed the questionnaire per number. The researcher presented each number of the questions in the form of percentage. The formula to calculate the questionnaire was presented below:
P = percentage
Fo = frequency observed N = number of sample
If the result of each number showed more than 50%, it meant that the students had good responses to the statements in the questionnaire. On the other hand, if the percentage showed fewer than 50%, it meant that the students’ disagree with the statements in the questionnaire.
f. Semi-structured Interviews
The researcher wrote the transcription of the interviews. After that, the researcher analyzed it by concluding the responses from the students whether they agreed or disagreed with the questions in the interviews.
F. Research Procedure
There were seven steps in conducting this classroom action research. They were (1) asking permission from the school principal (2) conducting the
P= 𝑓𝑜
preliminary study (3) finding the problems and planning for the action (4) planning (5) acting (6) observing (7) reflecting. The explanation was presented below:
1. Asking Permission from the School Principal
The researcher asked for permission from the school principal to conduct a research in SMP N 8 Yogyakarta. In this step, the school principal did not ask the researcher to find a permission letter from Dinas Pendidikan Yogyakarta. Therefore, the researcher could conduct the research directly.
2. Conducting the Preliminary Study
The researcher started to conduct a preliminary study in SMP N 8 Yogyakarta. The researcher was suggested conducting the preliminary study to the seventh grade students. The English teacher allowed the researcher to conduct a preliminary study in the class VII.10. The researcher conducted the preliminary study to observe the situation in the classroom when the teacher delivered the materials and the teacher’s way to teach the students.
3. Finding the Problems and Planning for the Action
method to solve it. Then, the researcher decided to use the jigsaw technique to improve the students’ participation in the classroom.
4. Planning
The researcher planned a learning activity by making teaching materials and lesson plans. The activity was based on the jigsaw technique. The researcher also consulted with the teacher and the researcher’s advisor.
5. Acting
In this step, the researcher implemented the jigsaw technique to improve the students’ participation. The teaching material was descriptive texts. There were three parts activities in the teaching and learning process. They were pre activity, whilst activity, and post activity. In the pre activity, the researcher invited the students to brainstorm by asking questions related to the materials. In this activity, the students could also watch a video related to the materials. While in the whilst activity, the researcher explained a handout about the materials. Then, the researcher divided the students in three group sections: home group part 1, expert group, and home group part 2. In the post activity, the researcher concluded and gave feedback to the students about the lesson.
6. Observing
It was conducted in the same time with the acting step. The researcher obtained the data from three instruments such as, video tape recordings, a students’ participation checklist, and observation sheets. In this step, the
7. Reflecting
45
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of three sections. The first section reveals the result of the preliminary study. The second reveals the description of the implementation of the jigsaw technique. The third reveals how the jigsaw technique improved the students’ participation. The findings were obtained from a students’ participation
checklist, field notes, an observation sheet, a questionnaire and interviews.
In this research, the researcher conducted three meetings for three cycles. Each cycle consisted of planning, acting, observing, and reflecting. The first cycle was conducted on Wednesday, March 13, 2013. The second cycle conducted on Monday, March 18, 2013. The third cycle was on Wednesday, April 3, 2013.
A. Preliminary Study
The researcher conducted preliminary study twice in class VII.10. The first observation was on Friday, February 15, 2013 at 10.10 up to 10.50. The second observation was on Wednesday, February 20, 2013 at 10.10 up to 11.30. There were 30 students: 16 girls and 14 boys in this class. The researcher discussed the preliminary study result in three parts. They were first observation result, second observation result, and preliminary study discussion.
1. First Observation Result
a. Teacher’s Observation
The teacher taught letters to the students. She used question answer method in this class. The students were asked to read their letters one by one and then the teacher asked some students to make questions related to the letters, such as, who the sender is, who the receiver is, where the writer is, etc.
The students lacked opportunities to ask about letters. The teacher often asked the students to answer the question by pointing them directly than let the students offered themselves to answer the question. The researcher found the teacher never gave feedback about the right answer. The teacher often pointed the same students. The teacher also never gave a comment about the students’ letters.
After that, the teacher asked the students to do the exercise from the textbook, Let’s Talk for Seventh Grade. This condition made the students tend to be silent in the class.
b. Students’ Observation
Some students participated in the class; however, almost all girls were passive. There was only one student who actively followed the learning process. Three students raised their hands to ask questions about vocabulary. One student refused to read her letter. In the beginning of the lesson, the students’ situation
was quite noisy with the boys’ jokes. While in the middle of the lesson, the
2. Second Observation Result
Second observation result includes two parts. They are teacher’s observation and students’ observation.
a. Teacher’s Observation
The teacher taught describing animals to the students. In the beginning of the lesson, the teacher directly asked the students to read the text loudly from the textbook, Let’s Talk for Seventh Grade, about describing animal titled “My Timmy”. Then, the teacher asked the students to answer some questions related to the text without explanation about the descriptive text. Then, the teacher asked the students to discuss with their friends about the text. After that, the teacher discussed the questions by asking the students to answer it. In this second observation, she gave a chance to the students to answer the question by themselves. However, the teacher still often pointed the same students to answer the question directly. It was the same method with the previous observation.
b. Students’ Observation
