STAGE II MAIN ACTIVITIES
Chart 4. The Improvement of Indicator Score after Cycle I, Cycle II, and Cycle III
2. The Factors that influence the changes of students’ reading comprehension by applying Jigsaw technique applying Jigsaw technique
To answer the second research question in chapter 1 “What factors cause the improvement of students reading comprehension of narrative text by using Jigsaw technique at class VIII A of SMP Negeri I Bangkinang?” there were 2 instruments in obtaining qualitative data; Observation (students’ observation, teacher’s observation, and field notes) and interview as follows:
a. Cycle 1
The writer presented the result of the students’ observation checklist it is to see whether they follow each step in applying Jigsaw technique. The students’ observation checklist was filled by the collaborator who is one of the English teachers at SMPN I Bangkinang. The general information in the cycle 1 can be seen the explanation below.
From the observation checklist (See Appendix IX), it was found that during did the tasks, the students have difficulties in finding factual information, main idea, inference and generic structures. The students had difficulties in finding the factual information. For example: “When did the story happen?” Then, the students had difficulties in finding main idea. For example: “What is the main idea of the text?” Then, the students still had difficulties in make inference. For example: “What is the conclusion of the story?” Next, most of them still had difficulties to identify the generic structure of narrative text. They did not know the difference between the orientation, complication, and resolution. For example: “Paragraph one is…..” most of them answered resolution.
So, the researcher concluded that some of students had problems in identifying the generic structures of narrative texts.
The students also had difficulties in mastery the vocabularies. Only few students brought the dictionary to the class. They also had difficulties to use the words based on the context of the story. They were not motivated to guess the words based on the context of the story. They were not motivated to guess the meaning before used the dictionary, or some of them just keep silent and did not do anything. Sometimes, when they found the meaning from the dictionary, they just wrote down without applying with the context.
Some of the students just waited for their friends’ answer. Hey did not confident with their own idea, because they were afraid to make mistakes. The researcher motivated them to find the meaning of vocabulary through context.
Next, when applying Jigsaw technique (See Appendix X), it was found that some students did not follow the stages. Most of students still confused with Jigsaw techniques.
The collaborator found that only few students were active in the class. Some of students made noise or disturb their friends. Few students kept silent. Some of them talked to their partners without doing the activities. While, there were few students active in the class.
High ability students dominated the discussions. The other students just kept silent or listened to their partners. However, after giving guidance by the teacher, they could share their ideas and they tried to be more active.
In presenting what they got from home group discussion, most of the member of the group still reluctant and also ashamed to deliver what they got in front of the class
because they felt not confident. However, some of them could do it although they did it without good performance. Therefore, the researcher told them to report about the story to their partners. From the observation, most of students report the story by looking at the text not by using their own words.
When the students discussed with partners, most of the students could not share their ideas at the first meeting. They could not give responses or ideas to their partners.
The students who gave the ideas were always the same students. However, the researcher was always gave guidance for them. At the third meeting, most of the students had confidence in expressing their ideas.
From the observation checklist of the steps of Jigsaw technique (See Appendix IX), the collaborators found at the first meeting, the teacher used too much time to explain narrative texts and Jigsaw technique to the students. The teacher did not manage the time well. Therefore, there were not all of the activities could be applied. At the first meeting, there was no time for closing at all because the time was over.
From the field notes (See Appendix XIII), the students interested when the teacher explained the Jigsaw technique and the Narrative texts. Few students felt afraid to participate because they did not confident. Some of them preferred talking to reading the text with their partners. There were some students did not pay attention to the teacher’s explanations, so they could not answer the questions well. Some students were still ashamed to report the story to their partners.
The collaborator wrote that at the first cycle was quite difficult for the students because it was the first time for them. That was few students participated in the teaching learning process. The teacher had difficulties to control all the students when the researcher grouped the students because the class to busy. The researcher had problems in controlling or monitoring the students applied some activities, such as discussion in the expert group and home group and also reported the story. And it was also happened at the second and third meeting, the researcher could not better control the class.
At the end of the class, the researcher discussed about the activities from the beginning until the last. The teacher gave the feedback, some suggestions and conclusion from the activities. Then, the researcher interviewed few students to find out their comments on Jigsaw technique at the teaching learning process on the cycle 1.
Based on the students’ answer on the interview at the end of the cycle one, it was found that most of the students still getting confuse about Jigsaw technique in doing reading comprehension. The questions were: how did you feel during reading comprehension activities of this meeting? Which part of Jigsaw did you like? could you comprehend narrative texts easily? Were you able to do the task given by the teacher?
Student no 9 : “I found difficulties in expressing my ideas”.
Student no 28 : “I was very interested with the topic”.
Student no 13 : “There was no dictionary in my group”.
Student no 2 : “The story was too long to understand and we did not have long time”.
Student no 15 : “I still got confuse in sharing my ideas and opinions”.
Student no 6 : “my friend always criticized my ideas”
Student no 11 : “I don’t know what I should do with my group everyone was so busy with themselves and busy to talk with other”.
Student no 4 : “Actually, I don’t know why we use this technique it made me confuse towards this activity”.
Student no 5 : “I like this activity, because we work in group happily”.
The students’ statements above have shown that few of them are interested with the topic given and also pleased to read the narrative texts. Whereas the students answer that they like the topics of Narrative texts and they impress toward their reading. Yet, some of them told that they did not enjoy the activities because some of friends criticized their ideas. Then, most of students did not know how to solve the problems and share their ideas with partners in group after studying with jigsaw technique. It caused by their lack of vocabulary.
From the data above it can be conclude that most of students did not understand yet about jigsaw technique. The class was so noisy for the first and second meeting but then it was better. There was also a group work who trained the students to work cooperatively. Here, they applied the technique that they had used before individually.
Psychologically, it increased their individual engagement with teaching-learning activities.
b. Cycle 2
After observing the students’ activities in cycle 2 in applying Jigsaw technique, the researcher would presented the result of the students’ observation checklist it is to see whether they follow each step in applying Jigsaw technique. The students’ observation checklist was filled by the collaborator who is one of the English teachers at SMPN I Bangkinang. The general information in the cycle 1 can be seen the explanation below.
(See Appendix).
During the students did the activity, the teacher monitored them gave a help for the students. It seemed the students started to enjoy those activities, because they had already understood. Some students who were just kept silent and cheat with their friends at the first cycle tried to propose their ideas. They spoke confidently. The students did not difficult to find the factual information, meaning of vocabulary, identifying reference, and identifying generic structure of the text. Most of them were able to identify the generic structure of narrative text. They have known the difference between the orientation, complication and reorientation. However, the researcher concluded that the students had no problems in the features of narrative texts. But, the students still had difficulties in finding main idea and identify inference.
In applying Jigsaw technique, it was found that most of students followed the stages. Most of students did not confuse anymore Jigsaw technique. However there were still few students disturb their friends. Most of students still not active in the class, and
students in the high level ability still dominated the discussion. Most of students listened to their partner and only few of them gave comments.
When the students discussed with their partners, only a few students shared their ideas. But others still just listened to their partners because they were still not confident in expressing their ideas. A few parts of students gave responses to the questions. Few of them could answer the questions orally. In presenting the result of group discussion, some students could do it better. But only few of them confident in presenting the results of group work.
From the observation checklist of the procedure (See Appendix VII), the collaborators found the teacher managed the time better. All the activities could be applied. The students interested when the researcher explained the Jigsaw technique and narrative text.
Then, the second cycle was not difficult for the class to apply Jigsaw technique.
Most of the students participated in the teaching learning process. But, the class was still busy when the students discussed about the text.
At the end of the class, the researcher discussed about the activities from the beginning until the last. The teacher gave the feedback, some suggestions and conclusion from the activities. Then, the researcher interviewed few students to find out their comments on Jigsaw technique at the teaching learning process on the cycle 2.
Based on the data of the interview at the end of cycle 2, it was found that some of students were enjoy their learning reading comprehension with jigsaw technique. But some of the students also still confused with this activity. The questions were; What did you face when you were reading the Narrative text for the second cycle? What factors could help you to able to comprehend the texts? Which part of jigsaw do you like?
Student no 12 : “The task was interesting than previous one so I could answer the questions”.
Student no 4 : “The lesson was not boring like before because the teacher always changed the topic in every meeting”.
Student no 21 : “I like to read Narrative texts because the teacher always gave motivation in order to comprehend the text well”.
Student no 15 :”I still getting confuse with the text. It is not easy to understand”.
Student no 23 : “I like this activity because I can share my ideas without feel ashamed”.
Student no 3 : “I feel happy with jigsaw activity because everyone has their own responsibility to work”.
Student no 7 : “I still confuse with the procedure of jigsaw”.
Student no 10 : “why do we always learn through jigsaw technique?”
From the data above have shown that some of them were interested with the topics and pleased shared their ideas. They also felt excited to do the task. They also felt happy with the situation in the class. Some of them like to read without bored because when they faced problems they can solve it together in the group. In other case, it was found that some of the students still getting confused with the texts. They still found difficulties to comprehend it. For jigsaw technique, some of them liked to do this activity
because they felt not afraid anymore if their ideas were wrong. But few of them still didn’t know why they always learn through jigsaw technique.
c. Cycle 3
After observing the students’ activities in cycle 2 in applying Jigsaw technique, the researcher would presented the result of the students’ observation checklist it is to see whether they follow each step in applying Jigsaw technique. The students’ observation checklist was filled by the collaborator who is one of the English teachers at SMPN I Bangkinang. The general information in the cycle 1 can be seen the explanation below.
During the activities, the students did not difficult to find the meaning of vocabulary, identifying inferences, and identifying reference. Most of them were able to identify the reference. The students had not difficulties in mastery the vocabularies anymore. Most of the students were diligent to brought dictionary into the classroom.
They were motivated to guess the meaning of the words. Only few students still just kept silent and did not do anything.
In applying Jigsaw technique (See Appendix XI), it was found that most of students followed the stages. Most of students did not confuse anymore Jigsaw technique.
However there were no students disturb their friends. Most of students were active in the class, and not only students in the high level ability dominated the discussion but also others. Most of students listened to their partner and most of them gave comments.
When the students discussed with their partners, many students shared their ideas.
But few of them still just listened to their partners because they were still not confident in expressing their ideas. Most of students gave responses to the questions. Some of them could answer the questions orally. In presenting the result of group discussion, some students could do it better. And some of them confident in presenting the results of group work.
From the observation checklist of the procedure (See Appendix VII), the collaborators found the teacher managed the time better. All the activities could be applied. The students interested when the researcher explained the Jigsaw technique and narrative text.
Then, the third cycle was not difficult for the class to apply Jigsaw technique.
Most of the students participated in the teaching learning process, although the class was still busy when the students discussed about the text.
At the end of the cycle, the researcher interviewed the students to get their opinion about jigsaw technique after three cycles. Based on the data of the interview at the end of cycle 2, it was found that some of students were enjoy their learning reading comprehension with jigsaw technique. But some of the students also still confused with this activity. The questions were; what did you experience when you are reading your Narrative text through Jigsaw technique for many times?
Student no 8 : “I like this technique because it’s more fun than before”.
Student no 17 : “I feel free in offering my idea, do not need to be shy anymore to my friends though I’m not smart”.
Student no 22 : “this technique is fun, it doesn’t make us stress because all students take part in giving opinion and sharing idea”.
Student no 16 :”I like studying reading narrative text because the story is very interested”.
Students no 24 : “I like reading narrative text because now I can comprehend the text easily because I already knew what I have to do to start my reading”.
Student no 26 : “I like the way you teach reading in the class because you always have a new topic and new story in every meeting”.
Student no 27 : “I used to be a lazy person to read English text, but after you teach me with narrative text with jigsaw activity the reading activity become more fun”.
Student no 18 : “I like this technique very much. Opinion, suggestions, and ideas always accepted so I don’t need to feel guilty though it was not appropriate but still apreciate”.
From the data above showed that most of them were interested and enjoy their reading narrative through jigsaw technique. They did not only feel excited to do the task but they also felt happy with the situation in the class. Some of them like to read without bored because when they faced problems they can solve it together in the group. They didn’t felt afraid or ashamed anymore to propose their ideas. Most of them said that they did understand with jigsaw technique. They were not confused with the procedures of Jigsaw technique anymore.
Based on the implementation of Jigsaw technique in teaching reading comprehension of narrative texts and the finding of this research, the researcher found the
effectiveness of the uses of Jigsaw technique that could improve the students reading comprehension of narrative text as follows:
a. The Use of Interesting Topic as Teaching Material.
In this case, the researcher should choose the suitable text for the students. They were based on the curriculum and the students’ level. In this research, the researcher choose interesting reading texts in teaching reading through Jigsaw technique in order to increase the students’ curiosity so that they have motivation to read the texts. It influenced in the improvement of the students’ reading comprehension of narrative text.
b. Creative Teacher
In this research, the researcher plays an important role. The teacher’s control on students’ activities could improve the students’ willingness to read. Besides, the teacher’s guidance and reinforcement during the process of teaching could help the students in understanding the materials given. It could be seen from the field notes that the teacher controlled the students without giving any intervention in learning process and also let them choose the seat they wanted to. It made them focus to do the task with their group without feeling afraid of making mistake.
The teacher monitored the students who were passive closely. She gave reward to the students who were able to answer the questions from the member of the other group by saying “good” or great. Most of them were happy with this condition. In this research, the researcher was also tried to have a good approach to the