STAGE II MAIN ACTIVITIES
E. Procedure of the Research
This action research was cyclical process. Each cycle consisted of several stages. Kemis and Robin (1988: 12), develop a model known as the action research spiral. The action research in the language classroom is a tool for teachers and curriculum development to improve the way of teaching. Action research is a process in cycle. There are some steps that the researchers should know if they want to conduct the action research. Kemmis and Mc.Taggart (1988:10) state that there are four fundamental aspects of the action research; they are planning, action, observation, and reflection.
Figure 2: Procedure of the Research
Kemmis and Mc.Taggart (1988:10) 1. The plan
Before starting teaching learning process, the researcher coordinated with other English teachers about the research plan. This was related with the time of research, teaching material, and to the teaching learning process done. In this research, the researcher did the activities as follows:
a. Choose and prepare the topics and the text materials for teaching reading by applying Jigsaw technique.
The topic of this research was about reading comprehension of Narrative text. Narrative is a text focusing specific participants. Its social function is to
tell stories or past events and entertain the readers. A narrative text consists of the following structure;
a. Orientation: Introducing the participants and informing the time and the place.
b. Complication: Describing the rising crises which the participants have to do with.
c. Resolution: Showing the way of participant to solve the crises, better or worse.
The language features of narrative text are using process verbs, using temporal conjunction, and using simple past tense.
In simple word, narrative text has generic structure as orientation, complication, and resolution. This complication is the heart structure of narrative text. The complication will determine whether the text “lives” or not. If the narrative text consider as the “live” text, it will arouse the reader. It will intrude to the emoticon of the reader. Commonly narrative text appears as story text. In literary term, the complication structure is called conflict.
Brown (2004) divided into three kinds. They are, physical conflict, social conflicts, and internal or psychological conflict. In any writing, each type will not take place with its own type. Each often combines to other type in building the story.
Physical conflict, or in the other word as elemental conflict, is description of man’s struggle to his physical word. It represents man versus nature force, difficulty and danger. For example, how man survives from flood.
Social conflict shows the struggle of man against his society. For example, Cinderella wants to go to party but her step mother and sisters do not permit her.
She eagerly to have the opportunity to meet the prince but her step mother and sisters try to block this opportunity and take it for them -selves.
The last one is internal of psychological conflict. It is a conflict which happens inside the participant. A man struggles against him-self, his conscience, and his guilty. He wants to steal money in the other hand he knows that stealing is not good.
The text materials were:
1. The Legend of Penyusuk Beach 2. The Goose that Laid Golden Eggs 3. The Myth of Malin Kundang
4. The Story of Sangkuriang and Tangkuban Perahu Mountain 5. Parrot
6. Lake Toba
7. Five- Footed Bear
8. The Legend of Telaga Warna 9. The Smartest Animal
b. Designed the lesson plan based on the indicators of curriculum.
c. Met the collaborator and discussed all necessary things together about the research instruments: observation sheets, field notes, tests, and other related materials.
d. Design the observation sheet.
e. Preparing the interview guide and sheet.
f. Preparing the evaluation instruments.
g. Inform the students that the research will be conducted in their class.
h. Explaining the aims and importance of the research to the students.
It was constructed action and definition must be prospective to action. After doing diagnose, the researcher did planning. The researcher prepared anything to do the action in the cycle. The cycles were done for nine meetings with three meetings for one cycle. The research was conducted for 3 cycles and each cycle consists of four meetings. So, the research was conducted for 3 weeks.
In a week, English subject was learnt for two meetings and extra class for one meeting. For the test time, the researcher were asked by another teacher to replace him in that class for two meetings and in the last meeting, the researcher asked Indonesian teacher to have her class for one meeting.
2. Action
It was a careful and thoughtful variation of practice and was critically infirmed. Then, the researcher did the teaching reading by using jigsaw teaching technique. In one meeting, she spent forty minutes.
The following are the procedures of teaching reading through Jigsaw. The procedures performed for three cycles followed by reflection to the teaching and learning process, as it was useful to arrange lesson plan for each meeting, they as follows;
a. Students are divided into a 7 person jigsaw group. The group should be diverse in terms of ethnicity, gender, ability, and race.
b. One student should be appointed as the group leader. This person should initially be the most mature student in the group.
c. The day’s lesson is divided into 4 segments (one for each member)
d. Each student was assigned one segment to learn. Students should only have direct access to only their own segment.
e. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it.
f. Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment.
Students in this expert group should be given time to discuss the main
points of their segment and rehearse the presentation they are going to make to their jigsaw group.
g. Students come back to their jigsaw group.
h. Students present his or her segment to the group. Other members are encouraged to ask question for clarification.
i. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.
j. A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count.
(Aronson, 2007).
To avoid students getting boring, the researcher gave the challenges to the students. She asked the students to prepare themselves to master what they have already discussed. Because at the end of each meeting every group had to presented or reported their work. And the best team will get reward. It made them wanted to work hard to be the best.
In this research, the researcher conducted the research activity not only in the classroom. The researcher also brought the students into the language laboratory.
Because the situation was more comfortable and it made them could work with their
group happily. In working with their group they could work while sitting on the chair or on the floor. Sometimes, the researcher also played some kinds of game which was related to the topic with the students.
3. Observation
Observation was done by the collaborator; it has function of documenting the effects of critically infirmed action. At this section, the collaborator observed the teacher’s activities and student’s activities in applying Jigsaw technique during teaching-learning process. She filled observation checklist to collect the data. She also wrote field notes about something that she found while teaching learning process. The collaborator also observed the improvement of students’ reading comprehension from the first until the last meeting of the cycle.
4. Reflection or evaluation
In this activity, the researcher reflected based on the observation whether the research is success or not. The learning process was evaluated and measured to know whether the result of teaching process has been reach of the target or not based on the curriculum. The researcher reflected upon what was happening with the project, developing revised action plan based on what they have learned from the process of acting and observing. In this case, the writer reflected how the students follow the class and the strategy applied to them. If the applying of Jigsaw technique can
improve students’ reading comprehension, it was categorized successful. But if the problem could not be solved, the research will be continued to the next cycle.
F. Technique of Collecting the Data
Based on the activities done for action research, the researcher was collected the data from test, observation sheet, field note, and students’ task.
1. Test
The researcher used some tests of reading comprehension of narrative texts to collect the data then the researcher examined it quantitatively.
2. Observation
The data is collected by using observation. It is used by the collaborator to collect the information during teaching and learning process in the classroom. The data is taken from:
a. Checklist of indicators of narrative texts
The teacher in classroom is observed by the collaborator by filling the observation checklist.
b. Checklist of the steps of Jigsaw technique
The collaborator observes whether the teacher and students do every step in applying jigsaw technique in reading comprehension of narrative texts.
c. Checklist of lesson plan
The teacher is the object of observation. The collaborator observed whether the teacher follows the lesson plan in teaching reading comprehension of narrative text by applying jigsaw technique.
d. Field note
To support the result of observation, the writer also gains the data by having field notes. The collaborator monitors and writes the teacher’s and the students’ behavior during teaching and learning process, the collaborator make note about it.
3. Interview
The researcher interviewed the students after cycling in order to know what factors can improve students’ reading comprehension of narrative texts through Jigsaw technique. The questions are based on the indicators of reading comprehension of narrative text and directed reading thinking activity.