THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP … · 2016-08-10 · Vincentius Sedayu. Yogyakarta:...

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ervyna Citra Dewi

Student Number: 121214131

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

COMPETENCE IN SMP ST. VINCENTIUS SEDAYU

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ervyna Citra Dewi

Student Number: 121214131

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

THE IMPLEMENTATION OF JIGSAW METHOD TO DEVELOP

BETTER LEARNING ACTIVITY FOR IMPROVING READING

COMPETENCE IN SMP ST. VINCENTIUS SEDAYU


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“First they ignore you,

Then they laugh at you,

Then they fight you,

Then you win!” - Mahatma Gandhi -

I dedicate this thesis to:

Bapak Gunadi

Ibu Lucia Widiyati

Mbak Lyna and Mas Beny

Dek Candra

Yustinus Tyasmanto

My beloved friends


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ABSTRACT

Dewi, Ervyna Citra. (2016). The Implementation of Jigsaw Method to Develop

Better Learning Activity for Improving Reading Competence in SMP St.

Vincentius Sedayu. Yogyakarta: Sanata Dharma University.

Learning activity is very important to support students become active

learners. In class VII B SMP Pangudi Luhur St. Vincentius Sedayu, the students

did not get involved actively in the learning teaching process. They just listened,

wrote when they should write, and read when they should read. Thus, the students

became passive learners. The activities also led the students into boredom.

Besides, they did other things such as drawing, talking to friends, and disturbing

others. Furthermore, the students‟ reading competence was low. There was a

possibility that made the students got low reading competence. The possibility

was the lack of learning activity in the learning and teaching process. It was

because learning activity affected students‟ outcomes. Thus, the students needed

a set of learning activity that could involve their activeness.

The research aimed to examine the process of how the use of jigsaw

method is implemented to develop better learning activity for improving reading

competence in class VII B SMP Pangudi Luhur St. Vincentius Sedayu. The

formulated problem of this study is: How is the use of jigsaw method

implemented to develop better learning activity for improving reading

competence in SMP St. Vincentius Sedayu?

The research employed classroom action research to observe the

implementation of the use of jigsaw method to develop better learning activity for

improving reading competence in class VII B SMP Pangudi Luhur St. Vincentius

Sedayu. The participants of this research were thirty three (33) students in class

VII B of SMP Pangudi Luhur St. Vincentius Sedayu. The researcher employed

two cycles. Every cycle was conducted in one meeting. The researcher used

several instruments for this research: interview, observation checklist, field notes,

questionnaire, and test. In addition, the researcher used the data analysis:

qualitative data analysis and descriptive statistics.

The result of the research showed the implementation of jigsaw method

developed better learning activity and also improved students‟ reading

competence. The significant improvement could be seen from the changes of the

students in every cycle. The implementation of jigsaw method becomes the

appropriate method to develop better learning activity for improving reading

competence.

Keywords: jigsaw method, learning activity, reading competence


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ABSTRAK

Dewi, Ervyna Citra. (2016). The Implementation of Jigsaw Method to Develop


Vincentius Sedayu. Yogyakarta: Sanata Dharma University.

Aktivitas Belajar sangatlah penting untuk mendukung siswa menjadi siswa

yang aktif. Di kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu, siswa tidak

terlibat secara aktif di dalam proses belajar mengajar. Mereka hanya

mendengarkan, menulis ketika mereka harus menulis, dan membaca ketika

mereka harus membaca. Hal ini menyebabkan siswa menjadi pasif. Aktivitas-

aktivitas tersebut juga mengakibatkan siswa bosan. Disamping itu, siswa

melakukan kegiatan lain seperti menggambar, berbicara dengan teman, dan

mengganggu teman. Terlebih lagi, kompetensi membaca siswa rendah. Ada

kemungkinan yang membuat siswa memperoleh kompetensi membaca yang

rendah. Kemungkinan tersebut adalah kurangnya aktivitas belajar di dalam

proses belajar mengajar. Hal ini dikarenakan aktivitas belajar mempengaruhi

hasil belajar siswa. Oleh karena itu, siswa membutuhkan aktivitas belajar yang

dapat meningkatkan keaktifan siswa.

Penelitian ini ditujukan untuk meneliti proses penggunaan metode jigsaw

diimplementasikan dalam mengembangkan aktivitas belajar yang lebih baik untuk

meningkatkan kompetensi membaca siswa kelas VII B SMP Pangudi Luhur St.

Vincentius Sedayu. Rumusan masalah dari penelitian ini adalah: Bagaimana

penggunaan metode jigsaw diimplementasikan dalam mengembangkan aktivitas

belajar yang lebih baik untuk meningkatkan kompetensi membaca SMP St.

Vincentius Sedayu?

Penelitiaan ini menggunakan penelitian tindakan kelas untuk melihat

pengimplementasian dari penggunaan metode jigsaw dalam mengembangkan

aktivitas belajar yang lebih baik untuk meningkatakan kompetensi membaca

siswa kelas VII B SMP Pangudi Luhur St. Vincentius Sedayu. Partisipan dari

penelitian ini adalah 33 siswa kelas VII B SMP Pangudi Luhur St. Vincentius

Sedayu. Peneliti menggunakan 2 siklus. Setiap siklusnya dilaksanakan dalam 1

pertemuan. Peneliti menggunakan instumen penelitian: wawancara, daftar

pengecekan observasi, catatan observasi, kuesioner, dan tes. Selain itu, peneliti

menggunakan analisis data berupa analisis data kualitatif dan statistik deskriptif.

Hasil dari penelitian ini menunjukan pengimplementasian metode jigsaw

mengembangkan aktivitas belajar yang lebih baik dan juga meningkatkan

kompetensi membaca siswa. Peningkatan yang signifikan dapat dilihat dari

perubahan siswa dalam setiap siklusnya. Pengimplementasian metode jigsaw

menjadi metode yang sesuai untuk mengembangkan aktivitas belajar dan untuk

meningkatkan kompetensi membaca.

Kata Kunci: jigsaw method, learning activity, reading competence


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ACKNOWLEDGEMENTS

I would like to devote my deepest gratitude to Jesus Christ and Mother

Mary for giving me the chance to enjoy every step in making this thesis. I would

like to thank because of their love and eternal blessing to me especially in

finishing this thesis.

My greatest gratitude is addressed to my advisor, Drs. Pius Nurwidasa

Prihatin, M.Ed., Ed.D., who has guided me in writing my thesis. He gave me

time to consult my thesis and was so patient in correcting my thesis. Because of

his help, I can do my best and finish my thesis. My sincere gratefulness also goes

to all PBI lecturers who always teach me valuable lessons during my study. I

would also express my thankfulness to all PBI staffs for the friendship, patience,

and services.

My next gratitude goes to Bapak Celsius Suhartanta, S.Pd., for giving

me the permission to conduct the research in SMP Pangudi Luhur St. Vincentius

Sedayu. I also address my gratitude to Bapak R. Dendy Wahyu W., S.Pd., for

his help and support during my research. Thanks for the discussion and sharing so

my research could be done well. My millions of thanks also go to all students of

class VII B for their help and support in being the major participants in my

research.

I would also like to deliver my great gratitude to Bapak Gunadi and Ibu

Lucia Widiyati for their endless love, endless help, and endless prayer. I thank

them for their patience, guidance, and their trust in me for achieving my success. I


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will always be their better little daughter in every time I have. I also express my

sincere thankfulness to Mbak Lyna, Mas Beny, and Dek Candra for their

support and prayers to be a winner in every moment I take.

My thankfulness goes to my best friends, Uut, Linda, Meirly, Vany and

Thunderbolt team for their support and help. We have shared our happiness and

sadness every day which teach us about togetherness and friendship. I would also

like to address my gratitude to all PBI students 2012 class E for being my great

friends.

Moreover, this thesis could not have been accomplished without a great

person, Yustinus Tyasmanto, who always stands by my side when I am down

and have no spirit. His love, care, support, and patience really help me especially

in finishing my study. Lastly, my gratitude is addressed to all people who have

helped me in completing my thesis.

Ervyna Citra Dewi


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TABLE OF CONTENTS

Page

TITLE PAGES ............................................................................................... i

APPROVAL PAGES ..................................................................................... ii

DEDICATION PAGE .................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ............................................ v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS ....................................................... vi

ABSTRACT ................................................................................................... vii

ABSTRAK ........................................................................................................ viii

ACKNOWLEDGEMENTS ........................................................................... ix

TABLE OF CONTENTS ............................................................................... xi

LIST OF TABLES ......................................................................................... xiv

LIST OF FIGURES ....................................................................................... xv

LIST OF CHARTS ........................................................................................ xvi

LIST OF APPENDICES ............................................................................... xvii

CHAPTER I. INTRODUCTION

A. Research Background.................................................................. 1

B. Problem Formulation .................................................................. 5

C. Problem Limitation ..................................................................... 6

D. Research Objective...................................................................... 6

E. Research Benefits ........................................................................ 6

F. Definition of Terms ..................................................................... 7

1. Jigsaw Method ...................................................................... 8

2. Learning Activity .................................................................. 8

3. Reading Competence ............................................................ 8


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Page

4. Class VII B of SMP Pangudi Luhur St. Vincentius Sedayu . 9

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description .............................................................. 10

1. Learning Activity .................................................................. 10

2. Jigsaw Method ...................................................................... 14

3. Reading Competence ............................................................ 17

B. Theoretical Framework ............................................................... 22

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ........................................................................ 24

1. Planning ................................................................................ 25

2. Acting .................................................................................... 26

3. Observing .............................................................................. 27

4. Reflecting .............................................................................. 27

B. Research Setting ......................................................................... 28

C. Research Participants .................................................................. 28

D. Research Instruments and Data Gathering Technique ................ 28

1. Interview ............................................................................... 28

2. Field Notes ............................................................................ 29

3. Observation Checklist ........................................................... 29

4. Questionnaire ........................................................................ 30

5. Test ........................................................................................ 31

E. Data Analysis Technique ............................................................ 31

1. Qualitative Data Analysis ..................................................... 31

2. Descriptive Statistics ............................................................. 32

F. Research Procedure ..................................................................... 33

1. Asking Permission from the School Principal ...................... 33

2. Conducting the Preliminary Study ........................................ 33

3. Finding the Problem and Planning for the Action ................ 34

4. Planning ................................................................................ 35

5. Acting .................................................................................... 35

6. Observing .............................................................................. 35

7. Reflecting .............................................................................. 35

8. Success of the Research ........................................................ 36


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Page

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Implementation of the Use of Jigsaw Method to Develop Better

Learning Activity for Improving Reading Competence in SMP St.

Vincentius Sedayu ...................................................................... 38

1. Cycle 1 .................................................................................. 38

2. Cycle 2 .................................................................................. 53

B. Lesson Learned of A Study of the Implementation of the Use of

Jigsaw Method to Develop Better Learning Activity for Improving

Reading Competence in SMP St. Vincentius Sedayu ................. 68

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ................................................................................. 71

B. Recommendations ....................................................................... 74

REFERENCES ............................................................................................... 76

APPENDICES ................................................................................................ 79


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LIST OF TABLES

Table Page

3.1. Masidjo‟s Category of Scores ........................................................................ 32

3.2. Reading Quiz Result ...................................................................................... 34

4.1. Observation Checklist Result in Cycle 1 ....................................................... 42

4.2. Questionnaire Result in Cycle 1 ..................................................................... 45

4.3. Individual Test Result in Cycle 1 ................................................................... 46

4.4. Individual Test Result in Preliminary Study and in Cycle 1 .......................... 51

4.5. Observation Checklist Result in Cycle 2 ....................................................... 57

4.6. Questionnaire Result in Cycle 2 ..................................................................... 59

4.7. Individual Test Result in Cycle 2 ................................................................... 60

4.8. Observation Checklist Result in Cycle 1 and in Cycle 2 ............................... 61

4.9. Questionnaire Result in Cycle 1 and in Cycle 2 ............................................ 65

4.10. Individual Test Result in Preliminary study, Cycle 1, and Cycle 2 ............. 67


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LIST OF FIGURE

Figure Page

2.1. Characteristic of Active Learning (Fink, 2003) ............................................. 11

2.2. Characteristic of Active Learning (Bonwell and Eison, 1991) ...................... 12

2.3. Learning Pyramid ........................................................................................... 13

3.1. Kemmis and McTaggart‟s Action Research Model ....................................... 25


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LIST OF CHARTS

Chart Page

4.1. Students‟ Learning Activity in Cycle 1 .......................................................... 39

4.2. Students‟ Learning Activity in Cycle 2 .......................................................... 55


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LIST OF APPENDICES

Appendix Page

A. Covering letter for the headmaster of SMP Pangudi Luhur St. Vincentius

Sedayu ....................................................................................................... 81

B. Research letter from SMP Pangudi Luhur St. Vincentius Sedayu ............ 83

C. Research instruments ................................................................................ 84

1. Observation Checklist ......................................................................... 85

2. Questionnaire ...................................................................................... 87

3. Field Notes Guide ................................................................................ 88

4. Interview Guide ................................................................................... 89

D. Lesson Plan and Teaching Materials ........................................................ 90

1. Lesson Plan and Teaching Materials in Cycle 1 ................................. 91

2. Lesson Plan and Teaching Materials in Cycle 2 ............................... 102

E. Observation Checklist Result .................................................................. 112

1. Observation Checklist Result in Cycle 1 ........................................... 113

2. Observation Checklist Result in Cycle 2 ........................................... 114

F. Questionnaire Result ............................................................................... 115

1. Questionnaire Result in Cycle 1 ........................................................ 116

2. Questionnaire Result in Cycle 2 ........................................................ 117

G. Individual Test Result ............................................................................. 118

1. Individual Test Result in Cycle 1 ...................................................... 119

2. Individual Test Result in Cycle 2 ...................................................... 120

H. Photos ...................................................................................................... 121


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Page

1. Photos in Cycle 1 ............................................................................... 122

2. Photos in Cycle 2 ............................................................................... 123


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CHAPTER I

INTRODUCTION

In this chapter, the researcher would like to present the introduction of the

research. This chapter is divided into six parts. They are research background,

problem formulation, problem limitation, research objective, research benefits,

and definition of terms.

A. Research Background

A learning teaching process is a process to transform and develop

knowledge. This process is very important because every process has learning

goal. To achieve the learning goal, students should do the process well. They

should contribute and participate in the process of learning and teaching so that

they will know and understand the material and later on they will achieve the

learning goal. Tatar (2005) states “active classroom participation played an

important role in the success of education and students‟ personal development in

the future” (p.145). It means that students‟ participation and contribution in

learning teaching process are very important for educational and personal

development. Besides, the students need encouragement to participate and

contribute in the process in order to achieve the learning and teaching goal. One

of the ways is by creating an activity which makes the students are motivated to


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learn and follow the lesson. Felder (2001) states “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). Thus, the role of the teacher

is very important to help the students participate and contribute in the learning

teaching process. By choosing an appropriate method, the students can develop

better learning activity so that they can participate and contribute actively in the

learning teaching process.

In learning English, the students should master four skills. They are

listening, speaking, reading, and writing. Reading is one of important skills that

students should master. Carell (1988) states that in the study of English as a

foreign language, the main motive why students learn language is reading.

Simanjutak (1988) adds that “successful students need good study skills in

reading in order to comprehend with a minimum of time and effort the abundance

of reading material” (p.iii). Through reading, students expose themselves to new

things, new information, new ways to solve a problem, and new ways to achieve

one thing. Besides, students will improve their understanding. The more students

read, the more they understand one thing.

In reading, a reader is actively responsible for making sense of text.

However, do they fully understand what they have read? The students need

guidance to learn and improve their reading competence. Reading competence is

done to get the information from the text. Snow (2002) says reading

comprehensively should be done for a purpose, to achieve information of the text.

Students who have good reading competence can read accurately and efficiently


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so they can get the information from the text. Wilma Miller believes that

“comprehension or understanding of what is read is the most important aspect of

reading process” (as cited in Cushenbery, 1985). Since reading is important

especially for students‟ success, the students need an appropriate way to

encourage them improve the reading competence.

In this research, the researcher employed classroom action research to

develop better learning activity so that the students could improve their reading

competence. The researcher chose class VII B of SMP Pangudi Luhur St.

Vincentius Sedayu. It was because the students needed more opportunity to

participate in the learning teaching process. It was shown when the researcher did

the class observation. The result of the observation indicated that the students

need more learning activities so that they can take part actively in the learning and

teaching process. When the researcher did class observation, the researcher found

that the students‟ activities were listening and taking notes on important

information. The students did not get involved actively in the learning teaching

process. As a result, this situation led the students into boredom. Besides, they did

other things such as drawing, talking to friends, and disturbing others. Thus, the

students needed a set of learning activity that could involve their‟ activeness.

In reading class, the researcher found that the students needed more

opportunity to learn and understand the content of their reading. In this class, the

students only read the text while one student read it aloud. As a result, most

students did not pay attention to their friend. They just did something that was not

related to the lesson. Sometimes, the teacher used pointing and asking to make the


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students participated in the learning teaching process. However, there were only

one or two students who would be the participant in the learning teaching process.

They were active based on the teacher command. Furthermore, the students‟

reading competence in this class was low. It was shown from the result of the quiz

that was given by the teacher in the preliminary study. The researcher saw that the

mean score was 55, 3. Besides, according to Masidjo, the mean score of the quiz

result in the preliminary study was categorized bad.

From the data, the researcher noted a major problem found in the class VII

B SMP Pangudi Luhur St. Vincentius Sedayu. The students were bored and

inattentive in learning teaching process. The students needed more interesting

learning activity so that they could take part actively in the learning teaching

process. Furthermore, the students had low achievement in reading. There was a

possibility that made the students got low achievement in reading. The possibility

was the limited learning activity in the learning and teaching process. It was

because learning activity affected students‟ outcomes. Wasserman et al. state that

“learning activities are designed to develop learning that supports course

outcomes” (p.277). Besides, in the reading activity, some students were busy with

themselves, some of them were talking to their friends, and some others were

drawing. The situation in the class became not effective for the students to read. It

was because the class was very noisy.

The students has important role in learning teaching process. They should

take part so that the learning teaching process works well. They need a learning

activity so that they can take part in the learning teaching process. Here, the use of


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learning method has important role. It is because by applying the method, there

are a lot of learning activities that can be done by the students. According to

Broudy and John (1969) “method refers to a set procedure that is carried out

according to some rules” (p.9). They add that “the rule prescribes that in a certain

class of situation, for example, the teaching of reading, steps are to be taken in a

certain sequence, and that the procedures are to use certain materials in certain

ways at certain time” (1965: 9).

The researcher tried to find the solution of the problem faced. The

researcher chose jigsaw method as a solution of the problem. Aronson (2002),

states “jigsaw classroom is like a jigsaw puzzle, each piece-each student‟s part- is

essential for the completion and fill understanding of the final product” (p.114).

By using jigsaw method, the students will take part in the whole learning activity

because they have responsibility to understand and master their own part. Then,

they will complete the information from other parts. Therefore, the researcher

needs to do a research about: “The Implementation of Jigsaw Method to Develop


Vincentius Sedayu.”

B. Problem Formulation

The research is conducted to answer the question below: How is the use of

jigsaw method implemented to develop better learning activity for improving

reading competence in SMP St. Vincentius Sedayu?


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C. Problem Limitation

The research will be limited on the use of jigsaw method to encourage

better learning activity for improving reading competence in SMP St. Vincentius

Sedayu. There were 33 students in the class. The class is heterogeneous class.

Jigsaw method is a method that deals with reading. The researcher expects

that the alternative method will develop better learning activity. Jigsaw is chosen

to stimulate the students to take part in learning teaching process so that they can

achieve their learning goals.

D. Research Objective

The research was intended to examine the process of how the use of jigsaw

method is implemented to develop better learning activity for improving reading

competence in SMP St. Vincentius Sedayu.

E. Research Benefits

This research was expected to give benefits to:

1. The English Teacher of SMP Pangudi Luhur St. Vincentius Sedayu

The result of this research was expected to give information about the use

of jigsaw method to develop better learning activity for improving reading

competence. This method could be the reference to develop learning activity.


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2. The Seventh Grade Students of SMP Pangudi Luhur St. Vincentius

Sedayu

The researcher expected that this research will be useful for the students to

develop better learning activity since the students become active learners. Besides,

by taking part in the learning teaching process, the students will achieve their

learning goal and outcomes. Moreover, they can improve their reading

competence. It also increases the critical thinking of the students. It is because by

using jigsaw method, the students will discuss the material in the groups. Then,

they will give their opinion and arguments about the material to their friends in

the groups that make them think critically.

3. Future Researchers

The research may give contribution to the method of research. This

research may give a view about the action research that will be conducted in the

future in order to conduct a new research or evaluate the result of the

implementation of jigsaw method to develop better learning activity for improving

reading competence. In the future, the future researchers can implement other

method to develop better learning activity for improving reading competence.

F. Definition of Terms

To make clear the definition of some terms, the researcher clarifies the

following:


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1. Jigsaw Method

According to Slavin (2005), Jigsaw method is a method that pointed in

students‟ participation. Aronson and Patnoe (1997) explain that “jigsaw is most

powerful and appropriate in situation where learning is from text-based-material

such as social studies, literature, or science that can be divided equally among

students” (p.22). It means that jigsaw is an appropriate method to learn and teach

reading. In this study, jigsaw means a method which improves students‟ learning

activity through the material and process of learning. First of all, students will be

divided into 4-5 as home groups. Then, every member of the group should be

given the different kind material to carry. Students who have similar material will

join and gather in expert group. After mastering the material they come back to

their own home group and share the knowledge that they have gotten to their

teammates.

2. Learning Activity

According to European Commission (2006), learning activities are any

activities of an individual organized with the intention to improve his/her

knowledge, skills and competence (p.9). The effective learning activity can be

designed as an active learning. Bonwell and Eison (1991) describe active learning

as involving students in doing things and thinking about the things they are doing

(as cited in Fink, 2003: 16).

3. Reading Competence

Kustaryo (1988) states that “reading as the meaningful interpretation of the

printed or written verbal symbols” (p.2). To be able to interpret the meaning


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fluently, people should have reading competence. According to Urquhart and

Weir (1998), reading is the process of receiving and interpreting information

encoded in language form via the medium of print. In this research, students‟

reading competence refers to the ability of students to understand the information

in a text.

4. Class VII B of SMP Pangudi Luhur St. Vincentius Sedayu

The researcher conducted the research for class VII B of SMP Pangudi

Luhur St. Vincentius Sedayu. This class was heterogeneous class. There were 33

students in this class. In reading activity, students looked bored and inattentive to

follow the activity. They needed more learning activities so that they could

participe and contribute actively in the learning teaching process. Furthermore,

their reading competence was low.


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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.

A. Theoretical Description

In this theoretical description, the researcher discusses the theories related

to the research.

1. Learning Activity

In learning teaching process, a teacher needs a set of learning activity so

that students can achieve learning goals. Based on Wasserman et al., “learning

activities are designed to develop learning that supports course outcomes” (p.277).

According to European Commission (2006), “learning activities are any activities

of an individual organized with the intention to improve his/her knowledge, skills,

and competence” (p.9). Besides, Innovative Teaching and Learning (ITL)

Research states that “a learning activity is any task that students do as part of their

school-related work” (p.2). Meyers and Jones (1993) say that “learning activity

derives from two basic assumptions: (1) that learning is by nature an active


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endeavor and (2) that different people learn in different ways” (as cited in CELT,

2010).

In active learning, the students have opportunity to give their contribution.

Meyers & Jones (1993) state “active learning involves providing opportunities for

students to meaningfully talk and listen, write, read, and reflect on the content,

ideas, issues, and concerns of an academic subject” (p.6). Active learning involves

the students to think and do something that they learn. Bonwell and Eison (1991)

describe active learning as “involving students in doing things and thinking about

the things they are doing. By „doing things‟, they are referring to activities such as

debates, simulations, guided design, small group problem solving, case studies,

etc.” (as cited in Fink, 2003: 16). Moreover, Michel et al. (2009) define “active

learning as a broadly inclusive term, used to describe several models of

instruction that hold learners responsible for their own learning” (p.398).

Figure 2.1. Characteristics of active learning (Fink, 2003)

characteristics of active learning

student centered

knowledge structures changing

collaborative to

independent learning style

open

decentralized classroom

contextualized knowledge

small group setting

students' dialogue

transformational


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The figure 2.1. shows some characteristics of active learning as a better

learning activity based on Fink (2003). Besides, a study shows that “students learn

more and retain their learning longer if they acquire it in an active rather than a

passive manner” (Fink, 2003: 16). Moreover, Bonwell and Eison (1991), also

state the characteristics of active learning as cited in Michel (2009), as follow:

Figure 2.2. Characteristics of active learning (Bonwell and Eison, 1991)

In this research, the characteristics of active learning based on Fink (2003)

that were related to the study were student centered, small group setting, and

students‟ dialogue. It was because jigsaw method provides an opportunity to the

students to work and discuss in groups. Besides, the activities made the students

took part in the whole learning activities. Furthermore, based on Bonwell and

Eison (1991), the characteristics of active learning that were related to this study

were students involved more than listening, students were involved in higher-

order thinking (analysis, synthesis, evaluation), students were engaged in

activities (e.g. reading, discussion, writing), and emphasized on students'

exploration of their own attitudes, values, and prior experiences.

characteristics of active learning

involved more than listening

less emphasize on transmitting information

emphasize on extending

students' skills and ideas

students are involved in higher-

order thinking

students are engaged in activities

emphasize on students'

exploration


13

The learning activities provide students to do more than just listen. They

have to read, write, discuss, or be engaged in solving problems. Bonwell & Eison

(1991) say, to be actively engaged, students must engage in higher order thinking

tasks such as analysis, synthesis, and evaluation. National Training Laboratories

(NTL) shows the learning pyramid as follows:

Figure 2.3. Learning pyramid

According to National Training Laboratories (NTL), the students who get

the information from lecturing can only remember 5% of the information. When

the students learn from reading, they only remember the information 10%.

Meanwhile, the students who learn from audiovisual get 20% information.

Besides, the students will get 30% information from demonstration. By getting the

information from discussion, the students can get 50% information. Furthermore,

the students will remember the information from 75% up to 90% by practice

doing and teaching others. Thus, the active learning can be called if the students

get the information from discussion, practice doing, and teach others.


14

Active learning provides various practices, such as pausing in lectures for

students to consolidate their notes, interspersing short writing exercises in class,

facilitating small-group discussions within the larger class, incorporating survey

instruments, quizzes, and student self-assessment exercises into the course,

leading laboratory experiments, taking field trips, and using debates, games, and

role play. Bonwell and Eison (1991) as cited in Michel et al. (2009) state that:

Active learning provides some benefits, as follows; students are more

involved than in passive listening, students are engaged in activities such

as reading, discussing, and writing, student motivation is increased,

students can receive immediate feedback, and students may engage in

higher-order thinking, such as analysis, synthesis, and evaluation.

In designing the learning activity, the teacher can choose and use an

appropriate method. In this research, the researcher chooses jigsaw method to

develop better learning activity for improving reading competence. Jigsaw is one

of additional learning methods to develop active learning as a better learning

activity.

2. Jigsaw Method

The researcher divides the explanation of jigsaw method into three parts.

They are definition, learning activity, and benefits.

a. Definition

Jigsaw is one of cooperative learning methods. It had implemented by

Elliot Aroson with their friends from Texas University (Coffey: 2008). Jigsaw is

an appropriate method of learning and teaching reading so that students can

improve their reading competence. According to Aronson and Patnoe (1997),

“jigsaw is most powerful and appropriate in situations where learning is from text-


15

based material-such as social studies, literature, or science-that can be divided

equally among students” (p.22).

Jigsaw method provides some activities that can be done by the students.

The students will be gathered in different forms of groups. Hakkarainen (1992)

elaborates the name of jigsaw method “students are organized like pieces in a

jigsaw to form different kinds of groups, where each student (piece) must be part

of the solution to jigsaw puzzle” (p.3). It signifies that each student has

responsibility to expert the material as a piece of the puzzle to complete the

information to their teammates.

b. Learning Activity

Jigsaw method provides better learning activity to the students. The

learning activity changes the students become active learners. In jigsaw method,

the teacher provides one unit that is divided into several parts as many as the

group members. Then, the students will be divided into several groups. The group

should be heterogeneous groups. Based on Trianto (2010), in jigsaw method,

teacher creates heterogeneous group which consist of students with multiple

ability level. Slavin (1995) states that students work in heterogeneous teams, as in

Student Teams–Achievement Divisions (STAD) and Teams-Games-Tournaments

(TGT) which are also cooperative learning method. The name of the first group

form is called home group. Every member of the group has different part. They

have their 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.


16

In the expert group, the students discuss the material and prepare the

presentations for their home group friends. After they have mastered their

material, they return to their home group to teach their parts. Aronson and Patnoe

(1997) state that “this process made it imperative that the children treat each other

as resources” (p.8). They add that “students who grasp the material quickly are

vital resources in helping slower students learn the material” (p.42).

After every student has learnt the material one another in their home

group, the students are given a quiz which covers all materials. The quiz is used to

measure the students‟ understanding and improvement of the materials that they

have learnt in their groups.

c. Benefits

Jigsaw method gives some benefits to the students. First, it can improve

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 teaching process. Slavin

(1995) describes “another way to insure participation is to make students expert

on some parts of the topic, as in group investigation, co-op, and jigsaw, by having

them do research on their area of expertise. Besides, Aronson et al. (1978) say

that jigsaw “provides opportunities for students to work in racially and culturally

mixed groupings in a way facilitating interracial and intercultural trust and

acceptance while promoting the academic achievement of minority students” as

cited in Kessler (1992, p.137). Aronson and Shelley (2011) say that “in any

classroom situation, jigsaw method curbs some of the undesirable aspects of


17

excessive competition and increases the interest children have in cooperating with

one another” (p.13).

Furthermore, jigsaw method also gives some activities to the students to

improve their competence. In reading activity, the students will master their text

by discussing it in the expert group. After mastering the text, they will teach their

teammates in the home group. Kessler (1992) states that “Jigsaw provides an

excellent learning environment for the acquisition of language through relevant

content, the development of academic skills through carefully structured reading

and writing activities, and the exploration of relevant content through use of

purposeful talk in the classroom” (p.137). Providing reading activity, jigsaw

method requires the students to retell and paraphrase that can involve their reading

competence.

3. Reading Competence

The researcher divides the explanation of the reading competence in four

parts. They are the nature of reading, the purposes of reading, reading strategies,

and the principles of learning to reading.

a. The Nature of Reading

Reading is perception that represents language, language skill, cognitive

skill, and knowledge. Nuttal (1982) says “reading as the meaningful interpretation

of the printed or written verbal symbols” (as cited in Simanjuntak, 1988, p.14).

Simanjuntak (1988) says that “every learner, who wants to be able to read

fluently, must develop her/his reading skill over time and with a great deal of

practice” (p.12). Reading skill can be improved through the practice that is given


18

continually. Simanjuntak adds “reading is a skill which must be developed, and

can only be developed, by means of extensive and continual practice.” Here, the

use of learning activity is important to support students in improving reading skill

and competence.

b. Purposes of Reading

Wallace (1992) mentions that there are some purposes of reading. The

purposes are reading for survival, learning, and pleasure. Firstly, reading for

survival is to find out the information on a strictly utilitarian basis. It involves an

immediate response of situation. Second, reading for learning usually happens in

the academic context in which the readers search, read, and find the information in

order to learn something new from the texts. The last is reading for pleasure. It‟s

done for the readers‟ own sake. It means that the readers have their own choice to

read or not.

c. Reading Strategies

Reading strategy is used to interact effectively with the text. According to

Wallace (1992), “strategies involve ways of processing text which will vary with

the nature of text, the reader‟s purpose, and the context of situation” (p. 59). With

reading strategies, it helps readers to relate their existing knowledge to the text

they are reading.

Based on Wallace (1992), those strategies are divided into three parts.

They are pre-reading, while-reading, and post-reading. In the pre-reading strategy,

students will stimulate students‟ prior knowledge about a topic and make

connection between their prior knowledge and what they will learn. Beers (2003)


19

states that “pre-reading strategies focus on active engagement with the text help

struggling readers do what good readers do, think all throughout the reading

process, not just at the conclusion” (p.101). Wallace (1992) says that pre-reading

activities simply consist of questions to which the reader is required to find the

answer from the text. Therefore, the students can make predictions about what

they are going to learn from the text.

The second strategy is while-reading strategy. While-reading is done

during the reading process. In this process, students should be required to practice

continually and applying the comprehension strategy. Wallace (1992) states

“generally the aim of while-reading activities is to encourage learners to be

flexible, active, and reflective readers” (p.9). The examples of while-reading

strategy are coding text, encouraging student-to-student conversation, re-reading,

and story mapping.

The last strategy is post-reading. Based on Wallace (1992), “kind of post-

reading activity consisted of questions which followed a text. Multiple choice

questions can be answered without the reference to the text at all-the reader need

only draw on existing schematic knowledge” (p.100). By dividing instruction into

pre-reading, during reading, and post-reading, teacher can design learning

activities for each stage that will improve reading competence.

d. The Principles of Learning to Reading

In improving the reading competence, the students should apply the

principles of learning to reading. Shepherd (1978) states that there were 10

principles which students should master (as cited in Simanjuntak, 1988, p.16).


20

1. The students have to have motivation to learn. By practice, the students will

improve their reading competence. However, it will be useless if there is no

motivation. Shepherd (1978) states “...if the student does not read because of a

lack of a purpose and a motivation, he does not get the practice he needs in

reading skills.” By using jigsaw method, the students will be motivated to learn

and practice reading. It is because jigsaw method provides opportunity to the

students to be experts of their own groups.

2. Learning must have meaning for the learner. The students have to be able to

understand the information and determine it. In jigsaw method, students will be

invited to understand their text deeper in the expert group. So, it will be easier for

the students to get the meaning from the text.

3. A background of experience and knowledge is necessary for learning. The

ideas of the texts should be connected with the existing material and information.

So, the students will not be confused to get the meaning. Although, in jigsaw

method, the students will learn and share in a group. So, they can develop their

existing material and get the new material.

4. The students have to be active in the learning. Shepherd (1978) states

“learning to read is not a passive process.” It means that the students should

develop themself in the learning. The use of jigsaw method provides a lot of

activities to the students so that they can be active learners.

5. Learning requires the forming of habits. Shepherd (1978) states “For the

student to become an efficient reader, many of the skill must be so well developed

that they function smoothly and simply.”


21

6. Much learning is by association. The students will learn the language from

their oral knowledge. Shepherd (1978) says that “the student learns first to use and

understand language through listening and speaking.” Jigsaw method provides the

activity for the students so that they can speak and listen to their friends in the

group. So, they can learn the language from speaking and listening their friends.

7. Learning requires practice. In reading by using jigsaw method, the students

will practice their reading. They will understand their reading with their friend in

the group.

8. Favorable attitudes are important to effective reading. Shepherd (1978) states

“students who have difficulty in reading and who develop negative attitudes

toward the reading act will find it difficult to use reading as an effective learning

tool.” Jigsaw method helps the students to gather in groups. The students who

have difficulty in reading will be helped with other students in the group.

9. Reading capabilities are different for each student. In jigsaw method, the

students will be gathered in heterogeneous groups. It will help the students to

improve their reading competence. The student who has low capabilities in

reading will be helped with the students with high capabilities in the group. The

students will cooperate in improving their capabilities in reading.

10. Reason for reading is important to be an effective reader. Shepherd (1978)

states that “in reading skill development the student needs to understand the

importance and the usefulness of each skill.” Shepherd (1978) adds “he needs to

understand how the skills can increase his reading competence.”


22

The principles of learning to reading are very important for the students to

apply. Therefore, the teacher needs to apply jigsaw method as an innovative

learning method in order to make improvement for the students in reading

competence.

B. Theoretical Framework

The students has important role in learning teaching process. They should

contribute and participate so that the learning teaching process works well. The

teacher should create a learning activity so that all students can take part in the

learning teaching process. The students of class VII B SMP Pangudi Luhur St.

Vincentius Sedayu needed more practices in reading since they had limited

learning activity. Furthermore, the students‟ reading competence was low.

In this thesis, the researcher would answer a research question based on

the several related theories described in the theoritical desciption part. The

research question is about the implementation of jigsaw method to develop better

learning activity for improving reading competence in the class VII B SMP

Pangudi Luhur St. Vincentius Sedayu. Additionally, in answering the research

question, the researcher synthetizes the theory of jigsaw method and learning

activity.

First, the researcher employs the theory of jigsaw method from Slavin

(1995) who states that in jigsaw method the students will be given opportunity to

expert some parts which make them participate actively in the learning teaching

process. By becoming the experts, the students will understand the material


23

deeper then they will explain to their teammates in the groups. Besides, the groups

in jigsaw method are designed as haterogeneous groups which consist of some

students with different ability level. Furthermore, Aronson et al. (1978) say that

jigsaw method gives opportunities for the students to work in different racial and

cultural group to facilitate trust and acceptance and promote the achievement of

minority students.

In addition, the implementation of jigsaw method creates better learning

activity for the students to improve their reading competence. Wasserman et al.

state that learning activities are designed to support course outcomes. Besides,

European Commission (2006) adds that learning activities are any activities to

improve knowledge, skills and competence. By participate and contribute actively

in the learning activity, the students will learn and retain their learning longer.

Moreover, Fink (2003) notes that the students will learn more and remember their

learning longer if they acquire in an active manner.


24

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology that is 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 is because

CAR deals with short term research and the result can be implied directly in the

classroom. Carr and Kemmis (1986), as cited in Burns (1999: 30), state that:

Action research is simply a form of a self-reflective enquiry undertaken by

participants in social situations in order to improve the rationality and

justice of their own practices, their understanding of these practices and

the situations in which the practices are carried out.

Besides, the researcher wanted to solve the problem that was faced in the

class and helped the teacher increase the quality of learning teaching process.

According to Elliot (1991, p.49), “action research has a fundamental aim of action

research which is to improve practice rather than to produce knowledge.” Slavin

(2007, p.169) adds that “action research is especially appropriate for individual

educators who want to improve their effectiveness through a systematic

evaluation of their own practices.” Nunan (1989) adds that “its aims are to solve


25

problem, bring about change, and get things done” (p. 2). Moreover, Gebhard

(1999) states that the goal of classroom action research is “to help the teacher to

improve and to become a more effective teacher” (p. 36).

In this research, the researcher decided to follow Kemmis and

McTaggart‟s CAR model. Kemmis and McTaggart (1988) say the action research

process shows a self-reflective spiral planning, acting, observing, reflecting, and

re-planning as the basis for understanding how to take action to improve an

educational situation. Kemmis and McTaggart‟s diagrammatic model was

presented in figure 3.1 as followed:

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 the class

VII B of SMP Pangudi Luhur St. Vincentius Sedayu about the students‟ need of


26

learning activity for improving reading competence. Diagnosing the problem was

conducted in order to find the appropriate solution. The researcher considered

jigsaw method to solve it. The researcher planned to conduct two cycles for two

meetings. In this stage, the researcher would discuss with the teacher about the

kind of material that would be given to the students. After that, the researcher and

the teacher discussed the learning activity and made the lesson plan. The research

was conducted to know the development of better learning activity for improving

reading competence by using jigsaw method.

2. Acting

In this stage, the researcher implemented the learning activity based on

jigsaw method. The learning teaching process was divided into three parts; pre-

activity, whilst activity, and post-activity. Jigsaw method was implemented in

whilst activity which was divided into 3 sections; home group section 1, expert

group section, and home group section 2.

In the first section, home group section 1, the students were divided into a

group of eight. Each group consisted of four to five members. It was called home

group. Then, each student of the group was given the different text. Each student

in the group had his/her responsibility to understand the text. In the second

section, which was expert group section, the students who received the same text

gathered in one group. Here, the students had to comprehend and share the

content of the text. In the third section, namely home group section 2, the students

returned to their home groups to retell the content of their texts. Next, the students


27

were given an individual test about the texts that they had already discussed to

check their understanding and reading competence improvement.

3. Observing

In this stage, the researcher collected all data by observing the action. The

observation was conducted at the same time with acting stage. The researcher

observed the implementation of jigsaw method by using field notes and

observation checklist which focused on students‟ learning activiy based on jigsaw

method to see the better learning activity development. The researcher also used

test which was designed in a form of multiple choices to see the improvement of

students‟ reading competence after the action was implemented. Besides, the

researcher used questionnaire to see students‟ perspective whether or not jigsaw

method developed better learning activity and improved students‟ reading

competence.

4. Reflecting

In this stage, the researcher made a reflection after analyzing the data

through the observation. The reflection of every cycle was made by using the field

notes, the observation checklist, the questionnaire, and the test. Firstly, the

researcher would analyze what behavior and event occur in every cycle. The

researcher considered some solutions to solve the problems in every cycle in order

to make improvement in the next cycle. Then, the researcher would revise in

making the learning activity and lesson plan.


28

B. Research Setting

The research is conducted in SMP Pangudi Luhur St. Vincentius Sedayu.

It is located at Jalan Wates Km 12, Sedayu, Bantul, Yogyakarta. In this research,

the researcher wants to conduct two cycles for two meetings. Each cycle consists

of planning, acting, observing, and reflecting.

C. Research Participants

The participants are the students of class VII B in 2016/2017 academic

year. There are 33 students who consist of 12 girls and 21 boys. The researcher

found that the students needed more learning activities especially for improving

reading competence.

D. Research Instruments and Data Gathering Technique

In this research, the researcher used five instruments to conduct the

research. The instruments were interview, field notes, observation checklist,

questionnaire, and test.

1. Interview

In this research, the researcher interviewed the English teacher as a single

participant. The interview aimed to get the clarification and deeper information

from the teacher as a preliminary study. In the interview, the researcher asked

several questions related to class situation, students‟ learning activity, students‟

reading competence, test, curriculum, syllabus, and lesson plan (see appendix C4).


29

Based on Cohen, Manion, & Morrison (2011), interviews enable participants – be

they interviewers or interviewees – to discuss their interpretations of the world in

which they live, and to express how they regard situations from their own point of

view.

2. Field Notes

According to Ary et al. (2010), field note is the most common method of

recording the data collected during observation. In this research, the researcher

would use field notes to describe the situation of the class during the research

implementation. The researcher would note the important things occurred in the

class; students‟ learning activity, students‟ situation in the class, difficulity found,

things that worked well, and things that should be improved (see appendix C3).

The researcher also noted the problems that were found in the class.

3. Observation Checklist

Best and Khan (1986) state that observation checklist is a prepared list of

items. In this research, the items were the statements about the learning teaching

process observation (see appendix C1). The statements consisted of students‟

learning activity in the process of learning and teaching using the implemented

jigsaw method. In this research, the researcher designed the observation checklist

using semantic differential. Developed by Osgood in 1957, the semantic

differential usually takes the form of a 5 or 7 point bipolar adjectival scale, but a

number of different forms are commonly used. These forms usually differ

according to the number of points on the scales, and the degree and type of

labeling of these points. In this research, the researcher used 5 scales for twenty


30

(20) statements. The scales were 1 (absolutely negative comment), 2 (negative

comment), 3 (neutral), 4 (positive comment) and 5 (absolutely positive comment).

Moreover, the researcher also added the quantity of the students to know the

number of the students who followed every activity. Furthermore, after

conducting the observation, the observers and the teacher had discussion related to

the findings of the observation checklist.

4. Questionnaire

In this research, the researcher would distribute the questionnaires to all

students of class VII B SMP Pangudi Luhur St. Vincentius Sedayu after the

implementation of jigsaw method in order to obtain students‟ perspective whether

or not jigsaw method could develop better learning activity for improving reading

competence. The researcher would use attitude scale which was Likert scale.

According to Ary et al. (2010), Likert scale is:

A Likert scale assesses attitudes toward a topic by presenting a set of

statements about the topic and asking respondents to indicate for each

whether they strongly agree, agrees, are undecided, disagree, or strongly

disagree. They various agree – disagree responses are assigned a numeric

value, and the total scale score is found by summing the numeric responses

given to each item. This total score assesses the individual‟s attitude

toward the topic (p.209).

The researcher developed the questionnaire into two major topics:

students‟ learning activity and students‟ reading competence (see appendix C2).

Questions 1 until 8 were related to students‟ learning activity. The statements of

the students‟ learning activity were based on the learning activity in jigsaw

method. Next, questions 9 until 16 were related to students‟ reading competence

after the implementation of jigsaw method.


31

5. Test

This instrument was used to measure students‟ progresses in their reading

competence after the action research. It would be conducted before and after the

action research. From the test, the researcher would know the improvement of

reading competence before and after jigsaw method implementation. The test was

in a form of multiple choices (see appendix D). According to Johnson &

Christensen (2012), the tests are commonly used in the quantitative research to

measure the attitudes, the personality, the self-perceptions, the aptitude, and the

performance of the research participants.

E. Data Analysis Technique

In this section, the researcher would discuss the technique for analyzing

the data.

1. Qualitative Data Analysis

Cohen, Manion, and Morrinson (2011) state that qualitative data analysis

makes sense of data in terms of participants‟ definitions of the situation, the

nothing patterns, the themes, the categories and the regularities. In this research,

the researcher employed a narrative discourse as the data analysis from the

interview, the field notes, and the discussion that was held after the observation.

Cohen et al. (2011) state that a narrative analysis reports the personal experiences

or the observation. Next, the narrative discourse brings the original insights to the

familiar situations. Thus, in this research, the researcher elaborated the interview,

the field notes, and the discussion by interpreting the English teacher utterances in


32

the interview, adding the additional notes from the observers, and interpreting the

discussion result. Moreover, a narrative discourse was strongly interpretative, with

meanings constructed through the observations and language.

2. Descriptive Statistics

In this data analysis, the researcher employed the questionnaire result,

observation checklist result, and individual test result with the measures of the

central tendency. According to Ary et al. (2010), measures of central tendency or

averages is a convenient way of reviewing data to find single index that can

represent a whole set of measurement.

Central tendency of a series of scores is the way in which they tend to

gather round the middle of a set of scores, or where the majority of score are

located (Cohen et al. 2011). The researcher applied the total mean score from the

questionnaire results, observation checklist results, and individual test results.

According to Ary et al. (1979), “the mean is the sum of all the scores in a

distribution divided by the number of cases,” in terms of formula, it is:

Besides, the researcher classified the results of the individual test by using

the category from Masidjo (1995). The classification was listed below:

Table 3.1. Masidjo’s category of scores

Category Scores

Very good 9 – 10

Good 8 – 8,9

Sufficient 6,5 – 7,9

Bad 5,5 – 6,4

Very Bad ... < 5,5


33

F. Research Procedure

There were eight steps in conducting this classroom action research. They

were (1) asking permission from the school principal, (2) conducting the

preliminary study, (3) finding the problems and planning for the action, (4)

planning, (5) acting, (6) observing, (7) reflecting, and (8) success of the research.

The explanation was presented below:

1. Asking Permission from the School Principal

The researcher would ask for permission from the school principal to

conduct the research in SMP Pangudi Luhur St. Vincentius Sedayu. In this step,

the researcher would give a permission letter from Sanata Dharma University to

the researcher do the research.

2. Conducting the Preliminary Study

The observation of the preliminary study had been done by the researcher.

The researcher did the preliminary study in class VII B SMP Pangudi Luhur St.

Vincentius Sedayu when the researcher did Praktik Pengalaman Lapangan (PPL).

Besides, the researcher used interview to have clarification and further

information from the teacher. The preliminary study was conducted to observe the

situation in the class when the students did and followed the learning activity in

the class. Based on the observation and the interview, the researcher saw that the

students needed more learning activities for improving reading competence.

Besides, the researcher got the result of the quiz that was given by the teacher in

the preliminary study, as followed:


34

Table 3.2. Reading quiz result

No Category Scores Frequency in Preliminary

Study

1 Very good 9 – 10 0

2 Good 8 – 8,9 6

3 Sufficient 6,5 – 7,9 5

4 Bad 5,5 – 6,4 12

5 Very Bad < 5,5 10

Based on table 3.2, the researcher found that there were only 6 students

from 33 students who were in good category. Besides, there were more than 20

students who were in very bad to bad category. It meant that more than twenty

students had low reading competence. Moreover, the mean score of the quiz in the

preliminary study was 55, 3. Besides, according to Masidjo, the mean score was

categorized bad.

Based on the result of the observation, interview, and quiz, the researcher

tried to formulate a set of activity to overcome the problem by implementing

jigsaw method. Jigsaw seemed as the most appropriate method to overcome this

problem. First of all, the teacher and the students should know and understand the

basic concept of jigsaw method. Then, the researcher and the teacher combined

the method with the existent material. Furthermore, the success of jigsaw method

implementation in this research was defined through the development of better

learning activity for improving reading competence in SMP St. Vincentius

Sedayu.

3. Finding the Problems and Planning for the Action

In this step, the researcher would list some important things that occurred

in the class VII B SMP Pangudi Luhur St. Vincentius Sedayu. After the researcher

found the problem faced in the class, the researcher tried to find an appropriate


35

method to solve the problem. Then, the researcher decided to use jigsaw method

to develop better learning activity for improving reading competence.

4. Planning

The researcher would make a plan of learning activity by making lesson

plan and teaching materials. The researcher would consult with the teacher in

making lesson plan and teaching materials.

5. Acting

In this step, the researcher implemented jigsaw method from the help of

the teacher. The learning teaching process was divided into three parts; pre-

activity, whilst activity, and post-activity. Jigsaw method was implemented in

whilst activity which was divided into 3 sections; home group section 1, expert

group section, and home group section 2.

6. Observing

It would be conducted in the same time with the acting step. The

researcher used some instruments; observation checklist, field notes,

questionnaire, and individual test. In this step, the researcher would show the

results through those instruments. Besides, in observing step, the researcher

became the first observer. The researcher was also being helped by a teacher who

had experienced in using jigsaw method as the second observer.

7. Reflecting

In this step, the researcher would discuss the results of the observation.

Moreover, the researcher made a reflection in order to get better results in the next

cycle. The reflection was made based on the field notes results, observation


36

checklist results, questionnaire results, and individual test results. Furthermore,

the researcher would make the problem solutions for the next cycle.

8. Success of the Research

After the researcher collected and analyzed the data from the research, the

researcher would measure the success of the research. The research was called

successful if the result of the research indicated the better changing in every

cycle. It was called successful if there was development of better learning

activity since the students became active learners. Moreover, it was called

successful if the students show their improvement in reading competence in

every cycle.


37

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents the research result and the research

discussion. The result and discussion are in a form of explanation of several steps

in the classroom action research. Furthermore, in this chapter, the researcher

presents the answer from the research question with the evidence from the

research result.

Before the researcher did the classroom action research, the researcher did

the preliminary study. The observation had done when the researcher did Praktik

Pengalaman Lapangan (PPL). Then, the researcher continued the preliminary

study by interviewing the English teacher. From the interview, the researcher

found that in English class, especially in reading class, the students needed to be

more active. Besides, the students needed more learning activities. In this class,

the students‟ learning activities were listening, reading, and taking notes. As a

result, the students were bored. Besides, they did something that was not related to

the lesson. They were drawing, talking, sleeping, and doing nothing. Furthermore,

the students‟ reading competence was low. There was a possibility that made the

students got low reading competence. The possibility was the lack of learning

activity in the learning and teaching process. It was because learning activity

affected students‟ outcomes. After doing the preliminary study, the researcher did

every step of classroom action research.


38

A. The Implementation of the Use of Jigsaw Method to Develop Better

Learning Activity for Improving Reading Competence in SMP St.

Vincentius Sedayu

Below are the explanations of the implementation of the use of jigsaw

method to develop better learning activity for improving reading competence as

the answer of the research question. The implementation itself is in the form of

two cycles of the classroom action research.

1. Cycle 1

The researcher conducted the first cycle in one meeting on Saturday,

February 27, 2016. This cycle was consisted of four steps: the planning, the

action, the observation, and the reflection.

a. Planning

In this step, the researcher prepared the lesson plan to conduct and control

the material, activity, and time allocation in the first cycle. The researcher

discussed the material and time allocation with the teacher. The teacher gave the

material about describing person for the first cycle. Next, the researcher consulted

the lesson plan and material before the teacher taught the lesson in the first

meeting.

b. Action

The action was done on Saturday, February 27, 2016. The action was done

at 07.30 a.m. The action of the research was done by the teacher while the

researcher became the first observer. The researcher also invited a teacher who


39

had experienced in using jigsaw method to be the second observer. In the action

step, the learning teaching process was divided into 3 steps, as followed:

Chart 4.1. Students’ learning activity in cycle 1

In the pre-activity, the teacher invited the researcher as the first observer

and the second observer to enter the class. The teacher greeted and introduced the

researcher and the observer to the students. After that, the teacher did recalling

about the previous meeting material which was describing thing. The teacher gave

a thing to the students and asked the students to describe it. The teacher also used

pointing to ask the students described the thing.

Next, in the whilst activity, the teacher implemented jigsaw method. At the

beginning, the teacher explained about describing person. The teacher gave some

adjectives which were used to describe person. After that, the teacher informed

the students that they would use jigsaw method in the process of learning and

teaching. Then, the teacher divided the students into eight groups which consisted

of 4 or 5 members. The teacher told to the students that the groups were called

home groups. The teacher asked every student in the home groups to read their

own text. Next, the teacher asked the students to arrange the jumbled paragraph.

While the students arranged the jumbled paragraph, the teacher gave the rules of

Pre-Activity

• Greeting

• Recalling

Whilst Activity

• Explanation about material

• Home group section 1

• Giving rules of jigsaw method (spoken)

• Expert group

• Home group section 2

• Class discussion

• Individual test

Post-Acivity

• Closing


40

jigsaw method. Besides, the students should identify the generic structure of the

texts.

In the next activity, the teacher asked the students to move to the same text

groups. Here, the students looked confused. However, the teacher guided and

helped the students to make the expert groups. There were four big expert groups

which consisted of 8 to 9 students. The teacher told to the students that they were

expert groups. After that, the teacher asked the students to share their works

which was jumbled paragraphs. The teacher also asked the students to share and

discuss the content of the texts.

The last activity, which was home group section two, was done by the

students. However, the teacher did not ask the students to share their own texts.

The teacher only asked the students to identify the main idea of every paragraph.

So, the students did not share and tell their own texts. There were only some

students who shared their texts while others did it individually. Here, the teacher

only gave the students 5 minutes to do the activity. It was because the time was

almost up. Then, the teacher invited the students to discuss all texts with the class.

First, the teacher and the students discussed the paragraph arrangements. Then,

they identified the generic structure of the texts. Next, the teacher asked the

students whether or not they found unfamiliar words. The teacher gave the

meaning of the unfamiliar words that students got.

The next activity was doing the individual test. The test was made based

on the four texts that were given. The test was used to measure students‟ reading

competence and knows whether or not the students did and followed the activities.


41

Besides, the teacher also gave the questionnaire that was made by the researcher

for the students. After a few minute, the teacher asked the students to submit their

test and questionnaire.

In the post-activity, the teacher and the students did not make the

conclusion of the lesson. It was because the time was up. Then, the teacher closed

the lesson. After that, the researcher, the observer, and the teacher went out from

the class and had discussion about the learning teaching activity and what should

be improved for the next cycle.

c. Observation

The observation was done at the same time with the action. In this step, the

researcher observed the students with the help from a peer observer who was a

teacher who had experienced using jigsaw method. It was done to have the

objective result from the accumulation of the two observers. In this step, the

researcher tried to see the progress of the students from the learning activity that

had been planned in the lesson plan by using jigsaw method. The progress could

be seen from the development of learning activity since the students became

active learners. Besides, the improvement of reading competence indicated the

progress of the students. The discussion from the observation would be explained

in the reflection.

The observers used observation checklist to see the progress of the

students (see appendix C1). The observation checklist was designed using

semantic differential. It was designed to help the observers got the data easily.

The observation checklist provided five (5) scales for twenty (20) statements. The


42

scales were 1 (totally negative comment), 2 (negative comment), 3 (neutral), 4

(positive comment) and 5 (totally positive comment). In the observation checklist,

the observers also noted the number of students in every activity. The researcher

wanted to elaborate the total mean score from the observation checklist. The

highest mean was 100, the lowest mean was 20, and the median mean was 50.

From the observation, the researcher got the data from the observation checklist as

followed:

Table 4.1. Observation checklist result in cycle 1

From the table 4.1, both observers gave consistent comments. It was

shown from the total mean score of the observers. The total score of the observer

one was 78. Consistently, the total mean score of observer two was 79. Thus, the

total mean score of both observers was 78, 5. However, there were some

Statement Description Obsv. 1 Obsv. 2

1 Students‟ respond 4 4 4

2 Students‟ interest 4 4 4

3 Answering question 5 5 5

4 Paying attention 5 5 5

5 Asking question 3 3 3

6 Home grouping section 1 5 5 5

7 Reading texts 4 4 4

8 Arranging paragraphs 4 4 4

9 Expert grouping 5 5 5

10 Sharing works 4 4 4

11 Discussing text 4 4 4


13 Telling the content of texts 3 3 3

14 Students‟ chance 2 3 2,5

15 Discussing texts in home group 3 3 3

16 Doing test 5 5 5

17 Discussing texts with class 4 4 4

18 Concluding the lesson 2 2 2

19 Following learning activity 4 4 4

20 Students‟ activeness 3 3 3

X1 = 78 X2 = 79 = 78,5


43

statements that got neutral and negative comments. They were statements 5, 13,

14, 15, 18, and 20. In the statement 5, both observers gave 3 which was neutral

score. There were only 5 students who asked to the teacher based on observers‟

writing. In the statement 13 of the observation checklist, the two observers also

gave 3. It was because there were only some students who did it. It was same with

the statement 14. Observer one gave negative comment which was 2, while

observer two gave 3. In the statement 15 of the observation checklist, both

observers gave neutral scores. Based on observer one, there were 3 students who

discussed the texts in the home group, while observer two wrote there were 4

students. Besides, 2 observers gave negative comments in the statement 18.

Furthermore, in the statement 20, the two observers gave 3 which was neutral

score. It was because half of the students were active in the learning activity and

half of them were not.

After doing the observation, the two observers and the teacher had

discussion to give clarification about the observation. From the discussion, the

researcher got some data related to time allocation, rules of jigsaw, learning

activity, movement space, and individual test. The data from the discussion was

also used to strengthen the data from observation checklist that would be

explained more in the reflection.

Besides, in doing the observation, the researcher used field notes to

complete the data. The field notes were also used to see what worked well and

what should be improved in the next cycle. From the field notes, the observer one

wrote that there were three activities that were done by the students. There were


44

home grouping section one, expert grouping, and individual test. Meanwhile, the

observer two said that there were four activities that were done by the students.

There were reading a text, home grouping and sharing, expert grouping and

sharing, and doing individual test. Besides, based on the two observers, the

situation in the class was still conducive. However, there were some students who

were passive and did not follow the activities. The observer two added that the

teacher was successful in managing the class. The group movements from home

groups to expert groups and from expert groups to home groups were efficient and

fast. Moreover, the students could follow the lesson orderly. However, there were

some difficulties found in teaching reading using jigsaw method. The observer

one wrote that the difficulty was the limited time. Besides, the students were still

confused because they did not know the rules of jigsaw method. Meanwhile, the

observer two wrote that the difficulty came when grouping. The students were in

hurry and had not discussed maximally. There was limited time in sharing in the

home grouping section 2. However, there were some parts which worked well.

The observer one stated that in the home group section 1, all students read the text

and the group movement was fast. The observer two also agreed that the situation

when the students read worked well. Almost all students read the text. Although,

there were some parts that should be improved. Observer one saw that in the

home group section 2, every student should have his/her chance to tell his/her own

text. Moreover, based on the observer two, in home group and expert group

section should be improved in order to communicate the reading result.


45

In the end of the observation, the teacher gave the questionnaire and the

individual test. The questionnaire was used as other instrument to confirm and

check the data. The questionnaire provided four (4) scales for sixteen (16)

statements. The scales were 1 (totally disagree), 2 (disagree), 3 (agree), 4 (totally

agree). The questionnaire was divided into two parts: students‟ activity

(statements 1 - 8) and students‟ reading competence (statements 9 - 16). The

researcher wanted to elaborate the total mean score from the observation

checklist. The mean score of the questionnaire was gotten from the average of 33

students‟ result that filled the questionnaire. The highest mean for each part was

32, the lowest mean was 8, and the median mean was 16. From the questionnaire,

the researcher got the data as followed:

Table 4.2. Questionnaire result in cycle 1

St. Description Mean

Score St. Description

Mean

Score

1 Reading text 3,4 9 Able to understand text 3,2

2 Arranging paragraph 3,3 10 Able to identify text structure 2,9

3 Discussing paragraph 3,2 11 Able to arrange paragraphs 3,1

4 Discussing texts 3 12 Able to identify main idea 3,1

5 Explaining texts 2,7 13 Able to understand text content 3,1

6 Doing test 3,5 14 Able to retell text 2,7

7 Discussing texts with class 2,9 15 Able to understand all texts 2,9

8 Following learning activity 3,1 16 Able to do test 3,2

25 24,18

From the table 4.2, the total mean score of the questionnaire of students‟

activity (statement 1 – 8) was 25 and students‟ reading competence (statement 9 –

16) was 24, 18. Thus, the position of the total mean score from cycle 1 had

already above the median. From the mean score of each statement, there were

some statements which got low scores. They were statements 5, 7, 10, 14, and 15.

The explanation of the statements would be discussed in the reflection.


46

In cycle 1, all students did the individual test based on the texts that they

had read and shared. The test was used to measure students‟ reading competence.

The type of the test was multiple choices. There were 25 questions that were made

by the researcher. The highest mean score was 100, the lowest mean score was 0,

and the median mean score was 50. Besides, the researcher categorized students‟

score by using the category from Masidjo (1995). From the individual test, the

researcher got the data as followed:

Table 4.3. Individual test result in cycle 1

No Category Scores Frequency


2 Good 8 – 8,9 9


4 Bad 5,5 – 6,4 8

5 Very Bad < 5,5 7

From the table 4.3, the data showed that there were no students who were

in very good category. There were only 9 students who were in good category.

Besides, there were 24 students who were in under good category. The total mean

score of the individual test was 63, 27. The position of the total mean score from

cycle 1 had already above the median. However, according to Masidjo, the total

mean score in cycle 1 was still bad.

d. Reflection

After conducting the first cycle, the researcher found several things related

to the better learning activity and reading competence. In the reflection, the

researcher discussed the results from the observation.

Based on the observation checklists, the researcher found that some

students did not follow the activity. There were limited students who asked to the


47

teacher. Furthermore, students who asked to the teacher did not ask about the

material. They asked about jigsaw rules. It was because in the middle of the first

activity, the teacher gave jigsaw rules. As a result, there was chaos. Moreover, the

students were still confused about the rules of jigsaw. From the observation

checklist, in statement 5, both observers gave 3 which was neutral score. There

was no positive or negative comment from the observer. There were only 5

students who asked to the teacher based on observers‟ writing. However, from the

discussion that was held after the observation, the observer two said that “Mereka

tidak tanya tentang materi tetapi tentang rules jigsawnya.” (In translation: “the

students do not ask about the material, but about jigsaw rules.”) Meanwhile,

observer one said that “Tadi mereka terlihat bingung dengan rulesnya.” (In

translation: “the students look confused with the rules.”) According to the teacher,

“saya tadi lupa ngasih rulesnya di awal, jadi chaos deh ditengah, pada bingung.”

(In translation: “I forget to give the rules in the beginning. As a result, it makes

chaos in the middle of the process and the students are confused.”) Moreover,

from the field notes, the researcher found some data related to the issue. There

were some difficulties that were found in using jigsaw method. One of the

difficulties was about the rules of jigsaw. Consistently, from the field notes,

observer one noted that some students are still confused because they do not know

the rules of jigsaw method.

Next, in the home group section 2, the researcher found that the students

did not work in groups. It was because the teacher changed the activity in the

home group section 2. In statement 13 of the observation checklist, which was


48

“the students tell the content of their texts to their home groups,” the two

observers gave 3 which was neutral score. It was because there were only some

students who did it. According to observer one, there were 3 students who did it,

while observer two wrote only 4 students. It was same with statement 14 which

was “every student has his/her chance to tell the content of his/her text.” Observer

one gave negative comment which was 2, while observer two gave 3. It was

because observer one saw that there were 3 students who did it. Meanwhile,

observer two wrote that there were 4 students who had the chance. In the

planning, the teacher and the researcher planned to have retelling the content in

the home group section 2. However, from the discussion that was held after the

observation, the observer one said that “Oya pak, home group section 2 belum

terlaksana.” (In translation: “home group section 2 has not been done.”) Another

observer said that “Iya, harusnya di home group section 2 siswa berbagi

informasi tentang teks mereka.” (In translation: “in home group section 2,

students should share the information about their own texts.”) The teacher said

that “Iya, tadi kelewatan. Soalnya karena kurang waktu juga jadi kayak dikejar-

kejar. Jadinya gak ada waktu untuk siswa retelling.” (In translation: “there is

limited time so that it is in hurry. As a result, there is no time to students in

retelling their own texts.”) Besides, the teacher added, “Tadi aktivitasnya saya

ubah jadi mencari main idea di setiap paragraf, tapi individu.”(In translation:

“The activity is changed into looking for the main idea in every paragraph

individually.”) However, according to the observer one, “Tapi tadi ada satu


49

kelompok yang saling bertanya satu sama lain tentang teksnya.” (In translation:

“there is one group who asks about the texts to one another.”)

The activity that was changed by the teacher in home group section 2

affected students‟ activeness. It was because they worked individually. However,

there were some students who worked in a group. It was consistent with statement

15 of the observation checklist. Both observers gave neutral scores. Based on

observer one, there were 3 students who discussed the texts in the home group,

while observer two wrote there were 4 students. The number of the students who

were active in the home group section 2 was very low. It was because the activity

in the home group section 2 did not provide opportunity for the students to

communicate their own texts. From the field notes, the researcher found some

data related to this issue. Observer one wrote that in the home group section 2,

every student should have their chance to tell their own text. It was also consistent

with observer two who noted that sharing experience was limited in the last home

group section.

In the post-activity, the teacher and the students did not make the

conclusion because the time was up. It was shown from the observation checklist.

2 observers gave negative comments in the statement 18. From the discussion, the

teacher said that “Iya, karna waktunya habis jadi gak sempat buat conclusion.”

(In translation: “the time is up. As a result, there is no time to make the

conclusion.”)

From overall learning activity, the researcher saw that there were some

students who followed the activity and some did not. It was seen from the


50

observation checklist results. In the statement 20, the two observers gave 3 which

was neutral score. It was because half of the students were active in the learning

activity and half of them were not. Furthermore, the researcher found some data

related to this issue from the discussion. The observer two said that “Oya, untuk

overall pembelajaran menurut saya sebagian siswanya aktif sebagian enggak.”

(In translation: “for the overall learning process, half of the students are active and

half of them are not.”) Observer two added that “Iya saya setuju. Tadi waktu

home grouping, 4 group benar-benar melakukan diskusi. Untuk 4 group yang lain

mereka membicarakan topik lain dan cenderung bekerja sendiri-sendiri.” (In

translation: “when the students are in home groups, there are 4 groups who did

discussion seriously. The other 4 groups discuss about other topic and do it

individually.”)

After conducting the first cycle, the researcher checked the questionnaire

and the individual test. From the questionnaire, the researcher found that some

students did not follow the learning activity. Besides, they did not understand the

texts. It was seen from statements 5, 7, 10, 14, and 15 of the observation checklist

which had low scores. In statement 5, the mean score was 2, 7. It meant that not

all students explained their content of the texts in the home groups. It was also in

line with the data from the observation checklist and discussion. Besides, in

statement 7, the total mean score was 2, 9. There were some students who did not

follow discussing all texts with friends and the teacher. In statement 10, the total

mean score was 2, 9. The statement was “the students are able to identify the

generic structure of descriptive text.” It meant that there were some students who


51

could not identify the generic structure of the texts. Besides, in statement 14,

which was “in home group, students are able to retell their content of the texts”,

the total mean score was 2, 7. It meant that there were still some students who

could not retell their own texts. It could also be seen from the observation

checklist and the discussion where there was only 1 group which retold their own

texts in the home group section 2. In statement 15, the total mean score was 2, 9.

It meant that not all students understood their friends‟ texts in the home groups

(text 1, 2, 3, 4). Thus, the researcher concluded that the students still did not

follow all learning activities which also affected their reading competence.

However, from the individual test results, the researcher saw the

improvement of reading competence that was made by the students in cycle 1, as

followed:

Table 4.4. Individual test result in preliminary study and cycle 1

No Category Scores Frequency in

Preliminary Study Frequency in cycle 1

1 Very good 9 – 10 0 0

2 Good 8 – 8,9 6 9

3 Sufficient 6,5 – 7,9 5 9

4 Bad 5,5 – 6,4 12 8

5 Very Bad < 5,5 10 7

From the table 4.4, there was improvement in the students reading

competence using jigsaw method compared to the preliminary study. The total

mean score of the individual test in preliminary study was 55, 3 while in cycle 1

was 63, 27. Moreover, the number of the students in good category was increasing

in cycle 1. Besides, the number of the students who were in under good category

was decreasing in cycle 1. However, in making the questions in the individual

test, the teacher suggested to have 20 questions which focused on the detail


52

information of the texts. It was shown from the discussion. The teacher said that

“besok dibuat 20 soal aja, tapi fokusnya ke detail information ya.” (In translation:

“later it should be 20 questions but focuses on its detail information.”) The teacher

added that “kalau mereka tau detailnya kan berarti mereka benar-benar paham

isi teksnya.” (In translation: “if they know the detail, it means that they really

understand about the content of the texts.”)

From the observation checklist, discussion, field notes, and test in the first

cycle, the researcher saw that the students learning activity and students‟ reading

competence were better than the preliminary study. It was because some students

became active learners since the use of jigsaw method. They also followed the

learning activity; home group, expert group, and individual test. Besides, the

result of the individual test was improving. However, there were some crucial

things that should be improved in cycle 2. The first thing was about time

allocation. It was because there was limited time in the first cycle. Second, it was

about the rules of jigsaw method. The students should be informed the rules first

before the implementation of jigsaw method. Next, it was about learning activity.

The students should follow every step of the learning activity in jigsaw method.

The last one, it was about individual test. The question of the individual test

should be design only 20 questions which focused on the detail information of the

text.


53

2. Cycle 2

The researcher conducted the second cycle on Saturday, March 5, 2016. In

this cycle, there are four steps similar to the previous cycle. The steps were: the

planning, the action, the observation, and the reflection.

a. Planning

In this step, the researcher made the lesson plan based on the first cycle

result which could be seen from the observation checklist results, the discussion,

the field notes results, the questionnaire results, and individual test results. Based

on those results, the researcher found that there were some problems in the

classroom activity. The problems were not only from the students but also from

the lesson hour which were reduced because of the school authority. Therefore, in

the second cycle, the researcher tried to make a better lesson plan. However, the

lesson plan could achieve the learning goals, make changes for better learning

activity, improve students‟ reading competence, and use jigsaw as a learning

method.

In making the lesson plan in cycle 2, the researcher asked the teacher

about the time schedule. After knowing the time schedule, the researcher and the

teacher divided the time into three big activities; pre-activity, whilst activity, and

post-activity. The researcher and the teacher also planned to give the students

jigsaw method rules in the beginning of the lesson. So, the students would not be

confused about the rules of jigsaw method. Besides, the teacher would give some

clues to the students about what they should underline from the texts.


54

Next, the researcher and the teacher planned to have different way of

implementing jigsaw method. Jigsaw method would be done outside the class. It

was because there was large space to the students to gather in groups. The teacher

would give the instruction first to the students. Then, the teacher would divide the

students into 8 groups. The teacher would use whistle as a code for the students to

move to the next activity. In the end of the lesson, the teacher would give the

individual test and questionnaire to the students.

In the learning activity, the researcher and the teacher underlined the

activities that would be done by the students. In the home group section 1, the

students would arrange the jumbled paragraph and underline the clues that were

given by the teacher. Then in the expert group, the students gathered to discuss

about the jumbled paragraph, the clues, and the content of the texts. In the home

group section 2, the students should tell their own texts and share the information

they had gotten from the expert groups.

Moreover, the researcher and the teacher planned to make individual test

which focused on the detail information of the texts. The questions in the

individual test would be only 20 questions. The questions would be designed

multiple choices.

b. Action

The action in cycle 2 was done on Saturday, March 5, 2016. The action

was done at 07.15 a.m. In this meeting, the teacher asked the students about the

previous material. From the observation checklists the researcher saw that there

was an improvement from cycle 1 to cycle 2 that students looked attentive in


55

following the learning teaching process. The action in cycle 2 was divided into 3

main activities as followed:

Chart 4.2. Students’ learning activity in cycle 2

In the pre-activity, the teacher greeted the students. Then, the teacher and

the students did recalling about the material in the previous meeting. After that,

the teacher explained the new material about describing place. Next, the teacher

gave the rules of jigsaw method. The teacher wrote on the board about the rules of

jigsaw and the clues that students should underline and discuss in the groups.

Then, the teacher made a map about the place distribution. The teacher gave the

students opportunity to ask about the instruction that they had not understood.

Next, in the whilst activity, the teacher divided the students into 8 groups

as home groups which consisted of 4 to 5 students. Then the teacher asked every

group to go outside, find their place, and do the task. In the home groups, the

Pre-Activity

Greeting

Recalling and explanation the new

topic

Giving the rules of jigsaw (spoken and

written)

Giving some clues to the students to

underline

Giving the map of place distribution

Whilst Activity

Home group section 1

Expert group section

Home group section 2

Class discussion

Individual test

Post-Activity

Conclusion

Closing


56

students should read the text, arrange the jumbled paragraph, and find the clues

that were informed before.

After a few minutes, the teacher blew the whistle as a code for the students

to move to the expert groups. Then, the students moved to their expert groups. In

the expert group, the students discussed the paragraph arrangements and also the

content of their texts. The students identified the main idea and the detail

information of the texts; the person, the famous things, the time, and the

supporting idea. However, the teacher was going around seeing the student‟s work

and helping the students if they found difficulties.

Next, the teacher blew the whistle again to indicate that the students

should go back to their home groups. In the home group section 2, the students

told and shared their own texts to the group members. Every student had chance

to tell the text. The students also discussed what they had gotten from the expert

groups. So, they could complete the information from different text groups.

After that, the teacher blew the whistle again and asked the students to go

back to the class. In the class, the teacher and the students discussed the texts

arrangements, the unfamiliar words, the main idea, and the detail information of

the texts. Besides, the students did the individual test. The test was used to

measure students‟ improvement in reading competence. Before leaving the class,

the teacher asked the students to fill the questionnaire which was similar with the

first questionnaire.

In the post-activity, the teacher and the students concluded the activity and

the lesson that they had gotten. Then, the teacher greeted and closed the lesson.


57

c. Observation

In this step, the researcher asked for help from the same previous observer.

The observation was done in the same time with the action. The researcher used

the same observation checklist and field notes to see the improvement of the

students‟ learning activity. Besides, the researcher used individual test to see the

improvement of students‟ reading competence. The same questionnaire was also

used to see the improvement of the learning activity and reading competence. In

the observation, the researcher showed the data that was gotten from observation

checklist, discussion, field notes, questionnaire, and individual test. The

discussion of the observation would be explained in the reflection.

From the observation in cycle 2, the total mean score of observation

checklist was 97, 5. In the first cycle, statements 5, 13, 14, 15, 18, and 20 were

given neutral and negative comments. However, in cycle 2, the comments from

both observers improved. The explanation of the statement would be explained in

the reflection. Furthermore, the result of the observation checklist in cycle 2 was

presented below:

Table 4.5. Observation checklist result in cycle 2

Statement Description Obsv. 1 Obsv. 2

1 Students‟ respond 5 5 5

2 Students‟ interest 5 5 5

3 Answering question 5 5 5

4 Paying attention 5 5 5

5 Asking question 4 4 4


7 Reading texts 5 5 5

8 Arranging paragraphs 5 5 5

9 Expert grouping 5 5 5

10 Sharing works 5 4 4,5

11 Discussing text 5 5 5



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13 Telling the content of texts 5 5 5

14 Students‟ chance 5 5 5

15 Discussing texts in home group 5 5 5

16 Doing test 5 5 5

17 Discussing texts with class 5 5 5

18 Concluding the lesson 4 4 4

19 Following learning activity 5 5 5

20 Students‟ activeness 5 5 5

X1 = 98 X2 = 97 = 97,5

After doing the observation, the observers and the teacher had discussion

to give clarification about the observation in cycle 2. From the discussion, the

researcher got some data related to time allocation, the rules of jigsaw, students‟

activeness, learning activity, and movement space that improved in cycle 2. The

data from the discussion was also used to strengthen the data from observation

checklist that would be explained more in the reflection.

From the field notes, the researcher got some data. The observer one and

the observer two wrote that there were four activities that were done by the

students. There were home grouping section one, expert grouping, home grouping

section two, and individual test. Besides, two observers agreed that the situation in

the class was still conducive. It was consistent with the first cycle. The observer

two added that the teacher was successful in managing the class. The students

could follow all activities. This meeting was better than the first cycle. However,

there were some difficulties found in the teaching reading using jigsaw method in

cycle 2. The observer one wrote that the difficulty was the size of the class was

too wide. As a result, the teacher needed extra energy to walk around and guide

the students. This situation also affected the time allocation. Meanwhile, the

observer two wrote that the difficulty was dividing the limited time to absorb the


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material deeper. It was because the students only had limited time to discuss and

share. However, all activities were done well. There were some parts which

worked well. The two observers stated that all students did all activities. They

were not bored and looked attentive in following the learning activity. The

observer two added that the students were more active and motivated because they

had responsibility to tell and share in the home groups and expert groups. It was in

line with Slavin (1995) who says that “students are made to feel important

because they have information that is indispensable to the group” (p.20).

In cycle 2, the teacher distributed the questionnaire which was same with

the first cycle. The questionnaire was used to see the improvement from cycle 1 to

cycle 2. In cycle 2, all students filled the questionnaire. From the questionnaire

result, the researcher found that there were improvement in learning activity and

students‟ reading competence since the students gave positive perspective to all

statements in the questionnaire. The mean score of the questionnaire in cycle 2

was shown as followed:

Table 4.6. Questionnaire result in cycle 2

St. Description Mean

Score St. Description

Mean

Score

1 Reading text 3,7 9 Able to understand text 3,4

2 Arranging paragraph 3,4 10 Able to identify text structure 3,1

3 Discussing paragraph 3,5 11 Able to arrange paragraphs 3,5

4 Discussing texts 3,3 12 Able to identify main idea 3,4

5 Explaining texts 3,1 13 Able to understand text content 3,4

6 Doing test 3,6 14 Able to retell text 3,1

7 Discussing texts with class 3,3 15 Able to understand all texts 3,1

8 Following learning activity 3,2 16 Able to do test 3,4

27,15 26,45

The first category was students‟ learning activity. The researcher made 8

statements for it. There were statements 1 to 8. The data from the table 4.6


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showed that the total mean score of learning activity was 27, 15. Besides, the total

mean score of the statements 1 to 8 were above the median. The means were also

above cycle 1 result. Meanwhile, statements 9 to 16 were about students‟ reading

competence. The total mean score of students‟ reading competence was 26, 45.

The total mean score in cycle 2 was above the median and above the total mean

score of cycle 1. From the result, the researcher concluded that there was an

improvement from cycle 1 to cycle 2. The improvement was shown from the

positive perspective of the students about learning activity and reading

competence.

In this cycle, the researcher also gave the students the individual test. The

test consisted of 20 questions. The type of the test was multiple choices. The

questions based on the texts that they had read and shared in their home groups

and expert groups. From the result of the individual test, the researcher got the

data, as followed:

Table 4.7. Individual test result in cycle 2

No Category Scores Frequency


2 Good 8 – 8,9 20


4 Bad 5,5 – 6,4 0

5 Very Bad < 5,5 0

From the table 4.7, the data showed that most students were in good

category. The total mean score of the individual test in cycle 2 was 83, 03. The

improvement from cycle 1 to cycle 2 was 19, 76%. Besides, the position of the

total mean score from cycle 2 had already above the median and above the mean


61

score of cycle 1. Furthermore, according to Masidjo, the mean score in cycle 2

was categorized good.

d. Reflection

In the reflection, the researcher tried to elaborate the data from the

observation checklist results, discussion, field notes, questionnaire results, and

individual test results. In cycle 2, the students look more active and attentive in

following the learning activity. Besides, the students made positive changes in

every cycle. Based on the observation checklist, the students were more active

compared to the first cycle. The results of the observation checklists showed the

improvement of the students‟ learning activity from cycle 1 to cycle 2. In cycle 1,

the total mean score result of the observation checklist was 78, 5 while in cycle 2

was 97, 5. The students‟ learning activity was improving 19%. The changes of

every statement could be seen as followed:

Table 4.8. Observation checklist result in cycle 1 and cycle 2

Statement Description Mean Score in

Cycle 1

Mean Score in

Cycle 2

1 Students‟ respond 4 5

2 Students‟ interest 4 5

3 Answering question 5 5

4 Paying attention 5 5

5 Asking question 3 4

6 Home grouping section 1 5 5

7 Reading texts 4 5

8 Arranging paragraphs 4 5

9 Expert grouping 5 5

10 Sharing works 4 4,5

11 Discussing text 4 5

12 Home grouping section 2 5 5

13 Telling the content of texts 3 5

14 Students‟ chance 2,5 5

15 Discussing texts in home group 3 5

16 Doing test 5 5

17 Discussing texts with class 4 5


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18 Concluding the lesson 2 4

19 Following learning activity 4 5

20 Students‟ activeness 3 5

=78, 5 = 97,5

From the table 4.8, the researcher found that there was an improvement of

the total mean score in every statement. All students followed the learning activity

orderly. From the observation checklist result, the researcher tried to elaborate the

improvement in cycle 2. There were statements 5, 13, 14, 15, 18, and 20 which

got neutral and negative comments in cycle 1. However, in cycle 2, the result

improved. The improvement could be seen in the statement 5. In cycle 1, the

mean score was 3, while in cycle 2 became 4. From the discussion that was held

after the observation, the teacher said that “Setengah siswa di kelas bertanya

tentang materi. Mereka tanya tentang kata-kata asing, main idea, sama struktur

teks.” (In translation: “there are half students in class who ask about the material.

They ask about the unfamiliar words, the main idea, and the general structure of

the texts.”) Meanwhile, the observer one said that “Siswanya sangat aktif. Mereka

berani bertanya tentang materi yang dipelajari.” (In translation: “the students are

active. They are brave to ask about the material they learnt.”) Moreover, the

observer two added that “Iya, siswanya sangat antusias mengikuti aktivitas

belajarnya.” (In translation: “the students are attentive in following the learning

activity.”) However, in the beginning of the whilst activity, which was home

group section 1, there were 32 students who followed the activity while 1 student

walked around. It was seen from the observation checklists of the observers.

When the researcher asked the teacher about this student, the teacher told that this

student had problem in the self-confidence and mentality. However, the teacher


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tried to invite the student to gather in the group. Then, the student gathered in the

home group. Next, the student did the activity which was reading a text. The

teacher facilitated and gave opportunity to the student to gather and follow the

activity in the home group. It was in line with Aronson et al. (1978) who say that

jigsaw “provides opportunities for students to work in racially and culturally

mixed groupings in a way facilitating interracial and intercultural trust and

acceptance while promoting the academic achievement of minority students” as

cited in Kessler (1992, p.137).

Next, in the home group section 2, all students did the activity in groups.

They told the content of their texts to others. Here, every student had opportunity

to share the content of the text. It was seen from the progress that was made by the

students. In the statement 13, the two observers gave absolutely positive

comments. The mean score in cycle 1 was 3. The mean score of cycle 2 improved

5. Besides, from the discussion, the observer one told that “Di home group section

2 tadi mereka sudah menceritakan hasil diskusi mereka di expert group.” (In

translation: “in home group section 2, they have told their discussion result from

the expert groups.”) Besides, there was an improvement in statement 14. The

mean score in cycle 1 was 2, 5 while in cycle 2 was 5. The observer two said that

“Setiap anak juga memiliki waktu dan kesempatan untuk mempresentasikan isi

teks mereka.” (In translation: “every student has time and chance to present the

content of the text.”) Moreover, in statement 15, the students discussed their own

texts in home group. There was an improvement from cycle 1 to cycle 2. The

main score in cycle 1 was 3, while in cycle 2 was 5. From the discussion, the


64

teacher said that “Tadi ketika berkeliling, saya juga melihat bahwa semua

kelompok tidak hanya mempresentasikan bacaan mereka, tetapi juga

mendiskusikannya bersama di home group.” (In translation: “when walking

around, I see that all groups not only present their reading, but also discuss it

together in the home groups.”)

In the post-activity, the students concluded the lesson. However, there

were still some students who were busy with themselves. From the observation

checklist result, both observers gave positive comment in statement 18. For the

class condition, the two observers agreed that all students were active in the

learning activity. According to the field notes of the observer one, all students did

all activities. Students looked attentive in following the learning activity. The

observers gave absolutely positive comments because of that.

From the observation checklist results, discussion, and field notes results,

the researcher saw that the students learning activity was much better. There were

a lot of changes that were shown by the students. All students were paying more

attention to the teacher and their friends. They were more active and cooperative

in the group discussion. It was because they had responsibility to understand their

own texts. Then, they should tell their understanding to others. It was in line with

Slavin (1995) who describes that “another way to insure participation is to make

students expert on some parts of the topic, as in group investigation, co-op, and

jigsaw, by having them do research on their area of expertise.” Moreover, the

students followed all activities. Besides, all students could finish the individual


65

test. These changes showed that there was an improvement from the students who

followed all activities.

sNext, from the questionnaire the researcher found the improvement in

cycle 2. The researcher could see the increasing of the learning activity and

students‟ reading competence. The data showed that the total mean score of

learning activity improved 27, 15, while in cycle 1 was 25. Moreover, the total

score of students‟ reading competence improved 26, 45, while in cycle 1 was 24,

18. The researcher found that the change of total mean score of the students‟

learning activity was 6, 7%. Meanwhile, the total mean score of the students‟

reading competence was 7, 09%. From the result of the questionnaire, the

researcher found that there were all categories got increased. However, there were

statements 5, 7, 10, 14, and 15 which got low scores in the first cycle. Therefore,

the researcher tried to elaborate the changes for each category. The changes of

every statement could be seen as followed:

Table 4.9. Questionnaire result in cycle 1 and cycle 2

Statement Description Mean Score

Cycle 1

Mean Score

Cycle 2

1 Reading text 3,4 3,7

2 Arranging paragraph 3,3 3,4

3 Discussing paragraph 3,2 3,5

4 Discussing texts 3 3,3

5 Explaining texts 2,7 3,1

6 Doing test 3,5 3,6

7 Discussing texts with class 2,9 3,3

8 Following learning activity 3,1 3,2

9 Able to understand text 3,2 3,4

10 Able to identify text structure 2,9 3,1

11 Able to arrange paragraphs 3,1 3,5

12 Able to identify main idea 3,1 3,4

13 Able to understand text content 3,1 3,4

14 Able to retell text 2,7 3,1

15 Able to understand all texts 2,9 3,1

16 Able to do test 3,2 3,4


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From the table 4.9, the statement number 5 improved 3, 1 in cycle 2, while

in cycle 1 was 2, 7. It meant that the students gave positive perspective in telling

the content of the texts in the home groups. In statement 7, the students also gave

positive perspective in discussing all texts with their friends and the teacher. From

the statements 1 – 8, which were learning activity, the researcher saw that all

students did all activities. Furthermore, from the field notes, the observer one

noted that all students did all activities.

The students‟ understanding of the text was improved in cycle 2. They

could identify the generic structure of the texts, retold their own texts, and also

understood their friends‟ texts. It was shown from the improvement in every

statement from the questionnaire. In statement 10, the researcher saw the

improvement score from 2, 9 to 3, 1. The students gave positive perspective in

this statement. Besides, in statement 14, the students also gave positive

perspective. This statement improved 3, 1. Consistently, in statement 15, the

students gave positive perspective. They understood all friends‟ texts in the home

groups (text 1, 2, 3, 4). From the statements 9 – 16 in the questionnaire, the

researcher concluded that all students could improve their reading competence.

Moreover, according to the field notes of the observer two, students were more

active and they were motivated to understand the material. It was because they

were demanded to retell in the expert groups and home groups.

Next, from the individual test result, there was improvement of students‟

reading competence that was made by the students in cycle 2, as followed:


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Table 4.10. Individual test result in preliminary study, cycle 1, and cycle 2

No Category Scores Frequency in

Preliminary Study

Frequency in

cycle 1

Frequency in

cycle 2

1 Very good 9 – 10 0 0 8

2 Good 8 – 8,9 6 9 20

3 Sufficient 6,5 – 7,9 5 9 5

4 Bad 5,5 – 6,4 12 8 0

5 Very Bad < 5,5 10 7 0

From the table 4.10, there were 8 students who were in very good

category. The number of students in good category was also increased 20 students

in the second cycle. Besides, there were only 5 students who were in sufficient

category. Moreover, the total mean score of the individual test in preliminary

study was 55, 3 while in cycle 1 was 63, 27. In cycle 2, the total mean score of the

individual test result improved 83, 03. It meant that there was improvement in the

students reading competence using jigsaw method. It was because the result of the

individual test in every cycle was increasing.

In conclusion, the students made positive changes in cycle 2. They were

active in the learning teaching process. It could be seen from the changes of the

students in every cycle. They followed all activities which were home group

section 1, expert group section, home group section 2, and individual test.

Moreover, the changes of the students in the learning activity affected the reading

competence. All of them got better scores and it could indicate their improvement

in their reading competence. It also could be seen from the changes of the

individual test result in every cycle. It was in line with Wasserman et al. who say

that “learning activities are designed to develop learning that supports course

outcomes” (p.277). Besides, European Commission (2006) also adds that learning


68

activities are any activities of an individual organized with the intention to

improve his/her knowledge, skills and competence (p.9).

B. Lesson Learned of A Study of the Implementation of the Use of Jigsaw

Method to Develop Better Learning Activity for Improving Reading

Competence in SMP St. Vincentius Sedayu

This study emphasized the implementation of the use of jigsaw method to

develop better learning activity for improving reading competence. The research

method used in this research was classroom action research (CAR) which

consisted of four main steps: the planning, the action, the observation, and the

reflection. The researcher conducted the classroom action research in class VII B

of SMP Pangudi Luhur St. Vincentius Sedayu. In the beginning, the researcher

observed the class when the researcher did Praktik Pengalaman Lapangan (PPL).

Then, the researcher did the preliminary study by interviewing the English

teacher. Next, the researcher made some plans to conduct the first cycle. In doing

the first cycle, the researcher was doing the observation that was also helped by

another observer in every cycle.

After conducting the first cycle, the researcher elaborated the observation

checklist results, discussion, field notes, questionnaire results, and individual test

results. In the first cycle, the researcher found that the students had followed the

learning activity. However, there were still some students who did not follow the

activity in cycle 1. It could be seen from the observation checklist results, field


69

notes, and questionnaire results. The result from observation checklists and

questionnaires represented that the observers and the students agreed with the

statements.

From the first cycle, there were several points to consider; time allocation,

the rules of jigsaw method, students‟ learning activity, and individual test. Based

on those points, the researcher made several changes in the second cycle. The

researcher planned to ask the teacher about the time schedule. Next, the researcher

and the teacher made the time allocation for every activity. Besides, in cycle 2, the

teacher would use different way in implementing jigsaw method. The activities

would be done outside the class. At the beginning the teacher gave spoken and

written instruction about jigsaw method and what students should underline from

the texts. Then, the students would be divided into several groups. The teacher

also used whistle to indicate the movement for the next activity. Another

important point was the teacher gave every student chance to explain his/her text

in the home group section 2. Furthermore, the researcher gave the individual test

which consisted of 20 questions and focused on the detail of the texts.

After doing cycle 2, the researcher elaborated the observation checklist

results, field notes, questionnaire results, and individual test results, same as what

the researcher did after conducting cycle 1. The researcher found that the mean

score of the observation checklist in cycle 1 was 78, 5 and in cycle 2 was 97, 5.

The result showed that there was 19% change. The change was successful. Then

from the questionnaire results, the mean score in cycle 2 of the students‟ learning

activity was 27, 15 and for the students‟ reading competence was 26, 45. Besides,


70

the positive changes of the students‟ learning activity affected students‟ reading

competence. The researcher did not use this research only for experimental

research, but also it helped the students to develop their learning activity and

improve reading competence. It could be seen that the action did not make

negative impact to the students. The students‟ mean score of the individual test

result in cycle 2 was 83, 03. There were 19, 76% change from cycle 1 to cycle 2.

Thus, from the results, the researcher saw the development of better learning

activity and the improvement of students‟ reading competence since the students

were active learners. It was in line with Fink (2003) who say that “students learn

more and retain their learning longer if they acquire it in an active rather than a

passive manner” (p.16).

On the other hand, from the observation checklist results, field notes,

questionnaire results, and individual test results, the researcher summed up that

the students made convincing changes related to their learning activity which

affected their reading competence. In conclusion, this action research about the

implementation of using jigsaw method to develop better learning activity for

improving reading competence was successful and made sufficient changes to

students‟ learning activity and reading competence.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presents the conclusions and

recommendations from the research conducted. In the conclusions part, the

researcher explains about the content of the thesis briefly. In the recommendations

part, the researcher delivers the recommendations for the English teacher and for

the future researchers who are going to conduct similar research.

A. Conclusions

The research was conducted in order to implement the study of using

jigsaw method to develop better learning activity for improving reading

competence for students of class VII B in SMP Pangudi Luhur St. Vincentius

Sedayu. The researcher made a problem formulation which was “how is the use of

jigsaw method implemented to develop better learning activity for improving

reading competence in smp St. Vincentius Sedayu.”

The research instruments in this research were interview, observation

checklist, field notes, questionnaire, and test. The researcher was being the first

observer in this research. The researcher was being helped by a teacher who has

experienced in using jigsaw method as the second observer. The researcher was

also being helped by the teacher to implement jigsaw method. Besides, the


72

researcher asked the English teacher for doing the interview before the researcher

conducted the research.

There were two cycles in this research. Every cycle was conducted in one

meeting. From these two cycles, the researcher wanted to see the changes

happened with the implementation of jigsaw method to develop better learning

activity for improving reading competence.

In the first cycle, the researcher implemented jigsaw method from the help

of the teacher. There were 3 activities that were done by the students; home group,

expert group, and individual test. However in cycle 1, some students did not

follow the learning activity. There were some points to consider in cycle 1. The

students were confused with the rules of jigsaw method. It was because the

students were not given the rules before. As a result there was chaos in the process

of learning activity. Besides, in cycle 1, the students were given limited time to do

all activities because of the school authority. As a result, the students could not do

the activity maximally. It also affected the learning activity which was home

group section 2. Here, the students did not have time to share and discuss their

own texts. Thus, the teacher changed the activity into finding the main idea in

every paragraph individually. However, from the individual test result, the

students made improvement in reading competence compared to the preliminary

study result.

The second cycle was running well since there was the increasing from the

observation checklist results, field notes, questionnaire results, and individual test

results. From the observation result, the increasing from cycle 1 to cycle 2 was


73

19%. The two observers gave positive comments for every statement in cycle 2. It

meant that the students did all learning activities. It was also strengthened by the

results of the discussion and the field notes. The results showed that the students

were active and attentive in following the learning activity. Besides, from the

questionnaire results, the researcher found the improvement from cycle 1 to cycle

2. The improvement of students‟ learning activity was 6, 7%. Meanwhile, the

improvement of students‟ reading competence was 7, 09%. From the data, the

researcher saw that the students gave positive perspective to all statements. It

meant that the students did the learning activity and improved their reading

competence. Furthermore, the students also showed their improvement in reading

competence. It was seen from the increasing of the individual test results from

preliminary study, cycle 1, to cycle 2. The improvement from preliminary study to

cycle 1 was 7, 94%. The improvement from cycle 1 to cycle 2 was 19, 76%. From

the data, the researcher saw the development of better learning activity since the

students became active learners. Besides, the changes of the students affected the

reading competence. The students could improve their reading competence.

In conclusion, the action research about the implementation of jigsaw

method to develop better learning activity for improving reading competence was

successful. It was seen from the changes of the students in every cycle. Thus, the

researcher saw that the learning activity was very important because it affected

students‟ outcomes.


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B. Recommendations

Based on the research findings, the implementation of jigsaw was one of

the methods to develop better learning activity for improving reading competence

in class VII B SMP Pangudi Luhur St. Vincentius Sedayu. In connection with

these findings, there are some suggestions for the English teacher and also for the

future researchers who want to conduct the research with the similar topic.

1. For the English Teacher of SMP St. Vincentius Sedayu

It is suggested that the English teacher can conduct the research which

emphasizes the implementation of jigsaw method to develop better learning

activity for improving reading competence with some consideration. The teacher

should give the rules of jigsaw method to the students first before the

implementation. Besides, the teacher should consider with the time allocation.

The teacher should be flexible in managing the time especially when the time was

reduced because of school authority. Moreover, the teacher has to follow every

step of the activities in jigsaw method.

2. For the Future Researchers

Learning activity is very important for students‟ success. It is because

learning activity affects students‟ outcomes. The result of this research showed

that the implementation of jigsaw method could develop better learning activity.

The students could cooperate in the learning teaching process. Besides, they

became active learners. Furthermore, they could improve their reading

competence. Thus, the researcher suggests to future researchers to use other

cooperative learning method to develop better learning activity by doing


75

classroom action research. Besides, the future researchers also can do

experimental research to compare the use of jigsaw method in this research with

the other interactive learning and teaching as a method to improve students‟

learning activity.


76

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Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta:

Kencana.

Urquhart, S. &. (1998). Reading in A Second Language: Process, Product, and

Practice. London: Longman.

Wallace, C. (1992). Reading. New York: Oxford University Press.

Wasserman, J., Davis, C., & Astrab, D. P. (n.d.). Faculty Development Series.

Overview of Learning Activity, 277-280.


79

APPENDICES


80

APPENDIX A

Covering Letter for the Headmaster of

SMP Pangudi Luhur St. Vincentius

Sedayu


81


82

APPENDIX B

Research Letter from SMP Pangudi

Luhur St. Vincentius Sedayu


83


84

APPENDIX C

Research Instruments:

1.Observation Checklist

2.Questionnaire

3.Field Notes Guideline

4.Interview Guideline


85

Observation Checklist on the Students’ Activities

School : ____________________________________

Class : ____________________________________

Day : ____________________________________

Time : ____________________________________

Please give check (√) on the right column based on the students‟ performance

observation! Give additional comment if it‟s needed.

No Steps Statements

Scale

Students‟

Quantity

Abs

olute

ly

No

Abs

olute

ly

Yes

1 2 3 4 5

1. Pre-

Activity

The students‟ respond to the

teacher‟s greeting.

2. The students look attentive in

following learning teaching

process.

3. The students answer teacher‟s

question related to the material.

4. Whilst

Activity

The students pay attention to

the teacher‟s explanatioan and

instruction.

5. The students ask question

about the material.

6. The students make their home

groups based on teacher‟s

instruction.

7. The students read the text by

themselves in home groups.

8. The students arrange the

jumble paragraphs in the home

groups.

9. The students move to the same

text groups (expert groups).

10. The students share their works

in the expert groups.

11. The students discuss the texts


86

in the expert groups.

12. The students return to their

home groups.

13. The students tell the content of

their text to their home groups.

14. Every student has his/her

chance to tell the content of

his/her text.

15. The students discuss the texts

in the home groups.

16. The students do the individual

test.

17. The students discuss sthe text

they have learnt with the

teacher.

18. Post-

Activity

The students conclude the

lesson.

19. Time

manage

ment

The students follow the

learning activity and do it on

time.

20. Class

condition

The students are active in the

learning activity.


87

Kuesioner

Aktivitas Belajar Siswa dan Peningkatan Kemampuan Membaca Siswa

No. Absen:______________

A. Berdasarkan pengalaman anda dalam menggunakan metode jigsaw, jawablah

pernyataan di bawah ini dengan memberi tanda centang (√) pada kolom Sangat

Tidak Setuju (STS), Tidak Setuju (TS), Setuju (S), atau Sangat Setuju (SS).

No Pernyataan STS TS S SS

1. Saya membaca teks yang diberikan guru

di home group

2. Saya menyusun paragraf acak di home

group

3. Saya berdiskusi tentang susunan paragraf

dalam teks di expert group.

4. Saya berdiskusi tentang isi teks di expert

group.

5. Saya menjelaskan isi teks saya di home

group.

6. Saya mengerjakan soal tes

7. Saya mendiskusikan semua teks bacaan

bersama teman dan guru

8. Saya mengikuti seluruh kegiatan belajar

menggunakan metode jigsaw

9. Saya memahami teks bacaan yang saya

dapatkan di home group

10. Saya mampu mengidentifikasi struktur

teks deskriptif dalam teks

11. Saya mampu menyusun paragraf acak

menjadi teks deskriptif yang benar

12. Bersama expert group, saya mampu

mengidentifikasi “main idea” di setiap

paragraph

13. Bersama expert group, saya memahami

isi teks.

14. Di home group saya mampu

menceritakan kembali isi teks saya

15. Saya memahami semua teks bacaan

teman saya di home group (teks 1, 2, 3, 4)

16. Saya mampu mengerjakan soal tes

berdasarkan teks


88

FIELD NOTES GUIDELINE

1. What kind of learning activity that is done by the students?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. How is students‟ situation in the class?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. What kind of difficulty found in the teaching reading using jigsaw method?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. What works well in teaching reading using jigsaw method?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5. What part should be improved?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


89

INTERVIEW GUIDELINE

1. Metode apakah yang bapak gunakan selama mengajar reading di kelas?

2. Apakah siswa berperan aktif dalam kegiatan pembelajaran?

3. Apa yang dilakukan siswa selama kegiatan pembelajaran?

4. Kesulitan apa yang bapak hadapi ketika mengajar reading?

5. Bagaimana suasana kelas saat itu?

6. Apakah bapak memberikan test individu untuk mengetahui pemahaman

siswa?

7. Bagaimana hasil dari test tersebut?

8. Kurikulum apa yang bapak gunakan?

9. Apakah bapak menggunakan silabus dari pemerintah dalam pembuatan RPP?

10. Apakah materi yang diajarkan sesuai dengan silabus?


90

APPENDIX D

Lesson Plan and Teaching Material

1.Lesson Plan and Teaching

Material Cycle 1

2.Lesson Plan and Teaching

Material Cycle 2


91

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMP Pangudi Luhur St. Vincentius Sedayu

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Hari, Tanggal : Sabtu, 27 Februari 2016

Aspek/Skill : Membaca

Alokasi Waktu : 4 x 40 menit ( 2 x pertemuan )

I. Standar Kompetensi :

11. Membaca

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

II. Kompetensi Dasar

11.2 Merespon makna dan langkah retorika secara akurat, lancar dan

berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan

terdekat dalam teks berbentuk descriptive/ procedure

III. Indikator


berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

IV. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:


92


berbentuk descriptive yang berkaitan dengan lingkungan terdekat dengan

tepat.

V. Materi Pembelajaran

1. Teks Descriptive adalah teks yang menggambarkan seseorang, benda atau

tempat tertentu sehingga pembaca dapat membayangkan seolah-olah yang

diceritakan itu benar-benar nyata.

2. Struktur Teks:

- Identification / Pengenalan: ciri-ciri seseorang, suatu benda atau tempat

tertentu yang akan dideskripsikan.

- Description / Deskripsi: menggambarkan ciri-ciri seseorang, benda atau

tempat tersebut, misalnya bentuk, ukuran, warna, asal, kegemaran dan

ciri khusus lainnya.

VI. Metode Pembelajaran: Jigsaw Method

VII. Langkah-Langkah Kegiatan

Steps Teacher Student Time

Pre-

Activity

- Guru membuka pelajaran dengan

salam.

- Guru mengecek kesiapan siswa

dalam belajar.

- Guru menginformasikan materi

yang akan dipelajari.

- Guru memberikan beberapa

pertanyaan yang berhubungan

dengan materi yang akan dibahas.

5 menit

Whilst

Activity

- Guru memberikan penjelasan

tentang materi yang dipelajari

dengan singkat dan jelas

5 menit


93

- Guru bertanya jawab dengan siswa

tentang materi yang dipelajari.

- Guru merespon pertanyaan siswa

- Guru membagi siswa dalam

kelompok (home group) secara

acak.

- Guru memberikan teks pada

masing-masing siswa di dalam

kelompok.

- Guru memeberikan instruksi

kepada siswa untuk membaca dan

memahamai teks mereka di dalam

home group.

- Guru memberikan instruksi siswa

untuk berpindah dan membentuk

group baru (expert group) dengan

siswa yang memiliki teks sama.

- Guru memberikan instruksi kepada

siswa untuk sharing dan saling

bertanya tentang pemahaman

terhadap teks mereka.


untuk kembali ke group awal

mereka (home group).


siswa untuk menjelaskan

pemahaman terhadap teks mereka

masing-masing.

- Guru memonitori dan membimbing

siswa didalam home group.

- Guru memberikan tes untuk

- Siswa bertanya jawab

tentang materi yang

dipelajari.

- Siswa membentuk

kelompok asal (home

group).

- Siswa membaca dan

memahami teks yang

diberikan.

- Siswa membentuk group

baru (expert group).

- Siswa sharing dan

bertanya jawab tentang

teks yang sudah mereka

baca dan pahami.

- Siswa kembali ke group

asal mereka (home

group)

- Siswa menjelasakan

pemahaman mereka di

home group.

- Siswa mengerjakan tes

10 menit

10 menit

20 menit

15 menit


94

mengetahui pemahaman siswa.

- Guru memberikan umpan balik

kepada siswa.

yang berhubungan

dengan teks yang sudah

mereka baca dan

ceritakan.

10 menit

Post-

Activity

- Guru memberikan klarifikasi

terhadap kesalahan konsep dan

pemahaman siswa.

- Guru memberikan kesempatan

kepada siswa untuk menyimpulkan

pembelajaran.

- Guru menutup pelajaran dengan

mengucapkan salam.

5 menit

VIII. Sumber Belajar

Buku teks yang relevan

Internet

IX. Penilaian

Teknik : Teks Tulis

Bentuk : Multiple choice

Instrumen : (terlampir)

X. Pedoman Penilaian

Tiap jawaban benar diberi skor 1, jawaban salah 0. Skor maksimal 10

Nilai = Jumlah nilai benar x 4

10

Mengetahui;

Guru Bahasa Inggris

Robertus Dendy Wahyu, S.Pd

G. 11. 962

Sedayu, 18 Februari 2016

Mahasiswa Penelitian,

Ervyna Citra Dewi

NIM. 121214131


95

TEXT 1

Arrange these jumbled paragraphs to compose the complete text!

Raffi Ahmad

Raffi is a good looking guy. Many girls like him. Unfortunately,

he is sort of heart-breaker. He easily gets in touch with girls and

has a special relationship. Let's say for example Laudya Chintya

Bella, Velove Vexia and Yuni Shara.

His full name is Raffi Faridz Ahmad. People usually call him

Raffi Ahmad or Raffi. He was born on 17 February 1987 in

Bandung, West Java. He is a presenter and a famous actor in

Indonesia.

Raffi works as a presenter. He works with Olga Syahputra on

some TV shows like Dahsyat and OMG. He also works as an

actor. Some films he has ever played are Tunjuk Satu Bintang

and Love is Cinta. Besides being a presenter and an actor, Raffi

also works as a singer. He sings with his vocal group BBB.

Raffi has 2 siblings. He is the first child of the family. His

father's name is Munawar Ahmad and his mother is Amy Qanita.

TEXT 2


Stefan William

Stefan has same hobbies as boys in general. He likes playing

game, futsal and basketball. What interesting is he has ever won

international and national game competition.

Stefan William was born in California, USA, on August 11,

1993. He is an Indonesia actor. He is the first son of Clinton

Avery and Ellen Thelma Umboh.

Stefan is a very good looking guy. He is very tall. His height is

1,78 m. He has white skin, pointed nose and average body.

Stefan plays in several TV series like Arti Sahabat and Anak

Jalanan. He also appears in movies such as Bestfriend and

Keranda Kuntilanak. Besides acting, Stefan is also talented in

music. He founds a band named The Junas Monkey with his

friends, Ajun and Adit.


96

TEXT 3


Chelsea Islan

Chelsea is a talented actress. She has played in several movies

like Refrain, Street Society, Dibalik 98, and a soap opera,

Tetangga Masak Gitu.

Her full dedication in film has been awarded by several awards

so far. She has won Actress of The Year from Indonesian Choice

Awards, and The most Favorite Actress from Indonesia Kids

Choice Awards.

Her full name is Chelsea Elizabeth Islan. She was born in

Washington D.C., USA on June 2, 1995. She is an actress, and a

model.

Chelsea is good looking. She has beautiful black hair, pointed

nose, and slim body. She is tall enough. It's around 1.67 m.

TEXT 4


Aliando Syarief

Aliando has great physical appearance. He is good looking. He

has short black hair and oval face. He is tall enough.

As an actor, Aliando acts in several TV series. Some movies on

TV played are Ibrahim Anak Betawi, Bara Bere, and Ganteng

Ganteng Srigala (GGS).

His full name is Muhammad Aliando Syarief. He was born on

October 26, 1996. He is an actor and a songwriter. His father's

name is Syarief Alkatiri and her mother is Tengku Resi Revado.

He has also created several songs and sing them. His songs are

Kau Terindah, Hanyalah Kepadamu, and Suara Hati.


97

Expert group discussion

a. What is the text about?

b. Complete the table below:

Paragraph Main Idea

1

2

3

4


98

Individual Test

Name :

St. Number :

Choose the correct answer by crossing a, b, c, or d.

To answer question number 1-6, read the following text.

1. The main idea of paragraf 1 in the text „Raffi Ahmad‟ is...

a. Raffi‟s Identity c. Raffi‟s hobby

b. Raffi‟s personality d. Raffi‟s life

2. According to the text, Raffi Ahmad works as a...

a. Actrees c. Presenter

b. Dancer d. Musician

3. According to the text, the statements are true, except...

a. Raffi was born on 1987 c. Raffi has played a film „Love is

Cinta‟

b. Raffi work as a musician d. Raffi is the first child of the family

4. In this year, Raffi Ahmad is...years old

a. 28 c. 30

b. 27 d. 29

5. The name of Raffi‟s group vocal is...

a. Dahsyat c. OMG

b. BBB d. Tunjuk Satu Bintang

6. “He is a presenter and a famous actor in Indonesia.” The synonym of the

underline word is...

a. Well behaved c. Well known

b. Well born d. Wholesome

Raffi Ahmad

(1)His full name is Raffi Faridz Ahmad. People usually call him Raffi Ahmad or Raffi. He

was born on 17 February 1987 in Bandung, West Java. He is a presenter and a famous

actor in Indonesia.

(2)Raffi works as a presenter. He works with Olga Syahputra on some TV shows like

Dahsyat and OMG. He also works as an actor. Some films he has ever played are

Tunjuk Satu Bintang and Love is Cinta. Besides being a presenter and an actor, Raffi

also works as a singer. He sings with his vocal group BBB.

(3)Raffi has 2 siblings. He is the first child of the family. His father's name is Munawar

Ahmad and his mother is Amy Qanita.

(4)Raffi is a good looking guy. Many girls like him. Unfortunately, he is sort of heart-

breaker. He easily gets in touch with girls and has a special relationship. Let's say for

example Laudya Chintya Bella, Velove Vexia and Yuni Shara.


99


7. There are the title of TV series that is played by Setfan William, except...

a. Love is Cinta c. Arti Sahabat

b. Anak Jalanan d. Bestfriend

8. Stefan‟s hobby is playing game. He like playing...

a. Tennis c. Soccer

b. Volleyball d. Futsal

9. Paragraf 2 in the text “Stefan William” tells about...

a. Stefan‟s personality c. Stefan‟s physical features

b. Stefan‟s hobby d. Stefan‟s Life

10. Stefan is talented in...

a. Art c. Sport

b. Music d. Game

11. What interesting is he has ever won international and national game

competition. The synonym of the underline word is...

a. Surprising c. Startling

b. Astonishing d. Stimulating

12. “He is the first son of Clinton Avery and Ellen Thelma Umboh”. The

underline word above refers to...

a. Stefan c. Clinton

b. Indonesian actor d. Ellen

Stefan William

(1) Stefan William was born in California, USA, on August 11, 1993. He is an Indonesia

actor. He is the first son of Clinton Avery and Ellen Thelma Umboh.

(2) Stefan is a very good looking guy. He is very tall. His height is 1,78 m. He has white

skin, pointed nose and average body.

(3) Stefan has same hobbies as boys in general. He likes playing game, futsal and

basketball. What interesting is he has ever won international and national game

competition.

(4) Stefan plays in several TV series like Arti Sahabat and Anak Jalanan. He also

appears in movies such as Bestfriend and Keranda Kuntilanak. Beside acting, Stefan

is also talented in music. He founds a band named The Junas Monkey with his

friends, Ajun and Adit.


100


13. According to the text, Chelsea Islan is around 1.67 m tall. She is...

a. Tall c. Tall enough

b. Very tall d. Short

14. “She has beautiful black hair, pointed nose, and slim body.” The antonym of

the underline word is...

a. Piercing c. Keen

b. Blunt d. Sharp

15. Chelsea Islan was born on...

a. Indonesia c. England

b. California d. Washington

16. Besides being an actress, Chelsea is also beng a/an...

a. Singer c. Writer

b. Dancer d. Model

17. Chelsea has played several movies, except...

a. Bara Bere c. A Soap Opera

b. Street Society d. Tetangga Masak Gitu

18. Paragraph 4 in the text “Chesea Islan” tells about...

a. Chelsea‟s dedication c. Chelsea as favorite actress

b. Chelsea who got several awards d. Chelsea won actress of the year


Chelsea Islan

(1)Her full name is Chelsea Elizabeth Islan. She was born in Washington D.C.,

USA on June 2, 1995. She is an actress, and a model.

(2)Chelsea is good looking. She has beautiful black hair, pointed nose, and slim

body. She is tall enough. It's around 1.67 m.

(3)Chelsea is a talented actress. She has played in several movies like Refrain,

Street Society, Dibalik 98, and a soap opera, Tetangga Masak Gitu.

(4)Her full dedication in film has been awarded by several awards so far. She has

won Actress of The Year from Indonesian Choice Awards, and The most

Favorite Actress from Indonesia Kids Choice Awards.

Aliando Syarief

(1) His full name is Muhammad Aliando Syarief. He was born on October 26, 1996. He

is an actor and a songwriter. His father's name is Syarief Alkatiri and her mother is

Tengku Resi Revado.

(2) Aliando has great physical appearance. He is good looking. He has short black hair

and oval face. He is tall enough.

(3) As an actor, Aliando acts in several TV series. Some movies on TV played are

Ibrahim Anak Betawi, Bara Bere, and Ganteng Ganteng Srigala (GGS).

(4) He has also created several songs and sing them. His songs are Kau Terindah,

Hanyalah Kepadamu, and Suara Hati.


101

19. The name of Aliando‟s mother is...

a. Syarief Alkatiri c. Tengku Resi Revado

b. Amy Qanita d. Ellen Thelma Umbon

20. Paragraph 2 in text „Aliando Syarif‟ tells about...

a. Aliando‟s physical appearance c. Aliando‟s job

b. Aliando‟s life d. Aliando‟s identity

21. “Aliando has great physical appearance.” The synonym of the underline word

is...

a. Petite c. small

b. Limited d. Big

22. There are the title of Aliando‟s songs are, except...

a. Kau Terindah c. Suara Hati

b. Hanya Engkau d. Hanyalah Kepadamu

23. The title of Aliando‟s movie is...

a. Love is Cinta c. Bara Bere

b. Anak Jalanan d. Bestfriend

24. Aliando was born on...

a. October 26, 1996 c. June 2, 1995

b. February 17, 1987 d. August 11, 1993

25. The general structure of the text above is...

a. Orientation-event-reorientation c. Orientation-complication-resolution

b. Description-identification d. Identification-description


102

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMP Pangudi Luhur St. Vincentius Sedayu

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Hari, Tanggal : Sabtu, 5 Maret 2016

Aspek/Skill : Membaca

Alokasi Waktu : 4 x 40 menit ( 2 x pertemuan )

I. Standar Kompetensi :

11. Membaca


berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

II. Kompetensi Dasar

11.2 Merespon makna dan langkah retorika secara akurat, lancar dan

berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan

terdekat dalam teks berbentuk descriptive/ procedure

III. Indikator


berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

IV. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:


berbentuk descriptive yang berkaitan dengan lingkungan terdekat dengan

tepat.


103

V. Materi Pembelajaran

1. Teks Descriptive adalah teks yang menggambarkan seseorang, benda atau

tempat tertentu sehingga pembaca dapat membayangkan seolah-olah yang

diceritakan itu benar-benar nyata.

2. Struktur Teks:

- Identification / Pengenalan: ciri-ciri seseorang, suatu benda atau tempat

tertentu yang akan dideskripsikan.

- Description / Deskripsi: menggambarkan ciri-ciri seseorang, benda atau

tempat tersebut, misalnya bentuk, ukuran, warna, asal, kegemaran dan

ciri khusus lainnya.

VI. Metode Pembelajaran: Jigsaw Method

VII. Langkah-Langkah Kegiatan

Steps Teacher Student Time

Pre-

Activity

- Guru membuka pelajaran dengan

salam.

- Guru mengecek kesiapan siswa

dalam belajar.

- Guru memberikan beberapa

pertanyaan yang berhubungan

dengan materi yang akan dibahas.

- Guru memberikan aturan dalam

metode jigsaw

- Guru memberikan beberapa klu

mengenai apa yang dilakukan

siswa

5 menit

Whilst

Activity

- Guru memberikan penjelasan

tentang materi yang dipelajari

5 menit


104

dengan singkat dan jelas

- Guru bertanya jawab dengan siswa

tentang materi yang dipelajari.

- Guru merespon pertanyaan siswa

- Guru membagi siswa dalam

kelompok (home group) secara

acak.

- Guru memberikan teks pada

masing-masing siswa di dalam

kelompok.

- Guru memeberikan instruksi

kepada siswa untuk membaca dan

memahamai teks mereka di dalam

home group.


untuk berpindah dan membentuk

group baru (expert group) dengan

siswa yang memiliki teks sama.


siswa untuk sharing dan saling

bertanya tentang pemahaman

terhadap teks mereka.


untuk kembali ke group awal

mereka (home group).


siswa untuk menjelaskan

pemahamn terhadap teks mereka

masing-masing.

- Guru memonitori dan membimbing

siswa didalam home group.

- Siswa bertanya jawab

tentang materi yang

dipelajari.

- Siswa membentuk

kelompok asal (home

group).

- Siswa membaca dan

memahami teks yang

diberikan.

- Siswa membentuk group

baru (expert group).

- Siswa sharing dan

bertanya jawab tentang

teks yang sudah mereka

baca dan pahami.

- Siswa kembali ke grou

asal mereka (home

group)

- Guru menjelasakan

pemahaman mereka di

home group.

10 menit

10 menit

20 menit


105

- Guru memberikan tes untuk

mengetahui pemahaman siswa.

- Guru memberikan umpan balik

kepada siswa.

- Siswa mengerjakan tes

yang berhubungan

dengan teks yang sudah

mereka baca dan

ceritakan.

15 menit

10 menit

Post-

Activity

- Guru memberikan kesempatan

kepada siswa untuk menyimpulkan

pembelajaran.

- Guru menutup pelajaran dengan

mengucapkan salam.

5 menit

VIII. Sumber Belajar

Buku teks yang relevan

Internet

IX. Penilaian

Teknik : Teks Tulis

Bentuk : Multiple choice

Instrumen : (terlampir)

X. Pedoman Penilaian

Tiap jawaban benar diberi skor 1, jawaban salah 0. Skor maksimal 10

Nilai = Jumlah nilai benar x 5

10

Mengetahui;

Guru Bahasa Inggris

Robertus Dendy Wahyu, S.Pd

G. 11. 962

Sedayu, 2 Maret 2016

Mahasiswa Penelitian,

Ervyna Citra Dewi

NIM. 121214131


106

TEXT 2


National Monument

It was built to commemorate the resistance and struggle of the

people of Indonesia to gain independence from Dutch

colonialism. National monument construction was began on17th

August, 1961 in the reign of the first Indonesian president,

Sukarno. It was Completed and opened to the public on 12th

July, 1975. This monument is crowned by flame which is

covered by 35 kilogram of pure gold. The flames are placed on

the top of the monument symbolized as the spirit of the fiery

Indonesian struggle.

National Monument or popularly called as Monas or obelisk

monument is memorial tower which is shaped as torch flame

towering to the sky. The height is about 132 meters. While its

crock is 17 meters from the ground and the width of its yard is

45 x 45 meters square. Monas stands very solid covered with

white paint on its body and gold colors that light up on its top.

TEXT 1


Beringharjo Market

In this market there are many stalls selling various items such as

batik of Yogyakarta, various crafts and typical food such as

Gudeg, gethuk and much more. This market is also becoming a

place for tourists who want to hunt for antique items which can

be seen on the 3rd floor of the eastern market. A wide variety of

antique items can be found there with a wide range of prices.

This market is very crowded. It‟s officially closed at 17.00.

For tourists who‟ve ever visited Yogyakarta, they may not

missed Beringharjo Market which has been famous since 1952.

The market was inaugurated by Sultan Hamengkubuwono IX. It

is located in Ahmad Yani Street, or known as Malioboro Street.


107

TEXT 3


Borobudur Temple

Borobudur temple is one of the most beautiful tourist resorts in

Indonesia. It is situated in central Java. Borobudur temple is one

of the seven wonders of the world which needs to be preserved

its circumstances. The people all over the world know that

Borobudur is one of the greatest art works that ever known since

long time ago.

Borobudur temple was built by Syailendra Dynasty during the

eighth century. It needed more than two million river stones. It is

the biggest temple in the world. After going into some

restorations, Borobudur is visited by more and more tourists,

both domestic and foreign tourists. Most of them admire

Borobudur temple because of its beauty, its elegance and the

story of the relief on its walls.

TEXT 4


Losari Beach

Losari beach is a beautiful beach and located on the edge city of

Makassar. It is located only about 3 km from the center of

Makassar. If the sky is sunny, the scenery is absolutely perfect.

Because of its location in a bay, the water of Losari is even often

quiet as usual pool water. Losari is waterfront of Makassar. The

lengthy of the beach is approximately one kilometer and it is a

public space that can be accessed by anyone.

On this beach there is a park called the Pelataran Bahari, it has a

semicircular shape. This place is a plaza with a clean floor for

children to play and running around, while parents and teens sit

on concrete benches to enjoy and have a romantic atmosphere.

From this place, you are also free to view out to the sea and

watch the sunset. The reflected light also creates sheen on the

surface of sea water.


108

Expert group discussion

a. What is the text about?

b. Complete the table below:

Paragraph Main Idea

1

2


109

Individual Test

Name :

St. Number :

Choose the correct answer by crossing a, b, c, or d.


1. Bringharjo market has been famous since ....

a. 1925 c. 1956

b. 1952 d. 1965

2. According to the text, the Bringharjo Market is located in ....

a. Solo c. Kulon Progo

b. Bantul d. Yogyakarta

3. The market will be closed at ....

a. 5 p.m. c. 3 p.m.

b. 5 a.m. d. 3 a.m.

4. We can find antique items in Bringharjo market at ....

a. 2nd floor c. 1st floor

b. 3rd floor d. 4th floor

5. According to the text, we can buy a lot of things in Bringharjo, except ....

a. Batik c. Antique items

b. Crafts d. Jewelry


Bringharjo Market

(1) For tourists who‟ve ever visited Yogyakarta, they may not missed Beringharjo

Market which has been famous since 1952. The market was inaugurated by Sultan

Hamengkubuwono IX. It is located in Ahmad Yani Street, or known as Malioboro

Street.

(2) In this market there are many stalls selling various items such as batik of Yogyakarta,

various crafts and typical food such as Gudeg, gethuk and much more. This market is

also becoming a place for tourists who want to hunt for antique items which can be

seen on the 3rd floor of the eastern market. A wide variety of antique items can be

found there with a wide range of prices. This market is very crowded. It‟s officially

closed at 17.00.

National Monument

(5) National Monument or popularly called as Monas or obelisk monument is memorial

tower which is shaped as torch flame towering to the sky. The height is about 132

meters. While its crock is 17 meters from the ground and the width of its yard is 45 x

45 meters square. Monas stands very solid covered with white paint on its body and

gold colors that light up on its top.

(6) It was built to commemorate the resistance and struggle of the people of Indonesia to

gain independence from Dutch colonialism. National monument construction was

began on17th August, 1961 in the reign of the first Indonesian president, Sukarno. It

was Completed and opened to the public on 12th July, 1975. This monument is

crowned by flame which is covered by 35 kilogram of pure gold. The flames are

placed on the top of the monument symbolized as the spirit of the fiery Indonesian

struggle.


110

6. sAccording to the text, the height of National Monument is ....

a. 17 meters c. 132 meters

b. 45 meters d. 35 meters

7. The color of Monas‟s top is ....

a. Gold c. Yellow

b. White d. Brown

8. The National Monument construction was began on ....

a. 12th July, 1975 c. 17th August, 1962

b. 17th August, 1961 d. 12th July, 1976

9. The National Monument construction was completed on ....

a. 12th July, 1976 c. 17th August, 1962

b. 17th August, 1961 d. 12th July, 1975

10. The flames of National Monument symbolized as ....

a. The enthusiasm c. The spirit

b. The courage d. The anger


11. Borobudur Temple is located in ....

a. Central Java c. West Java

b. Yogyakarta d. East Java

12. Borobudur Temple was built by ....

a. Sultan Hamengkubuwono IX c. Syailendra Dynasty

b. Sanjaya Dynasty d. UNESCO

13. There are the reason why the visitors admire Borobudur Temple, except ....

a. because of its beauty c. because of its elegance

b. because of its high d. because of its story of relief

14. The Borobudur Temple was built during ....

a. Eighty century c. Eighteen century

b. Eighth century d. Eightieth century

15. It‟s needed .... river stones to build Borobudur temple.

a. Less than two million c. More than two million

Borobudur Temple

(1) Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is

situated in central Java. Borobudur temple is one of the seven wonders of the

world which needs to be preserved its circumstances. The people all over the

world know that Borobudur is one of the greatest art works that ever known

since long time ago.

(2) Borobudur temple was built by Syailendra Dynasty during the eighth century. It

needed more than two million river stones. It is the biggest temple in the world.

After going into some restorations, Borobudur is visited by more and more

tourists, both domestic and foreign tourists. Most of them admire Borobudur

temple because of its beauty, its elegance and the story of the relief on its walls.


111

b. Two million d. twenty million


16. The Losari Beach is located on ...

a. Makassar c. The west of Makassar

b. The center of Makassar d. The edge city of Makassar

17. The plaza is used for children to ....

a. Play and running around c. Watch the sunset

b. View out to the sea d. Enjoy and have a romantic

atmosphere

18. According to the text, there are the true statements, except ....

a. Children can play in Pelataran

Bahari

c. Children can‟t play in Pelataran

Bahari

b. Children can run arround d. Perents can have a romantic

atmosphere

19. In the Losari Beach, there is a park called ....

a. Pelataran Bahari c. Pool water

b. Waterfront d. Plaza

20. According to the text, in the Pelataran Bahari, we can enjoy to .... (except) ....

a. View out to the sea c. Watch the sunset

b. Eat together d. Have a romantic atmosphere

Losari Beach

(1) Losari beach is a beautiful beach and located on the edge city of Makassar. It is

located only about 3 km from the center of Makassar. If the sky is sunny, the scenery

is absolutely perfect. Because of its location in a bay, the water of Losari is even

often quiet as usual pool water. Losari is waterfront of Makassar. The lengthy of the

beach is approximately one kilometer and it is a public space that can be accessed by

anyone.

(2) On this beach there is a park called the Pelataran Bahari, it has a semicircular shape.

This place is a plaza with a clean floor for children to play and running around, while

parents and teens sit on concrete benches to enjoy and have a romantic atmosphere.

From this place, you are also free to view out to the sea and watch the sunset. The

reflected light also creates sheen on the surface of sea water.


112

APPENDIX E

Observation Checklist Result

1.Observation Checklist Result

Cycle 1

2.Observation Checklist Result

Cycle 2


113

OBSERVATION CHECKLIST RESULT

CYCLE 1

Statement OBSERVER 1 OBSERVER 2 MEAN

1 4 4 4

2 4 4 4

3 5 5 5

4 5 5 5

5 3 3 3

6 5 5 5

7 4 4 4

8 4 4 4

9 5 5 5

10 4 4 4

11 4 4 4

12 5 5 5

13 3 3 3

14 2 3 2,5

15 3 3 3

16 5 5 5

17 4 4 4

18 2 2 2

19 4 4 4

20 3 3 3

TOTAL 78 79 78,5


114

OBSERVATION CHECKLIST

CYCLE 2

Statement OBSERVER 1 OBSERVER 2 MEAN

1 5 5 5

2 5 5 5

3 5 5 5

4 5 5 5

5 4 4 4

6 5 5 5

7 5 5 5

8 5 5 5

9 5 5 5

10 5 4 4,5

11 5 5 5

12 5 5 5

13 5 5 5

14 5 5 5

15 5 5 5

16 5 5 5

17 5 5 5

18 4 4 4

19 5 5 5

20 5 5 5

TOTAL 98 97 97,5


115

APPENDIX F

Questionnaire Result

1.Questionnaire Result Cycle 1

2.Questionnaire Result Cycle 2


116

KUESIONER AKTIVITAS BELAJAR SISWA DAN PENINGKATAN KEMAMPUAN

MEMBACA SISWA

KELAS VII B SMP PANGUDI LUHUR ST. VINCENTIUS SEDAYU

SIKLUS I

Nomor

Siswa

Kuesioner

1 2 3 4 5 6 7 8 TOTAL 9

1

0 11 12 13 14 15 16 TOTAL

1 3 3 3 3 3 4 3 3 25 3 3 3 3 3 3 3 3 24

2 3 3 4 4 3 4 2 3 26 2 2 2 4 3 2 3 4 22

3 3 3 4 3 2 3 3 4 25 3 3 3 4 2 3 3 3 24

4 3 3 3 2 3 3 3 3 23 3 2 2 2 2 3 3 2 19

5 3 3 3 3 3 3 3 3 24 3 3 3 3 4 3 3 3 25

6 3 4 3 3 3 3 3 3 25 4 3 3 3 3 3 3 3 25

7 4 3 3 3 3 4 4 3 27 3 3 3 3 3 3 2 3 23

8 3 4 3 3 4 4 2 2 25 3 3 3 3 3 2 3 3 23

9 4 3 4 3 3 4 3 4 28 3 3 4 3 4 3 3 4 27

10 4 4 4 1 2 4 1 2 22 4 3 3 4 4 1 1 4 24

11 3 3 3 3 3 3 3 3 24 3 3 3 4 3 3 3 3 25

12 3 2 3 4 2 3 4 4 25 3 3 2 4 3 4 3 3 25

13 3 3 3 2 2 3 3 3 22 4 3 2 3 3 4 3 3 25

14 4 3 4 3 2 4 3 3 26 3 2 4 3 3 2 4 3 24

15 3 3 2 4 3 3 3 3 24 3 3 3 2 4 3 4 4 26

16 3 4 4 3 2 4 3 4 27 3 3 3 4 3 2 3 4 25

17 3 4 3 3 2 4 3 3 25 3 3 4 3 3 2 3 3 24

18 3 3 3 3 2 3 2 2 21 2 3 3 2 3 3 3 3 22

19 4 4 3 3 3 3 4 3 27 3 2 4 3 3 3 3 3 24

20 4 3 4 3 3 4 2 3 26 3 2 3 3 3 2 2 3 21

21 3 3 3 3 3 3 3 3 24 3 3 3 3 3 3 2 3 23

22 3 3 3 3 4 4 3 4 27 3 3 3 3 3 4 3 3 25

23 4 4 4 4 3 4 4 3 30 4 4 3 3 4 3 3 3 27

24 4 4 4 3 3 4 3 4 29 4 3 4 4 3 3 3 4 28

25 3 3 2 3 2 3 3 3 22 3 3 3 2 3 2 3 3 22

26 4 4 4 4 2 4 3 3 28 4 4 3 3 3 3 2 3 25

27 4 4 3 3 3 4 3 4 28 3 3 3 3 2 2 3 3 22

28 3 3 2 2 2 3 3 3 21 3 3 3 3 3 2 3 3 23

29 4 4 3 3 3 4 3 4 28 4 3 4 3 3 4 4 4 29

30 3 3 3 3 3 3 3 3 24 4 3 3 3 4 3 3 3 26

31 3 3 2 3 2 3 2 2 20 4 3 2 2 3 2 3 3 22

32 3 2 3 3 2 2 2 3 20 2 3 4 3 3 2 3 3 23

33 4 3 4 3 3 4 3 3 27 4 3 4 3 4 2 3 3 26


117

KUESIONER AKTIVITAS BELAJAR SISWA DAN PENINGKATAN KEMAMPUAN

MEMBACA SISWA

KELAS VII B SMP PANGUDI LUHUR ST. VINCENTIUS SEDAYU

SIKLUS II

Nomor

Siswa

Kuesioner

1 2 3 4 5 6 7 8 TOTAL 9 10 11 12 13 14 15 16 TOTAL

1 3 3 3 3 3 3 3 3 24 3 3 4 3 3 3 3 3 25

2 4 4 4 4 3 4 3 4 30 3 3 4 4 4 3 3 4 28

3 3 3 4 3 3 3 3 4 26 3 3 3 4 3 3 3 3 25

4 4 3 4 3 3 3 4 3 27 3 4 3 3 4 3 3 4 27

5 4 3 4 4 3 4 3 3 28 4 3 3 3 3 3 3 3 25

6 3 3 3 3 3 3 3 3 24 4 3 4 4 3 3 3 3 27

7 3 3 3 3 3 3 3 3 24 4 3 3 3 3 3 3 3 25

8 3 3 3 3 4 4 3 4 27 3 3 3 3 4 3 3 4 26

9 4 3 3 3 3 4 3 4 27 3 3 3 3 4 3 3 3 25

10 4 4 4 3 3 3 3 3 27 4 3 3 4 4 3 3 4 28

11 3 3 4 4 3 3 4 3 27 3 3 4 4 3 3 3 3 26

12 3 3 4 4 3 3 4 4 28 3 3 3 4 4 4 3 4 28

13 4 4 4 3 3 4 4 3 29 3 3 4 4 3 4 3 4 28

14 4 4 3 3 3 4 3 3 27 4 3 4 4 3 3 4 3 28

15 3 4 3 4 3 3 3 3 26 4 3 4 4 4 3 4 4 30

16 4 4 4 3 4 4 4 4 31 4 3 4 4 3 3 3 4 28

17 4 3 4 4 3 4 3 3 28 3 3 3 4 3 3 3 3 25

18 4 3 3 3 3 4 3 3 26 3 3 3 3 3 3 3 3 24

19 4 3 3 3 3 4 4 3 27 4 3 4 3 3 3 3 4 27

20 4 3 4 3 3 3 4 3 27 3 3 3 3 3 3 3 3 24

21 3 3 3 3 3 3 3 3 24 3 3 3 3 3 3 3 3 24

22 4 3 3 4 3 4 3 3 27 3 3 3 3 3 3 3 3 24

23 4 4 4 4 4 4 3 4 31 4 3 3 4 4 3 3 4 28

24 4 4 4 3 3 4 3 4 29 4 3 4 4 4 3 3 4 29

25 3 3 3 3 3 3 3 3 24 3 3 3 3 3 3 3 3 24

26 4 4 4 4 3 4 4 3 30 4 4 3 3 3 3 3 3 26

27 4 3 3 3 3 4 3 3 26 3 3 3 3 3 3 3 3 24

28 3 3 3 3 3 3 3 3 24 3 4 4 3 4 3 3 3 27

29 4 4 3 4 4 4 3 3 29 3 3 3 3 3 3 4 3 25

30 4 4 3 3 3 4 3 3 27 4 4 4 3 4 3 3 3 28

31 4 3 4 3 3 4 3 3 27 4 3 4 3 4 3 3 3 27

32 4 4 4 4 3 3 4 3 29 3 3 4 4 4 4 4 4 30

33 4 4 4 3 3 4 4 3 29 4 3 4 3 4 3 3 4 28


118

APPENDIX G

Individual Test Result

1.Individual Test Result Cycle 1

2.Individual Test Result Cycle 2


119

INDIVIDUAL TEST RESULT

CYCLE I

No. Siswa Nilai

1 80

2 36

3 84

4 64

5 76

6 88

7 60

8 60

9 64

10 24

11 84

12 76

13 68

14 68

15 60

16 28

17 68

18 20

19 76

20 56

21 84

22 84

23 60

24 88

25 64

26 84

27 76

28 68

29 68

30 80

31 24

32 20

33 48

MEAN 63.27272727


120

INDIVIDUAL TEST RESULT

CYCLE II

No. Siswa Nilai

1 85

2 75

3 90

4 85

5 85

6 90

7 85

8 85

9 80

10 75

11 90

12 85

13 80

14 85

15 80

16 75

17 90

18 70

19 85

20 80

21 85

22 90

23 80

24 90

25 75

26 90

27 85

28 80

29 90

30 80

31 80

32 80

33 80

MEAN 83.03030303


121

APPENDIX H

Photos

1.Photos Cycle 1

2.Photos Cycle 2


122

CYCLE 1


123

CYCLE 2


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