enriching students vocabulary through jigsaw learning
TRANSCRIPT
1
Enriching Students Vocabulary through Jigsaw Learning
Technique
(A Classroom Action Research at Tenth Grade Students of SMA Budi Mulia
Ciledug in 2017/2018 Academic Year)
A”Skripsi”
Presented to the Faculty of Education Sciences in Partial Fulfillment of the
Requirement for the Degree of S.Pd. (S-1)
in English Education
Rivki Surya Maulana
1113014000032
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
ii
Enriching Students Vocabulary through Jigsaw Learning Technique
(A Classroom Action Research at Tenth Grade Students of SMA Budi Mulia
Ciledug in 2017/2018 Academic Year)
A”Skripsi”
Presented to the Faculty of Education Sciences in Partial Fulfillment of the
Requirement for the Degree of S.Pd. (S-1)
in English Education
By:
Rivki Surya Maulana
1113014000032
Approved by:
Advisor 1 Advisor 2
Drs. Nasrun Mahdmud M.Pd
NIP. 150 041 070
Atik Yuliyani MA. TESOL
NIP. 19840410 2015 2 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
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ENDORSEMENT SHEET
The examination committee of Faculty of Educational Sciences certifies that the
“Skripsi” (Scientific Paper) entitled “Enriching Students Vocabulary through
Jigsaw Learning Technique” (A Classroom Action Research at Tenth Grade
Students of SMA Budi Mulia Ciledug in 2017/2018 Academic Year), written by
Rivki Surya Maulana. Student’s registration number 1113014000032, was
examined by committee on May , 2018. The “Skripsi” has been accepted and
declared to have fullfiled one of the requirements for degree of “S.Pd.” (Strata-1)
in the department of English Education.
Ciputat, May , 2018
EXAMINATION COMMITTEE
Date Signature
Chairman : Dr Alek, M.Pd
NIP. 19690912 200901 1 008 ( ) ( )
Secretary: Zaharil Annasy, M.Hum.
NIP. 19761007 200710 1 002 ( ) ( )
Examiner I : Dr. Ratna Sari Dewi, M.Pd.
NIP. 19720501 199903 2 013 ( ) ( )
Examiner II : Yenny Rahmawati M.Ed.
( ) ( )
Acknowledged by
The Dean of Faculty of Educational Sciences
Prof. Ahmad Thib Raya, M.A.
NIP. 19550421 198203 1 007
iv
Saya yang bertanda tangan di bawah ini,
Nama : Rivki Surya Maulana
Tempat, Tgl. Lahir : Pemalang, 21 November 1994
NIM : 1113014000032
Jurusan/Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : Enriching Students Vocabulary through Jigsaw Learning
Technique (A Classroom Action Research at Tenth Grade Students of SMA Budi
Mulia Ciledug in 2017/2018 Academic Year)
Dosen Pembimbing : 1. Drs. Nasrun Mahdmud M.Pd
2. Atik Yuliyani MA. TESOL
Dengan ini menyatakan bahawa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Peryataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqosah.
Ciputat, 25 Mei 2018
Rivki Surya Maulana
NIM. 1113014000032
KEMENTERIAN
AGAMA
FORM (FR)
No.
Dokumen
: FITK-FR-
AKD-089
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01
Jl. Ir. H. Juanda No 95
Ciputat 15412 Indonesia
Hal : 1/1
SURAT PERYANTAAN KARYA SENDIRI
v
ACKNOWLEDGEMENT
In the name of Allah, the beneficent and the merciful.
All praise be to Allah, the Lord of the world, who has given the writer his
blessing, guidance and strenghth to finish this research paper. Peace and saluation
be upon prophet Muhammad, his family, his companions as well his followers.
In this occasion, the writer would like to express his greates appreciation,
honor and gratitude to his beloved parents for all support, motivation and guidance
during this research.
Secondly, the writer would like to address his thank to and greatest gratitude
to the advisors, Drs. Nasrun Mahdmud M.Pd and Atik Yuliyani MA. TESOL for
the valuable advices, suggestions, comment and support during conducting this
research.
Also the writer also would address his thank to the people that has given their
support and help to the writer in conducting this research. Therefore his gratitude
goes to:
1. Prof.Dr. Ahmad Thib Raya, M.A., as Dean of Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd, as the Head of Department of English Education.
3. Zaharil Annasy, M.Hum., as Secretary of Department of English
Education.
4. Dr. H. Moh. Suryadi S., S.E. M.M., as Headmaster of SMA Budi Mulia
Ciledug for giving permison to the writer to conduct the study.
5. Drs. Nasrun Mahdmud M.Pd and Mrs. Atik Yuliyani MA. TESOL, as
advisors for giving him guidance and suggestions in this study.
6. Dr. Ratna Sari Dewi M.Pd. and Yenny Rahmawati M.Ed. as the examiner
for giving him guidance and suggestions in this study.
7. All the lecturers in Department of English Education that has given
valuable skills and knowledge that has helped the writer greatly in
finishing this study.
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8. Mrs. Any Hastuti S.Pd., for her input and allowing the writer to conduct
the study in her class.
9. Students of X IPS2 who are wiling to contribute their effort during this
study.
10. Tia Maryanti for her endless support for the writer during this study.
11. Akira Puteri who has given advices and suggenstion to the writer during
this study.
12. All beloved member of EED B 2013,”Persukunan”, EED 2013,
“Operatives”, “Founders” of Standup Ciledug, Standup UIN, and
everyone that cannot be mentioned for their support and contribution to
the writer during this study.
Finaly, the writer admits that her writing is still far from being perfect.
Therefore, he hopes some suggenstions and constructive critique from reader for
this better research paper. Hopefully, this research paper will be useful not only for
the writer but also for the reader.
Ciputat, 25 Mei 2018
The Writer
Rivki Surya Maulana
vii
ABSTRACT
Rivki Surya Maulana (1113014000032), Enriching Students Vocabulary through
Jigsaw Learning Technique” (A Classroom Action Research at Tenth Grade
Students of SMA Budi Mulia Ciledug in 2017/2018 Academic Year), A”Skripsi”
Department of English Education, Faculty of Education Sciences, State Islamic
University Syarif Hidayatullah Jakarta, 2018.
Keywords: Jigsaw Technique, Vocabuary Enrichment
The purpose of this study is to discover if Jigsaw technique could help students
enrich their vocabulary and how does it helps. The subject of this study was students
of X IPS 2 of SMA Budi Mulia Ciledug. Classroom Action Research based on
Kemmis and McTaggart was used to conduct this research. It consists of three
phases: plan, act and observe and reflect. Quantitative and qualitative data were
used in this study. Quantitative data gathered from tests while qualitative data
gatered from observation and interview. Quantitaive data from the tests indicate
that students had been helped by jigsaw technique in enriching their vocabulary. In
pretest only 7 students out of 22 (32%) students that can pass the minimum score
of 70 with 59 as the mean score. Then in Postest 1 the number increased to 10 out
of 22 students (46%) with 68 as the mean score. Later in posttest 3 the number
increased to 21 out of 22 students (94%) with 77 as the mean score. It shown
significant improvement and thus fulfill the citeria of action success. Qualitative
data derived from the interviews and observations. Both indicate that students were
helped by jigsaw technique. It could made students became more interested in
learning as it enable students learning and sharing during the lesson. This also
minimize student’s dependency to their ‘brghter’ friends. Based on the result above,
it can be concluded that Jigsaw technique has helped students to encrich their
vocabulary.
viii
ABSTRAK
Rivki Surya Maulana (1113014000032), Enriching Students Vocabulary through
Jigsaw Learning Technique” (A Classroom Action Research at Tenth Grade
Students of SMA Budi Mulia Ciledug in 2017/2018 Academic Year), A”Skripsi”
Department of English Education, Faculty of Education Sciences, State Islamic
University Syarif Hidayatullah Jakarta, 2018.
Kata Kunci: Jigsaw Technique, Vocabuary Enrichment
Tujuan dari penelitian ini adalah untuk mengetahui apakah teknik Jigsaw dapat
membantu siswa memperkaya kosakata mereka dan sejauh mana teknik jigsaw
dapat memperkaya kosakata siswa. Subyek penelitian ini adalah siswa kelas X IPS
2 SMA Budi Mulia Ciledug. Penelitian Tindakan Kelas berdasarkan Kemmis dan
McTaggart digunakan untuk melakukan penelitian ini. Ini terdiri dari tiga fase:
preencanaan, pelaksaan dan observasi, dan refleksi. Ada dua jenis data dalam
penelitian ini: kuantitatif dan kualitatif. Data kuantitatif dikumpulkan dari tes
sementara data kualitatif didapat dari observasi dan wawancara. Data kuantitatif
dari tes menunjukkan bahwa siswa telah terbantu oleh teknik jigsaw dalam
memperkaya kosakata mereka. Dalam pretest hanya 7 siswa dari 22 (32%) siswa
yang dapat lulus skor minimal 70 dengan 59 sebagai skor rata-rata. Kemudian di
Postest 1 jumlahnya meningkat menjadi 10 dari 22 siswa (46%) dengan 68 sebagai
skor rata-rata. Kemudian di posttest 3 jumlah meningkat menjadi 21 dari 22 siswa
(94%) dengan 77 sebagai skor rata-rata. Ini menunjukkan peningkatan yang
signifikan dan dengan demikian memenuhi kriteria keberhasilan penelitian. Data
kualitatif berasal dari wawancara dan observasi. Keduanya menunjukkan bahwa
siswa terbantu oleh teknik jigsaw. Jigsaw membuat siswa menjadi lebih tertarik
dalam belajar karena memungkinkan siswa belajar dan bertukar pikiran selama
pelajaran. Ini juga meminimalisir ketergantungan siswa kepada teman-teman
mereka yang lebih cerdas karena mereka perlu mempresentasikan sendiri bagian
mereka dalam pelajaran dan mendengarkan orang lain. Berdasarkan hasil di atas,
dapat disimpulkan bahwa teknik Jigsaw telah membantu siswa untuk memperkaya
kosakata mereka.
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TABLE OF CONTENT
APPROVAL SHEET……………………………………………………. ii
ENDORSMENT SHEET……………………………………………….. iii
SURAT PERNYATAN KARYA SENDIRI............................................ iv
ACKNOWLEDGEMENT........................................................................ v
ABSTRACT……………………………………………………………... vii
ABSTRAK………………………………………………………………. viii
TABLE OF CONTENT............................................................................ ix
LIST OF TABLE....................................................................................... xi
LIST OF FIGURES.................................................................................. xii
LIST OF APPENDICES……………………………………………….. xiii
CHAPTER I. INRODUCTION………………………………………… 1
A. Background of Study…………………………………… 1
B. Identification of the Problem……………………………. 6
C. Limitation of the study………………………………….. 6
D. Questions of the study………………………………….. 6
E. Aims of the study………………………………………. 6
F. Significance of the Study………………………………. 6
CHAPTER II. THEORITIC DESCRIPTION………………………... 8
A Vocabualry………………………………………………. 8
1 Vocabulary Classes………………………………… 8
a Lexical Vocabulary………………………………… 8
b Functional categories……………………………….. 11
2 Word Meaning……………………………………… 12
3 Vocabulary Assesment for 10th grade Students … 13
B Jigsaw Learning Technique…..…………………………. 14
1 Overview……………………………………………. 15
2 Jigsaw Application in Education…………………… 16
3 Elements of Jigsaw ………………………………… 17
4 Steps in Implementing Jigsaw……………………… 18
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C Previous Related Study…………………………………. 18
CHAPTER III. METHODOLOGY OF THE STUDY…………… …. 21
A. Place and Date of Study………………………………… 21
B. Method and Design of the Study………………………… 21
C. Subject of the Study…………………………………….. 23
D. Writer role in this Study………………………………… 23
E. The Study Procedure……………………………………. 25
F. Technique in Data Collecting…………………………… 26
G. Technique in Data Analysis…………………………….. 27
H. Trustworthiness…………………………………………. 29
I. The Criteria of Action Success…………………………. 29
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION 30
A. Pre Action Research Finding……………………………. 30
B. Implementation of Classroom Action Research…………. 35
C. Post Action Research……………………………………. 41
D. Discussion ………………………………………………. 41
CHAPTER V. CONCLUSION AND SUGGESTION………………... 43
A. Conclusion……………………………………………….. 43
B. Suggestions………………………………………………. 44
REFERENCES………………………………………………………….. 45
APPENDICES…………………………………………………………… 48
xi
LIST OF TABLES
Table 3.1 The Schdule of the study…………………………………………. 19
xii
LIST OF FIGURES
Figure 3.1 Study Chart adapted from Kemmis and McTaggart CAR Chart … 20
xiii
LIST OF APPENDICES
Appendix 1 Observation Sheet ………………………………….... 48
Appendix 2 Pre Action Interview Guidelines for Teacher ……….. 52
Appendix 3 Pre Action Interview Guidelines for Students ……….. 53
Appendix 4 Pre Action Interview Transcript – Teacher ……………. 54
Appendix 5 Pre Action Interview Transcript - Students A ……….. 60
Appendix 6 Pre Action Interview Transcript – Students B……………. 62
Appendix 7 Post Action Interview Transcript – Students A ……….. 63
Appendix 8 Post Action Interview Transcript – Students B………… . 64
Appendix 9 Texts used in Cycle 1 ……………………………………. 65
Appendix 10 Texts used in Cycle 2……………………………………. 67
Appendix 11 Pretest ………………………………………………….. 69
Appendix 12 Posttest 1 ……………………………………………… 70
Appendix 13 Posttest 2 ……………………………………………… 71
Appendix 14 RPP …………………………………………………... 72
Appendix 15 Pretest Score Table …………………………………….. 76
Appendix 16 Posttest 1 Score Table…………………………………….. 77
Appendix 17 Posttest 2 Score Table…………………………………….. 78
Appendix 18 Lembar Uji Referensi…………………………………….. 79
Appendix 19 Pictures…………………………………………………… 83
Appendix 20 Surat Bimbingan Skripsi…………………………………. 85
Appendix 21 Surat Ijin Penelitian………………………………………. 86
Appendix 22 Surat Keterangan Sekolah………………………………… 87
1
CHAPTER I
INTRODUCTION
A Background of Study
In Indonesia, language learning has important role in students’ academic
achievement either national language or foreign language. English is foreign
language that is formally taught in most school. English has considerably important
role in education system in Indonesia. It has become part of national exam and the
score could determine in which school a student could or could not enroll. TOEFL
or IELTS also become common requirement to get scholarship. Understanding and
mastering English is essentials in education.
Despite the fact that English is not the most popular language in the world,
English has become a global language as it has become a second language in more
than seventy countries and taught in more than 100 countries.1 English is also the
most popular language that is used in education field. Most journal, textbook,
newspaper, magazine, films, music, study paper around the globe written in
English2. English also still the most popular language of the internet, there are
1142.5 million websites that written in English.3
Therefore, understanding English could greatly help a person to gain
access to better education since most material, lesson, textbook, journal and etc.
that is related to education is written in English. Since it widely popular in education,
understanding it would help one greatly increase their capacity both in learning and
communicating, enrich their vision and helping them to get new information. It
could be said that English is a door to vast knowledge. Therefore to understand
English could greatly support one’s educational needs. Seeing the importance of
English, especially in educational terms; as result one would be enriched with new
1 Crystal David. English as a Global Language Second Edition. (Cambridge:
Cambridge Unity Press, 2003), p.5 2 Sergei Lobachev. Top Language in Global Information Production , Canadian
Journal of Library and Information Practice and Study, 2016,
(https://journal.lib.uoguelph.ca/index.php/perj/article/view/826/1358#.WdXnRFu0PIU) 3 ibid
2
knowledge and has potential to be better functioning person for themselves and
their society.
To understand English surely one’s need to learn, and one of the language
component that could be learn is vocabulary Caris define vocabulary is a storehouse
of ideas; each represent a concept.4 This ‘concept’ is an idea of how one’s define
something. Words like “cat” are example of simple and straightforward concept
while there also more complicated concept such as love or freedom.
While making a sentence vocabulary can shift its meaning due to context.
Context is the ‘environment’ of the words. 5 Words like “fire” may have different
meaning depend on the concept. Example, (a). The boss fired me yesterday, (b) Kris
fired his gun into the air. Both (a) and (b) has “fire” in each sentence, but they have
different meaning based on the context. In sentence (a) fire means to remove
someone from their job while in (b) fire means to cause a weapon to shoot bullets,
arrows or missiles.
Therefore, to understand the meaning and the context of a vocabulary is
important to prevent misunderstanding in the future. Arthur said that “Clearly,
knowledge of vocabulary is essentials to the developmental and demonstration of
linguistic skills.6
Thus, it is clearly important for students and everyone alike to enrich their
vocabulary so they could expand their vision and gain access to countless material
that might be resulted in increasing their capacity.
For long, many has believed that vocabulary would be ‘picked up’
automatically without intended learning process.7 The place of lexis has tended to
be peripheral rather than central. As linguist has recognized that vocabulary has
become center place in our notion of language, teachers are encouraged to accept
4 Joan Caris. Success with Words. (Lawrenceville: Peterson’s, 2004) p. 33 5 ibid 6 Arthur Huges. Testing for Languages Teacher (Cambridge: Cambridge University Press,
1999). p. 146 7 Curriculum Development Institute Education Bureau, Enhancing English Vocabulary
Learning And Teaching At Primary Level (Hong Kong : Curriculum Development Institute
Education Bureau. 2009), p. 1
3
that vocabulary is important matter to teach.8 Singleton as cited in Enhancing
English Vocabulary Learning and Teaching at Primary Level stated that “we may
soon ‘reach the point where the notions of lexicon and of language would become
interchangeable’’9. Therefore, it can be concluded that vocabulary is an important
factor and therefore need to be taught.
In one case it is found that many students are capable to get the general
idea of a text that is given. It shown by their ability to give opinion about the text
and the content. However, when the writer asked the question related to the
structure, grammar about the text most students can’t answer. This case show that
with adequate vocabularies, one could comprehend and get the idea of a text even
though they don’t understand the structure.
This happens very often as they could translate an English text into their
native language (Bahasa Indonesia) with little error but mostly made error if they
translatable from native language to English. Error that is occurred mostly in
grammar aspect. Despite the error, students still able to get the idea of given text
because they know the vocabulary, even though they didn’t understand grammar
they still able to comprehend the message or idea that is presented by a text.
Despite the importance of learning vocabulary, many students still has lack
of motivation in learning it. Some says that to learn vocabulary we must read and
most of the students doesn't like reading. Their teacher said that to enrich
vocabulary they must read and practice every day. While on the other hand, they
have other subject to learn such as math, social and etc. This made them unwilling
to learn and enrich vocabulary.
Therefore it is necessary to find new method in learning vocabulary. It is
so because vocabulary is important to be enriched but student’s lack motivation
could be great barrier to their vocabulary enrichment.
During interview in SMA Budi Mulia, it is found that students prefer to do
their task in group rather than individual. They make up schedule or use messaging
8 Curriculum Development Institute Education Bureau, Enhancing English Vocabulary
Learning And Teaching At Primary Level (Hong Kong : Curriculum Development Institute
Education Bureau. 2009), p. 1 9 ibid
4
platform like Whatsapp. They said it is helpful and enable them to share their
opinion.
This example could be indication that students felt more comfortable doing
cooperative learning rather than individual learning. Therefore writer wanted to use
group learning toward vocabulary enrichment, named jigsaw technique
Cooperative learning model is a learning model that developed to teach
academic skills and social skills that includes interpersonal skills.10 In this learning
model teacher role as facilitator that facilitate to better understanding, with
student’s own note.11 Cooperative learning emphasized in sharing process among
students, so they could reach mutual understanding among them.12 In this model,
students has two responsibilities; they are self-learning and helping other (members
of group) to learn.13
This model has shifted classic classroom paradigm form teacher centered
to student centered that stressed in peer teaching rather than individual learning.
This sharing process that occurred could help students to learn better because the
material are explained by their peers (students). This could help students learning
more easily as they could simplify the material with their own language. However,
teacher’s presence still necessary to avoid misconception among students during
their learning process. If teacher spot an error in sharing materials, they could leave
notes or whispering to that group during the process.
Each member would be ‘expert’ in each section of learning material. For
example, in English learning situation teacher assign a group of 4 students. Each
students learn different section of material. After that, each member recite/explain
that material to their fellow group member. Later, after everyone finished
explaining the material, each member of group must make summary of the entire
lesson. In this situation not only students ability in reading materials would be
required, but also their listening ability. This would be an effective strategy because
10 Yatim Riyanto. Paradigma Baru Pembelajaran (Jakarta : Kencana: 2014), p.271 11 Rusman. Model-Model Pembelajaran (Depok. Rajagrafindo Persada: 2012), p. 201 12 ibid 13 ibid 203
5
each member (students) has important role in understanding the material. 14
Therefore, everyone would work hard rather than depend on their mates.
In this model, student has more chance in expressing their opinion and
processing information that is given and could help them develop their
communications skills.15 Therefore, this learning model is suitable for language
learning as they need to use their language skills actively both productive and their
receptive skills. Reading skill would help student to understand their material for
themselves. While listening skill would be important for them so they could
understand the idea that is being explained by their peer. Speaking skills is
important so they could deliver the idea effectively. Good speaking skills would
help other member to understand the lesson at ease and reduce the possibility of
misunderstanding in sharing information process.
There are few study that has been conducted to find out if the jigsaw
technique could help students enrich their vocabulary. Shamsira Napu and Evi
Anggraini has conducted study that entitled “Improving Students Vocabulary
trough Jigsaw technique” that conducted in SMP Negri 1 Bojong Gowa. This study
indicate that there is significant improvement in students score after the treatment
(jigsaw technique) is given.16 Also a study conducted by Risa Rachmawati in SDN
Sukagalih 4 entitled “Teaching English Vocabulary Using Jigsaw Method” has
proven that teaching vocabulary using jigsaw method is effective.17 These result
shown that jigsaw technique has significantly help students in enriching their
vocabulary. However, the reason why this could be occurred has not been found.
Therefore study intended to conduct this study to find the reason why jigsaw could
help student enrich their vocabulary.
Therefore, the writer saw Jigsaw is suitable to help students with their
vocabulary as a lot of aspect are affected by this method. This study itself entitled
14 Aronson Eliot. Nobody Left to Hate, The Humanist - Pro Quest Study Library, 2000,
p.18 15 Rusman. Model-Model Pembelajaran. (Depok. Rajagrafindo Persada:2012 ), p.218 16 Syamsiarna Nappu and Evi Anggraeni. Improving Students Vocabulary Trough Jigsaw
technique, International Confrence ADRI -5. 2017, p. 163 17 Risa Rachmawati. Teaching English Vocabulary Using Jigsaw Method at Fourth Grade
Students of Sdn Sukagalih 6, English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (SYTKIP) Siliwangi Bandung. 2012, p. 1
6
“Enrich Student’s Vocabulary through Jigsaw Learning Technique”. The study
would use classroom action research (CAR) from Kemmis and McTaggart that
consists of two cycles. In addition the study use CAR to get better understadning to
what extent jigsaw could help enrich students vocabualry.
B Identification of the problem
The problems of this study are:
1. Students lack of vocabulary
2. Students had least interest in enriching vocabulary
3. Students need to be taught in new method to help them learning
cooperatively.
C Limitation of Study
The study is limited to discover whether “jigsaw” technique could help
student enrich their vocabulary and how does it helps the students.
D Question of the Study
Based on limitation of the study, the problem formulated as below:
1. Can jigsaw technique help students enrich their vocabulary?
2. To what extent jigsaw technique can enrich student’s vocabulary?
E Aims of Study
This study aimed to discover if jigsaw can help students in enriching their
vocabulary and how.
F. Significance of the Study
1. Student
Students could learn in better environment. As jigsaw stressed in
engagement and listening ability to understand the material. It is hoped
every students would consider their role important. As individuals, they
7
need to do their best in explaining the material to their fellow group mates;
while as group, they need to pay attention to their group mates as they
explain the material so they could complete the ‘jigsaw’.
2. Teacher
Teacher would find this method helpful in learning session. As
the students would held most role in learning process. This could reduce
the workload of the teachers because they only need to become a facilitator
and let the students immersive involved themselves in learning either as
individuals or group because they need to work their best. Teacher could
maintain each student’s progress by visiting their group and provide help
and motivation if necessary.
3. Future study
This study could help the writer understand the way of jigsaw
puzzle in helping students learning. Then could apply this technique
towards different lesson and subject. This study could also enrich range of
study that related to group learning (jigsaw) technique
8
CHAPTER II
Theoretic Description
A. Vocabulary
Vocabulary is one of the language component; therefore to understand a
language one must also understand the vocabulary. Radford in his book considered
words (vocabulary) as the most accessible linguistic unit1. Joan Carris on the other
hand said that vocabulary is a storehouse of ideas; which represent a concept
whether it is simple such as horse or more complicated such as democracy.2
1. Vocabulary Classes
Vocabulary as main component of language could be distinguished into
two categories. There are Lexical category and Functional category. Lexical
category is how vocabulary sorted in terms of the idea that they represent, e.g.,
bottle, chair, love and etc. Functional category is how vocabulary sorted as
their function in a sentence. These vocabulary doesn’t represent any object
neither concrete nor abstract. In translation these vocabulary could be skipped,
however these vocabulary has vital role in constructing a meaningful sentences.
Without these vocabulary, a sentence has uncompleted structure.
a Lexical Vocabulary
Lexical category divided into 5 (five) categories there are3 : noun, verb,
adjective, adverb and preposition. These categories are divided in terms of
their meaning and idea in a sentence.
1) Noun
It comes from Latin word means “name”, this class of word
used to name a person, place, idea etc.4
1 Andrew Radford et al., Linguistic An Introduction Second Edition (Cambridge:
Cambridge University Press : 2010).p. 127 2 Caris Joan. Success with Words. (Lawrenceville: Peterson’s, 2004) p. 33 3 Radford, op.cit., p.129-131 4 Mark Lester and Larry Benson The McGraw-Hill Handbook of English Grammar and
Usage. (McGaw-Hill, 2013) p. 4
9
This object could represent either concrete or abstract.
Concrete noun are those that can be sensed using the five senses:
sight, taste, smell, hearing, touch.5
While abstract noun on the contrary, names and idea,
characteristic, quality, concepts, beliefs, or state being. Unlike
concrete noun, abstract noun has no physical exsistance.6 This idea
or concept may of abstract noun may vary for everyone.
These nouns could be made from simple word such as table,
chair or bottle. While compound nouns are created by making up
two or more word together as single noun. Made by forming two
noun or one noun and one adjective to form new meaning.7
a) Common noun and Proper noun
There are two types of noun, common noun and proper noun.
Common noun used to name generic or unspecified categories.8
While, proper noun are names of specific individual or entities9,
such as: Indonesia (country), Jakarta (city)
b) Verb
Verb can be defined as words that express action of
something.10
There are two types of verb: action verb and linking verb.
Action verb used to express the action of the subject in a
sentence.11 Example, Rivki eat his lunch; in this example the
subject is “Rivki” and “eat”, as action verb describe the action
done by the subject.
5 Caroline Taggart & J.A. Wines, My Grammar and I… Or should that be
Me?,(Montereal :Reader’s Digest, 2009) p. 45 6 ibid p.46 7 ibid 8 Mark Lester and Larry Benson The McGraw-Hill Handbook of English Grammar and
Usage. (McGaw-Hill, 2013) p. 4 9 ibid 10 Mark Lester and Larry Benson The McGraw-Hill Handbook of English Grammar and
Usage. (McGaw-Hill, 2013) p. 6 11 ibid
10
Linking verb on the other hand, used to link/connect
subject to a predicate adjective, a predicate noun, or a phrase
modifying the grammatical subject.12
c) Adjective
Adjective is a word that used to modify a noun13. To
modify a word means to describe the word or to make its
meaning more definite. These properties means vary following
the noun that is modified. Typically denotes properties, many
of which are gradable14, they are equative, comparative and
superlative.15 E.g. tall, taller, tallest. These words describe the
same properties of height but different in strength. Tall simply
describe height, while taller describe one height compared to
another; this is comparative adjective. Tallest used to describe
one height as the greatest among the rest; it is an example of
superlative adjective.
d) Adverb
While an adjective modifies a noun, an adverb modifies a
verb, adjective or another adverb. Most adverb can be formed
by adding -ly behind the vocabulary e.g. silently, slowly,
carelessly.16
e) Preposition
Preposition used to express a relation between something
or someone in space or time17.
12 Grammar.com, "Linking Verbs.",2017 (http://www.grammar.com/Linking-Verbs). 13 Andrew Radford et al., Linguistic An Introduction Second Edition (Cambridge:
Cambridge University Press : 2010) p. 130 14 Lyene Murphy. Lexical Meaning (Cambridge: Cambridge University Press, 2012) p.
222 15 ibid 16 Andrew Radford et al., Linguistic An Introduction Second Edition (Cambridge:
Cambridge University Press : 2010) p. 130 17 ibid p.131
11
b Functional categories
While lexical category words has their own meaning that can be looked
up in the dictionary, some words doesn't. Those words doesn't denote any
object18. Those words are not meaningless either; instead, they have vital
function in grammatical aspect that would help lexical vocabulary could
have more ‘specific meaning. There are 4 categories in functional
vocabulary.
1) Determiner
This word used to give an attiribute to a noun wether it become
more or less specific.19 Words such as ‘this, ‘these’, ‘that’ or
articles like ‘a/an’are examples of determiner.20
2) Auxiliary verb
A helping (auxiliary) verb helps the main verb.21 Together,
a main verb and at least one helping verb form a verb phrase.
3) Pronoun
A pronoun is a word used in place of one or more nouns
and used to avoid repetition of a noun.22 There are several types of
pronoun: relatvive, reflexive, repirocal, possessive, indefinite,
demonstrative and introgative.23
4) Conjunction
Conjunction serve to join words or phrases together to form
larger phrases of the same type, or join whole sentences together to
form new sentences.
18 ibid p.132 19 ibid p 133 20 ibid 21 Frankurt International School , "Auxiliary Verb.",2018
(http://esl.fis.edu/grammar/rules/auxil.htm) 22 Caroline Taggart & J.A. Wines, My Grammar and I… Or should that be
Me?,(Montereal :Reader’s Digest, 2009) p. 61 23 Ibid p.62-66
12
2. Word Meaning
In understanding an idea or meaning that represented by a
vocabulary, dictionary meaning would be sufficient. However, in some
occasion dictionary meaning won’t match the actual meaning that exist in
one situation. Some vocabulary may present its denotative meaning at a
time and connotative meaning that following in which the vocabulary
present.
Denotative meaning (also known as conceptual or cognitive
meaning) are the ‘literal’ meaning, that can be found in the dictionary.24
Denotative meaning giving ‘frames’ of what word can and cannot refer
to.25.For instance, food something that people and animals eat, or plants
absorb, to keep them alive; this is denotative meaning of food. Therefore,
it could be understood that “plastic bag” could not be called food. It is
because people or animal doesn't eat it animals nor plant absorb it to keep
them alive. Understanding denotative meaning would help one understand
basic concept or idea that is presented by a vocabulary therefore would help
them to use it correctly.
Connotative on the other hand, gives attitude or feelings attached
to the word itslef.26 A word can have positive or negative connotations.
Sometimes words have different connotations to different people because
of their experiences27. Scientists and philosophers focus on the denotations
of words in order to communicate exact meaning. Writers of literature rely
more heavily on connotation to get the reader ‘attached’ to their work.28
24 Murphy, Lynene. Lexical Meaning (Cambridge: Cambridge University Press, 2012)
p.32 25 Ibid p.33 26 Bowvalley Collage, Denotation/Connotation, 2017, p.1
(http://www.mtsd.k12.wi.us/faculty/werthd/cms_files/assignment_attach/30881/Denotation%20an
d%20Connotation%20(1).pdf) 27 ibid 28 ibid
13
3. Vocabulary Assesment
In assessing vocabulary it is importat to make sure that the assessment
is aligned with the way it tecached. The number, format and context should
also be considered in assessing student’s vocabulary.29
There are several way to perform vocabulary assessment for the
students. There are discrete vocabulary test and Embedded Vocabulary
Assessment. Example of Discrete vocabulary test are: Multiple Choice
Question, Mathching, Gap Filling and Translation.30 While embedded test
could be preforemed while assessing other skills such as writing, speaking
and reading.31
a. Discrete Vocabualry Test32
This type used to test vocabulary explicitly either recognition or
production.
1) Multiple Choice Format
One of the most common test format for vocabulary. It has
sereaval advantages. It is reliable as it only has one right answer.
It also easy to score, could be used in various level and quite
familiar with the students.
Varioations for Multiple choice format are: Synonym, Definiton,
Meaning in Context and Odd one out.
2) Matching
Students would be asked to connect the premises in left columms
to the options in right columms. The advantages of this type is
better possibility to put discractors in the options. It is also easier
to make compared to Multiple Choice Format.
29 Christine Comboe. “Assessing Vocabualry in the Language Classroom” :
https;//researchgate.net/publication/265002660, 2018 p.114 30 ibid p.116-120 31 ibid p.120-122 32 ibid p.116
14
3) Gap filling
This type suitable to test student’s vocabulary production skills.
As they need to pick the best response in each item. It is also easy
to make. However, as it requires student’s response and
production it would took longer time to be done compared to
multiple choice and matching.
4) Translation
Students will be asked to translate some vocabulary in target
language into native language and vice versa.
b. Embedded Vocabulary Assesment33
1) In Reading Comprehension
Teacher could use a passage then underline the desired
vocabulary. Later the question would ask the definition based on
the context of that word in the passage
2) In Writing
Student’s vocabulary level could be seen in their writing. Some
importat point to be noted are vocabulary variation, uses of
idioms and grammar. IELTS is one of the example which score
vocabulary in its writing test
3) In Speaking
Same as writing, to see one’s vocabulary could be seen from their
range of vocabulary and how they properly use it. TOEFL and
IELTS are the example of speaking test that also vocabulary as
part of important element of the test.
B. Jigsaw Learning Technique
There are several argument regarding cooperative learning. Sigel as
cited from Adam Anthony argues that cooperative learning is a learning
33 Christine Comboe. “Assessing Vocabualry in the Language Classroom” :
https;//researchgate.net/publication/265002660, 2018 p.120-122
15
situation in which two or more students are working together to complete a
common task.34 Yatim argues that cooperative learning model is a learning
model that developed to teach academic skills and social skills that includes
interpersonal skills.35
It could be seen that cooperative learning is a learning model that could
developed academic skill and social skills by situating two or more students
to work together to complete the task.
1. Overview
Aronson argues that jigsaw is model of learning that put students as
jigsaw puzzle that each has essential role in understanding the lesson.
Therefore each students is essential for learning outcomes 36 Plat and Brook
as cited from Mahaz Kazami argues that the requester-supplier relationship
in the jigsaw task as an element making it a two-way task. 37Therefore,
participants need to interact with each other to complete the task successfully.
In this learning model teacher role as facilitator that facilitate to better
understanding, with student’s own note.38 Cooperative learning emphasized
in sharing process among students, so they could reach mutual understanding
among them.39 In this model, students has two responsibilities; they are self-
learning and helping other (members of group) to learn.40
This model has shifted classic classroom paradigm form teacher
centered to student centered that stressed in peer teaching rather than
individual learning. This sharing process that occurred could help students to
learn better because the material are explained by their peers (students). This
34 Anthony R Adams. “Cooperative Learning Effects On The Classroom”, Thesis for the
degree of master of arts in education at northern Michigan university, Michigan, 2013, p.10 35 Riyato, Yatim. Paradigma Baru Pembelajaran (Jakarta : Kencana: 2014) p. 271 36 Eliot, Aronson. Nobody Left to Hate, The Humanist - Pro Quest Study Library, 2000,
p.18 37 Mahnaz Kazemi. The Effect of Jigsaw Technique on the Learners’ Reading
Achievement: The Case of English as L2, MJAL 4:3 Autumn,2012 p. 173 38 Rusman. Model-Model Pembelajaran. (Depok. Rajagrafindo Persada: 2012), p. 201 39 Ibid 203 40 Ibid 203
16
could help students learning more easily as they could simplify the material
with their own language. However, teacher’s presence still necessary to avoid
misconception among students during their learning process. If teacher spot
an error in sharing materials, they could leave notes or whispering to that
group during the process
The jigsaw classroom was first used in 1971 by Aronson and his
graduate student. They believed it could help defuse an explosive situation
due to over competitive atmosphere among students. As they observed,
students are divided into ‘winner’ and ‘loser’. The winner student are those
who eager to answer to the teacher question. While the ‘losers’ are those who
avoid the teacher question and less active during the lesson. Aronson
believed that Jigsaw method could bring students together and help reduce
the gap between ‘winner’ and ‘loser’. 41
2. Jigsaw Application In Education
There are few occasion in which jigsaw applied in learning situation
and proved to improve students’ vocabulary. Shamsira Napu and Evi
Anggraini has conducted study that entitled “Improving Students
Vocabulary trough Jigsaw technique” that conducted in SMP Negri 1
Bojong Gowa. This study indicate that there is significant improvement in
students score after the treatment (jigsaw technique) is given. 42 Also a
study conducted by Risa Rachmawati in SDN Sukagalih 4 entitled
“Teaching English Vocabulary Using Jigsaw Method” has proven that
teaching vocabulary using jigsaw method is effective. 43 These result
indicate that jigsaw technique has significantly help students in enriching
their vocabulary.
41 Aronson Eliot. Nobody Left to Hate, The Humanist - Pro Quest Study Library, 2000,
p.17 42 Syamsiarna Nappu and Evi Anggraeni. Improving Students Vocabulary Trough Jigsaw
technique, International Confrence ADRI -5. 2017, p. 163 43 Risa Rachmawati. Teaching English Vocabulary Using Jigsaw Method at Fourth Grade
Students of Sdn Sukagalih 6, English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung. 2012, p. 1
17
3. Elements of Jigsaw44:
Below are the elements that exsist in Jigsaw as cooperative learning.
(1) Positive independence
This stress the importance of cooperativenees among the
participant/students. They must do their part well to achieve same goal,
which is understanding the lesson.Therefore, teacher need to make
suitable task that could push the students to work effective both as
individual or cooperative.
Among members of the group interacting directly.
(2) Individual accountability
Related to the first point, success in lerning could only be achieved if
each student understand importance of individual accountability
(responsible). By having responsibility, they would do their best to
understand and explain their part to be shared later in their home group
or mixed group
(3) Face to face interaction
This would help to interact well to form good synergy amomg them.
Their ideas would be synced to create one concept that would fit
everyone’s toughts about the lesson.
(4) Communication among members (home group and mixed group)
This model would require students to have good communication skills.
As they present their part, they also need to learn to listen and give
responses properly. Students through this model are taught to be a
good communicator.
(5) Group Process Evaluation
Teacher needs to evaluate the learning process in cooperative learning.
This is important to understand the effectiveness of cooperative
learning during the lesson.
44 Anita Lie. Cooperative Learning, (Jakarta: Grasindo, 2005). p. 31-35
18
4. Steps in Implementing Jigsaw. 45:
(1) Divide students into 4-6 person home groups. These groups should be
heterogeneous (diverse in terms of gender and ability)
(2) Assign one student from each group as the leader.
(3) Divide the day’s lesson into 4-6 segments, matching segments to the
number of home groups. For example, if students are learning about
giraffes, you might divide the segments based on the giraffe’s
appearance, where it lives, what it eats, and its offspring.
(4) Assign each student to learn one segment.
(5) Give students’ time to carefully read over their segment and become
comfortable with the information.
(6) Form mixed, or expert, groups by having students from each home
group join other students assigned to the same segment. Give these
mixed groups time to discuss their segments and rehearse the
presentations they would make to their home groups.
(7) Ask students to return to their home groups where they would present
what they have learned to the group. Encourage others in the group to
ask questions.
(8) Monitor the groups. If any group is having trouble, implement an
appropriate intervention.
(9) 9: At the end of the session, give a quiz on the material so that students
realize they are being held accountable.
C Previous Related Study
These studies conduted to see if jigsaw has impact toward vocabulary mastery.
It is discovered that jigsaw has impact toward vocabulary from these studies.
45 Instructional Strategy Lessons for Educators Secondary Education (ISLES-S). (East
Carolina University, Collage of Education). p.13
19
1. Improving Students’ Vocabulary Through Jigsaw Technique by
Syamsiarna Nappu & Evi Angraeni, 201746
Mastering English vocabulary is crucial for students when they want
to speak or write well in English. This pre-experimental study employed
pre-posttests design which was aimed at finding out whether or not jigsaw
technique improved students’ vocabulary mastery. The population was the
Eighth Grade of SMP Negeri 1 Bajeng Gowa in academic year 2016/2017
that consisted of 36 students. There were two variables; they are
independent and dependent variables. The independent variable is the use
of Jigsaw Technique and dependent variable is the students’ vocabulary
mastery. The result of the data showed that there was a significant
difference between students’ post-test and pre-test. The mean score of post-
test was 75.11 which is greater than the mean score of pre-test that was only
55. Furthermore, it is found that the value of t-test (11.83) was greater than
t-table (2.030) at the level of significance .05. It means that there is a
significant difference between the result of the students’ pre-test and post-
test. Therefore, the alternative hypothesis was accepted while the null
hypothesis was rejected. This finding indicated that using Jigsaw Technique
improved the students ‘vocabulary.
2. Teaching English Vocabulary Using Jigsaw Method At Fourth Grade
Students Of SDN SUKAGALIH 6 by Risa Rachmawati47
The objective of this study entitled “Teaching English Vocabulary
Using Jigsaw Method at Fourth Grade Students of SDN Sukagalih 6” was
to reveal whether or not using Jigsaw method in learning English
vocabulary increased the students’ vocabulary mastery. This study applied
quantitative method, and one group pretest-posttest design. The writer
46 Syamsiarna Nappu and Evi Anggraeni. Improving Students Vocabulary Trough Jigsaw technique, International Confrence ADRI -5. 2017, p. 163 47 Risa Rachmawati. Teaching English Vocabulary Using Jigsaw Method at Fourth Grade
Students of Sdn Sukagalih 6, English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung. 2012, p. 1
20
used pretest and posttest as the instrument and to analyze the data, the
writer used t-test formula. The populations of this study were 28 of fourth
grade students of SDN Sukagalih 6; the sample was entire population. The
data of this study were collected by giving pretest and posttest to the
student’s sample. The collected data were analyzed using the t-test
formula. The results of the data analysis showed that: the mean score of
pretest was 68.9, the mean score of posttest was 83.9, the tvalue was 3.91,
the tcritical values with degree of freedom (df) 27 and level of significance
at 5 % (0.05) was 2.06. Based on the data analysis above the alternative
hypothesis was accepted because the tobserved was higher than tcritical
values (3.91>2.06). It also meant that teaching English vocabulary using
jigsaw method was proven effective.
These studies indicate that jigsaw has positive impact toward vocabulary
learning. However, they didn’discover how jigsaw affect the students and how it
helps students in learning vocabulary. Thus, this study aimed to discover how
jigsaw could affect students in learning vocabuarly.
21
CHAPTER III
METHODOLOGY OF THE STUDY
A Place and Date of Study
This study was conducted in SMA Budi Mulia which is located in Ciledug,
Tangerang. In addition, this study was carried out from January 10th 2018 to March
15th 2018. The preliminary study was done on January 3rd 2018. The instrument
was made in cycle 1 phase 1. Followed by phase 2 and three in the same cycle. If
the desired result doesn’t present, then the cycle 2 would be conducted with the
same sequences of phase. Table below would show the timetable of the research.
N
No Activities
Month and Week
January February March
1
1
2
2
3
3
4
4
1
1
2
2
3
3
4
4
1
1
2
2
3
3
4
4
1 Observe x x x X x
2 Pretest x
3 Plan (cycle 1) x
4 Act and Observe x
5 Posttest 1 x
4 Reflection x
5 Plan (cycle 2) x
6 Act and Observe x
7 Reflection x
Table 3.1 Schedule of the study
B. Method and Design of the Study
Classroom action research is used as the method of this study. This
method used both qualitative and quantitative to collect data. In this design, study
are used to address specific and practical issues to find the solution.1 This study
1 John W Creswell. Educational Study : Planning, Conducting And Evaluating
Quantitative And Qualitative Study 4th Edition (Lincoln : Pearson, 2012) p.577
22
design emphasize in alteration between action and reflection as the key component
that continuously improving.2 Mills (as cited in Creswell) stated that action study
is a systematic procedure done by teacher (or other individual in education setting)
to gather information, to improve, the way educational setting operates, their
teaching and their learning.3
Kemmis and McTaggart (as cited in Burns) stated that action research
occurred through dynamic and complementary process.4 Their model of action
research consist of four phases: planning, action, observation, and reflection. This
method has two cycles or more. Phases of this method can be seen in following
chart5:
Figure 3.1 Study Chart adapted from Kemmis and McTaggart CAR Chart
2 Donlad Ary et al, Introduction to Study In Education (8th Edition), (Belmont:
Wadsworth, 2006) p.513 3 op. cit 4 Anne Burns. Collaborative Action Research for English Language Teachers
(Cambridge: Cambridge University Press, 1999) p. 32 5 Ibid p.33
23
1 Plan
Plan made based on pre observation and interview. It was known that
stduents has lack vocabulary and interest in enriching it. Thus the idea is
to make plan that increase their interest in learning. In pre observation,
stduents like to chat among them during the lesson. Jigsaw can be used as
teach technique as it requies students to chat about the lesson. Therefore,
Jigsaw would be used in this research.
2 Act and Observe
In this phase plan was in motion. In the same time, students were observed
to see how jigsaw affect the stduents. Later the result would be taken into
reflecton phase. The observation shown that jigsaw could be followed by
some students but the rest were confused.
3 Reflect
Later in cycle 2 the plan would be focused to help students to understand
and apply jigsaw. It was expected that after they could follow and apply
jigsaw well. They could learn better and evanualy enrich their vocabulary.
C. Subject of the Study
The subject of the study is student of X IPS 2 of SMA Budi Mulia. The
class consist of 22 students. This class is chosen because of the result of the
observation that X IPS 2 has low achievement in vocabulary. Therefore, this class
is chosen because it has practical issues (vocabulary enrichment) that need to be
resolved.
D. Writer role in this Study
In this study, the writer involved actively in this study as the teacher. He
actively observed the situation during study process. Therefore, he created lesson
plan, applied the plan then reflected the result for each cycle in this study. In
addition, data collected and interpreted. The result of the study would be reported
and presented.
24
E. The Study Procedure
The Classroom action Study using Kemmis & McTaggart model that
consist of three phases in one cycle. Those are plan, observe and act and reflect.6
After finishing the first cycle, it is possible that solution doesn’t work out as
expected. Therefore, cycle would be continually conducted until the desired result
shown. The details of the cycle is as follow
1 Pre Observation
In this phase, the writer role as a teacher for some time before the
research conducted. It is necessary to get better picture about the class,
students and mainly their problems in English and Vocabulary in particular.
These meetings were observed and noted using observation sheet that
could be seen in appendix 1 page 44.
2 Cycle 1
a Plan
In this phase, plan would be made based on pre-observation and
observation data. It was known that stduents has lack vocabulary and
interest in enriching it. Thus the idea is to make plan that increase their
interest in learning. In pre observation, stduents like to chat among them
during the lesson. Jigsaw technique would be used following the
material. Had the plan didn’t help the students to pass the minimum
criteria, it would be revised based on reflection during “act” phase.
b Act and Observe
Plan has been made then would be followed by applying the plan and
observe the process. The writer would act as a teacher while
implementing the plan and observing the classroom when action
conducted. Jigsaw learning technique were used in this phase. Then, the
students, classroom condition and everything that occurred in the
6 Anne Burns, Collaborative Action Research for English Language Teachers
(Cambridge: Cambridge University Press, 1999) p. 33
25
classroom would be observed. The result would be written into
observation sheet that would be used later in reflect phase.
c Reflect
At this phase, data would be compared to the criteria of action success
and the research question. Observation sheet would be main instrument
along with the score from post test one. It is discovered that jigsaw has
positive impact toward student’s vocabulary enrichment. However,
durimh the implementation, some students cannot follow jigsaw as
expected. Thus the next cycle would be focused to improve student’s
capability in following jigsaw.
2 Cycle 2
a Plan
From the reflection in cycle 1, it is known that some students
cannot follow jigsaw learning as expected. Thus, the plan were focused
to help the students in applying jigsaw during the lesson. Such as
encouraged them to use English more and made sure that they focused
to the lesson and not talked about something else unrelated to the lesson.
b Act and Observe
In this phase, students were encouraged to use English more
extentsively. They were asked to communicate in English and more
focused to the lesson. Most students can follow while few students
seemed to have hard time.
c Reflect
Observation indicate that with more encourgament, they could
follow jigsaw well. They could communicate in English although, still
with lack of grammar. Also they could be more focused to the lesson,
although some students still can’t focus. The result of prostetst 2 also
indicate that their vocabulary were improved.
26
F. Technique in Data Collecting
1 Observation
Obervation is a way to see student’s need both in individual and
group situation in classroom dynacmic as the teaching-learning process
conducted.7. This done to understand their vocabulary and problems that
arise.
In this technique, the writer collected data by observing the
classroom. It is possible to record the observation data in written form
(observation sheet). It would contain important note during the cycle and
written directly after each step in this study. Observation sheets from the
entire study could be seen in appendix.
2 Interview
To understand and get better feedback from the participant, it is
important to put interview as one of the data collecting procedure. As it
could collect data that can be covered by observation and test. 8
Participant would be asked with question related to the study. The
question must be carefully picked to avoid unnecessary and unrelated
responses from the participant. It is advisable to transcribe as the interview
conducted. Audio recording would be used to gathering data.
Interview question were created based on interview guidelines to
understand how jigsaw could help students enrich their vocabulary. The
first interview conducted to the teacher and two students to get the big
picture of English in learning situation. While the last interview conducted
to the students so it could focus on understanding jigsaw impact in helping
students enrich their vocabulary.
7 Regan Curtis et al. Action Study for Teacher Candidates (Maryland: Littlefield
Education, 2010) p.31 8 Loraine Blaxter et al. How to Research (4th edition). (Glasgow: McGrawHill, 2010)
p. 193
27
3. Test
To gather quantitative data, test would be used. The test model
that would be used is criterion-referenced testing. This used to see if the
students have achieved the given learning objectives.9 This model of data
collecting would help the writer to see the development (score) of each
participant. Data that is collected then would be analyzed to see if the
desired result (expected target score and population percentage) could be
achieved. Had the result fulfill the criteria of success, next cycle won’t be
conducted.
Both pretest and posters used multiple choice question based on
the lesson in syllabus. Later, the result of the test could be seen in appendix
with details of the score and necessary details that would be supportive
data for the observation and interview statements.
G. Technique in Data Analysis
1 Classifying the Data
Data that gathered from the study would be classified according to
the form of data that is collected. It would be classified into quantitative
data (test result) and qualitative data (observation and interview).
2 Describing the Data
After the data got classified, they would be described as follows
a Data in which gathered from observation and interview technique
would be described in descriptive form.
b Data from the test would be described in table and calculation form.
3 Finding
To answer the first question of the study, test would be used to
discover if jigsaw method could help student in enriching their vocabulary
mastery. As test would be done in pre, act and post act, it would be used to
9 John W Creswell. Educational Study : Planning, Conducting And Evaluating
Quantitative And Qualitative Study 4th Edition (Lincoln : Pearson, 2012) p.152
28
compare student’s vocabulary enrichment before, during and after the
study. By comparing each data form the test, we could see if there is any
changes that affected by using jigsaw in teaching vocabulary.
To answer the second question of the study, interview and
observation would be used to discover the reason behind the effect that present
after applying jigsaw method. Data gathered would be analyzed then presented
in descriptive form.
To get the mean of student’s vocabulary enrichment achievement
within one cycle, the formula used is10:
Explaination:
M : Mean
X : Individual Score
N : Number of Student
Next, to know the student who passed minimum score (KKM) 70, this
formula is used11:
Explaination:
P: The class precentage
10 Anas Sudjono. Pengantar Statistik Pendidikan (Jakarta : PT Raja Grafindo Persada,
2006) p.81 11 ibid p. 43
29
F: Total precentage score
N: Number of Student
By knowing the mean and the percentage of the students that pass the
minimum score it could be seen if jigsaw has positive impact toward the students.
H. Trustworthiness
In terms of checking validity, triangulation would be used. It refers to
process in which two or more method are used to verify the validity of information
being collected.12 By using triangulation a better perspective would be gathered.
To see if there is any effect of jigsaw technique and how they occurred means it is
necessary to use both data from both qualitative and quantitative. Then, the validity
would be increased as the data of the study synced one another.
I. The Criteria of Action Success
This study would be considered successful if it can fulfill the determined
criteria and fail if unable to fulfill determined criteria. In this study, the study would
be considered successful if 75% of the students could achieve minimum of target
score13. The minimum score (KKM) is 70 (seventy) of vocabulary test from the
pre-action test until the second post-action in cycle two.
12 Alana James et al. Participatory Action Study For Educational Leadership (London :
Sage Publication, 2008) p.60 13 Tampubuolon, Saur. Penelitian Tindakan Kelas Sebagai Pengembangan Profesi
Pendidik dan Keilmuan (Jakarta : Erlangga, 2014), p.30
30
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Pre Action Research Finding
There are three kinds of instrument used to collect data during the research.
There are interview, observation sheet and test.
Interview occurred in two phase, the first in the observation phase in which
interviewed two the students (as representative of the class) and the teacher. Also
in act phase in cycle 2 before the reflection phase.
Observation sheet considered as the main instrument Therefore applied in all
phase of the research. It is written in weekly basis during the research and used to
record any information that was not covered by interview and test.
Test on the other hand, considered as helping instrument to support data
gathered using interview and observation sheet. Test conducted three times in this
research. First in pretest phase, they used in posttest 1 and 2. It used to get
numerical data like scores, percentages and else that support the data from the first
two instrument.
1 . Pre-Observation Phase
a Interview with Teacher
The interview conducted on January 10th 2018, with two students and
the teacher.
The question asked in the interview are about the English in teaching
situation, students interest and performance during the lesson, task given to
students and question about jigsaw method.
She taught English for X IPS 2. In SMA Budi Mulia English. Also
she explained that the minimum score to pass the lesson is 70 (seventy).
In performance and interest she directly compare the science and the
social class. She said that science class has better interest in learning and is
easier to handle. Although not all students in X IPS were least interested,
31
she frequently mention the obstacle in teaching them expectably in terms
of their interest in learning and their presence in the classroom.
She said that many students were lazy to do the task and often came
late to the class. In teaching situation she became more ‘flexible’ as she
argued that if she became to ‘strict’ the students would not want to learn.
Even so, she said that there probably some students (5 students) of the
whole class that demonstrated their interest in learning. While the rest were
least interested in learning.
Students mainly has issue with their grammar and vocabulary. In
writing task students cannot follow the grammatical aspect properly in
making a sentence. While in reading task, students has little list of
vocabulary that sometimes they don’t know the meaning of a vocabulary in
a text. They also can’t distinguished class of words such as noun, verb,
adjective and etc.
About the task given, she separated into knowledge and practice task.
Knowledge related to material and has simple question and answer format.
While practice task she gave the task according to the lesson like making
poster and etc.
She haven’t use group task yet and focused on individual task. When
she was asked about jigsaw she said that she has heard about it but being
pessimistic about applying it in learning situation. She doubt that Social
students has enough interest to learn actively Therefore she haven’t applied
this method.
b Interview with Students
This interview conducted in January 10th 2018. The questions asked
to the students about English in learning situation like material, how the
teacher teach, media, task given and obstacle in learning.
They said vocabulary is quite difficult material because they need to
remember words. The teacher also used a basic approach while teaching.
32
They said she only give examples on the white board then have the students
do the task following the examples.
They haven’t got group task yet, they just have individual task either
in theory and practice task. They also said that some students has no interest
in learning. However, when being asked about their opinion about group
task, they feel optimistic about it and believe that it could help them learn
better.
c. Pre-Observation Report
Pre-observation conducted in January 3rd to February 7th 2018. It was
conducted to understand the teaching-learning situation before
implementing the action. Mainly, information gathered in interview were
supported. It can be seen that some students has lack interest in learning
and also the teacher struggled to get everyone attention to the lesson.
Observation sheet written in weekly basis, it is done to get better
understanding of the student’s behavior in teaching-learning situation. It
is used to record anything happened in the classroom in written form,
especially when new findings related to student’s behavior arise.
(1) Students are not interested in learning.
From the first day of the pre observation phase it can be seen that
students are least interested in learning. Only a little of them that focused
on the lesson. The rest were distracted by their phones and some even
absent for unclear reason. Even for some troubled students they just skip
the class, to the canteen or other class that has no teacher in it. It happened
almost every week and they (those who broke the rules) seemed has no
regret for their action.
Those who present were not much better, since they were not focused
to the lesson. Some just busy chatting with his mate while doing the task
so they are not entirely focused during the lesson. They prefer chatting with
their tablemate over learning. They mainly discuss something other than
33
the lesson like TV shows, videogames and etc. This surely distract other
students from learning, especially if the topic is more interesting than the
lesson.
Others even busy with their smartphones without the teacher knowing.
They open instagram and some games during the lesson. When Teachers
come to them, they immediately hide their phones and pretended doing the
task, although this only done by some students.
Students frequently asked to come forward and answer the question in
the whiteboard for exchange an extra score. However, students still seems
not interested. But the more interested students later come forward to get
their score although their answer is not exactly right due to grammar and
vocabulary used as stated in the interview.
(2) Grouping and Negative Dependency Toward the Bright Students
It is also observed that class are divided into groups made a group
based on common interest. Those who likes anime and videogames sit
together in front right seat, while those who like play mobile games sit in
the back left. Girls who watched Korean drama sit together in back of
second row from the left. Girls who also watch Korean but still focused on
the lesson sit in the middle of third row from the left, while the ‘trouble
maker’ (they frequently skip the class and summoned by counselor teacher)
sit at the back right.
It is also discovered that each group member has specific role. Most
role are social related and mostly distracting. Except for one role ‘brainy’,
they do all the task in the class then the rest member of the group simply
copy their task. It can be found that some students has similar right and
wrong answer. But when you asked them individually you’ll realize that
some barely know a thing. Although other seems understand but they just
unconfident to answer themselves due to these ‘brainy’ students in their
group.
34
When question given in oral form and students are being asked to
answer, the bright students would likely to answer while the rest just sit in
silence. Even if the teacher point them to answer they won’t answer, or if
they do they would ask their bright friends to help them. It indicates
negative dependency that caused by their lack of confidence or willing to
compete against the brighter students in their group.
They felt as the brighter students present, they were not necessary to
answer the question. It can be seen that they consider questions, quiz or task
is not a chance to learn or at least to get score but an obstacle and that they
rather not to deal with. Therefore, sometimes they just wait for their friends
to do the task then simply copy it. Even during the pre-test phase, a students
whispered to her friends asking what “towel’ means in Indonesian. This
indicate some are lacking in vocabulary.
Although there still number of students that want to learn by asking
their friends to teach them so they could understand, then they do the task
themselves.
2. Pre-Test
Pre-test were done to get supportive data about students vocabulary. In
previous section it can be seen that students has low interest in learning and
interview with teachers show that they has problem in vocabulary.
Pretest was done on February 14th 2018 by using the task taken from
“Elementary Vocabulary” by BJ Thomas. 18 students participated in this
pretest, later these students would be considered as participant of the study.
Table for pretest could be seen in appendix 8.1.
From the table it could be seen that the maximum score for the pretest is
80, the minimum score is 30, and the total score is 1305 of 22 students.
To get the mean we need to divide the total score with the number of
students. As the result, mean for this data is 59. It can be seen that the mean is
very low compared to the minimum score to pass at 70. Therefore, it is known
35
that pretest result has supported findings that discovered in pre-observation
and interview which is the fact that the students has lack vocabulary.
B. Implementation of Classroom Action Research
After conducting the pretest, the next meeting action research conducted.
There are two cycles conducted. Each cycle has 3 phases; plan, action and observe
then reflection phase. Posttest done the next meeting after the reflection made to
get supportive data along with refection after action phase.
1. First Cycle
a Plan
Plan was made according to finding discovered in pre-observation
phase. The plan made by altering the material based on English syllabus for
first grade students and jigsaw method implemented in action and
observation phase. The text used were expository text about technology.
b Act and Observe
First and second meeting are done in a same day. This happened
because X IPS 2 has 5hr meeting in a week and it only scheduled once
a week. Split into 2hr and 3hr meeting separated by break-time.
In the first session, their attendance list checked to see how many
students join the class also the students are asked about expository text,
and discussed it before the treatment begin.
As the lesson goes no one answer, not even the bright students. It
seems they haven’t read the material in advance at home. Then they
are being told about the generic structure, purpose and language
feature of the text. Some are not focused to the lesson while the rest
carefully listen and make note without being told.
Then students are asked to make a group of 5 students. There are
5 group formed, later this group would be their home group during the
jigsaw implementation. Then they listen to the explanation about
36
jigsaw, how it works and so on. They listen carefully and asked to take
note, to make sure everyone understand.
First stage in jigsaw was reading the material, in this stage
students read the material and discussed with their group mate about
the text and highlighted vocabulary in it. They need to make sure that
everyone in a group has similar understanding. In this stage, bright
students in each group play most role, as their friends focused on
listening and taking notes. This is necessary to make sure during
mixed group stage, they could explain briefly and clearly.
After the break, the students were asked to from their seat that
could help them discussed better. Then they move to their mixed group.
In this phase representative from each group would deliver their
material and the other must listen carefully. Some are not focused to
their group, and when it happened the speaker could ask their mixed
group mate to remain silent. It is necessary, because each students has
important part in the lesson. Therefore every one of them must be
taken seriously. It also to boost the speaker confidence to themselves
to show them that they could understand and share their knowledge if
they tried. This is important to reduce their lack of confidence and
dependency toward their brighter friends.
Then they return to their home group, each borrow pieces of the
lesson given by their friends when they act as listener in mixed group.
In this stage they discussed the material that given. It can be seen that
they discussed a lot, mostly about the material. It can be seen that they
has interest in learning. It is a good progress, as their problems were
also their lack of interest in learning. After all stages passed, the class
dismissed and they continue to the next subject.
c. Reflect
The same day after the act and observe, the refection was made. It is quite
clear that act and observe has undergone smoothly. Jigsaw has turned their bad
37
attitude of talking during the class to be their way to learn. Some still confused
buy they were assured to just do what they told in order.
By being speaker in mixed and home group has pushed them to be more
confident and independent. These are good to help them to learn further. This
discussion way also grasp student’s interest in learning.
However, some students seems still has lack of confidence despite the
push given to them. They still rely too much on their textbook and seems
haven’t fully understand their material. Some students also not focused during
jigsaw.
d. Posttest 1
Posttest was done on February 28th 2018. It is done to get supportive data
that gathered previously in observation and reflection phase. This phase
students are given test item based on the highlighted words that discussed in
previous meeting. Their score later would be reflected with the previous data
gathered. The table for posttest 1 could be seen in appendix 8.2.
The highest score for this posttest were 90, the lowest score were 50 and
the total score is 1500 with 22 students as the participant.
Next to count the mean of this data. The total score divided by number of
students. As the result, the mean for posttest 1 is 68. It means that more than
half or the participant has score below the minimum (70). Also from the table
it is known that percentage of students that pass the minimum score is 46%.
The mean has been improved compared to the pretest which is 59. Also
the percentage of the students that pass the minimum score has improved from
32% to 46%. However, it is still below the targeted percentage for classroom
action research at 75%.
It can be seen that despite the positive effect that occurred during the
treatment, still half of the students can’t reach the minimum score. Especially
those who hasn’t understand their part well. Also lack of focus from their
group mate during both home and mixed group discussion could make learning
38
harder for others. Therefore more than half of them haven’t reach the minimum
score, although most of them has improved their score compared to the pretest.
This indicate that jigsaw has good impact toward the students as they show
better interest and independency during the lesson. Their score also increased
although still hasn’t reach the minimum to pass (70).
Therefore cycle 2 is necessary that focused in making sure that every
students perform their role well, either as listener or speaker in discussion.
They would be watched closely to make sure the speakers follow the
discussion well in their home group so they could understand their part. Also
to make sure that they respect their friends as they become the listener, to make
sure the material delivered well by making themselves focused and less
distracted.
2. Second Cycle
a Plan
Following the reflection that made after posttest 1, it can be seen that
Jigsaw has positive impact toward students. Although their score hasn’t
reach the minimum to pass. Therefore improvement is necessary for this
plan
Improvements would be focused on making sure that students
followed jigsaw correctly. Therefore there were no major changes between
plan from first cycle and second cycle.
New text would be used with some new vocabulary in it. Students
would be put in a same home group as to make sure discussion happened
smoothly to make them understand their own material
b Act and Observe
As usual students absent list were checked. Today there are 27
students attend the class, it means there were more students than
participant in this research. Also those hasn’t got their own group, so they
39
would be distributed accordingly to the home groups. They act as if the
participant, although their performance and score later in a posttest 2
would not be counted.
The meeting started with evaluation given to them about last meeting.
They were advised to understand their material and respect their friends
while they became listener.
Then they got their material distributed and discussed it in their home
group. Students could follow this step well, discussion gone better,
although it can be seen that some students that newly join the discussion
seemed confused.
Later they came to their mixed group, the new students join the mixed
group as listener and speaker because they distributed to previous group
and there is no spare material for them to form new group. They also put
together in a same mixed group. It is necessary as the rest of the class has
experienced jigsaw before while they haven’t. To make the rest of the
students that has become participant since the beginning were not
distracted by students that just joined the program.
In a mixed group, participants perform well. Speaker explained their
martial better as the listener listen well. They even take notes while their
friends was speaking.
It could be seen that they were better than previous cycle. Positive
impart from previous cycle such as better attention and independence also
shown in this cycle either.
Then they return to their home group. They discussed about what they
learn previously in mixed group. Each one explained what they learn and
not entirely depended on their bright friends in their group. Students has
shown better confidence than before.
c. Reflection (Cycle 2)
Jigsaw in cycle 2 has been done. It has shown improvement in terms
of student’s involvement and interest in learning. Positive indication that
40
has appeared in first cycle also appeared here. Therefore it can be said that
cycle 2 has undergone better than cycle 1.
They discussed better either in mixed or home group discussion. They
present their lesson fluently. As a listener, they also perform well. They
listen to their friends carefully, take notes and present what they get from
mixed group well.
However the newly joined students seemed surprised about this
method, although their result were not going to be considered. Even so
they have shown interest during the jigsaw process. They actively
discussed the learning material during the lesson.
d. Posttest 2
Posttest was done on March 21st 2018. It is done to get supportive
data that gathered previously in observation and reflection phase. This
phase students are given test item based on the highlighted words that
discussed in previous meeting. Their score later would be reflected with
the previous data gathered. The table for posttest 2 could be seen in
appendix 8.3.
In posttest 2 the highest score is 90, the lowest score is 60 and the
total score is 1690 with 22 participant. The mean of this posttest is 77 with
only one students score below minimum (70)
It could be seen that both the mean and percentage of students that
pass has improved significantly. The mean has increased from 68 to 77.
The score support the argument that jigsaw has positive impact toward the
students. Also the percentage of the students that pass the minimum score
has increased from 54% to 95%, it has passed the requirement of the action
success at 75%. Therefore, the study has been succeeded in cycle two.
The jigsaw has improved both the score and students traits during the
lesson. It is proven than jigsaw has positive impact toward the students.
41
C. Post Action Research
After conducting the study, the students were interviewed to gather the
data about the research beside the observation and supportive data from posttest.
Representative from the students are asked about their opinion in this study and
jigsaw method in particular.
They both agreed that jigsaw help them to learn better. Because they could
interact and learn from each other. They also like the idea of sharing that jigsaw
presented. They said as could enable them to discuss and share with their friends
while learning at the same time. This helps the students to have better interaction
as they perform jigsaw face to face in fornt of their friends. Face to face interaction
has helped the students to pick up lesson easier because it was explained in simpler
way. Interaction among group member also became an important factor. Despite
for some individual they were hard to maintain focus, the rest of the students could
follow jigsaw. They actively involved themselves in learning. Thus, this made that
students has better interest in learning. Also support the argument in the reflection
that jigsaw helps students to be more independent as they could share their ideas
to each other and not dependent to the bright students. This aligned with the first
and second charactheristic of jigsaw that is positive independence and individual
accountability.
Even so, the evaluation process was done by the teacher. This wasn’t
aligned with Group Process Evaluation that jigsaw has. However, based on the
observation and interview that has been done; it could be seen that jigsaw has
positive impact toward the student’s vocabulary enrichment.
D. Discussion
From the post action research it could be seen that jigsaw has positive
impact toward student vocabulary mastery. Although the improvement could be
found in cycle 1, more than half of the students cannot follow jigsaw correctly.
Some stduents, epecially those who hasn’t understand their part well. Also lack of
focus from their group mate during both home and mixed group discussion could
42
made learning harder for others. Thus, Improvements would be focused on making
sure that students followed jigsaw correctly.
In cycle 2 stduents were improved both in score and jigsaw application.
Both in mixed group and home group, participants perform well. Speaker explained
their martial better as the listener listen well. They even take notes while their
friends was speaking.
Their score also improved significantly. The mean has increased from
68 to 77. The score support the argument that jigsaw has positive impact toward
the students. Also the percentage of the students that pass the minimum score has
increased from 54% to 95%, it has passed the requirement of the action success at
75%.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting sequences of study that consist of: pre-observation, action
(cycle 1 and 2) and post action; it can be concluded that jigsaw has positive impact
toward students vocabulary enrichment.
Based on the observation, Jigsaw enables students to learn as a team while
at a same time reduce student’s dependency toward the brighter students. In jigsaw,
students work in group to understand their material. As students likes to chat during
the lesson, jigsaw turn this bad habit into learning aids. This has helped boost
student’s interest in learning and also enable them to be less dependent with their
brighter friends. These has helped the students to get better result in posttest. It
enables students to chat about the lesson with their group in more relaxed
environment. Mostly, students are not allowed to talk during the lesson but jigsaw
let them talk and even discuss among them. It could help students to learn by
talking and sharing idea with their friends about the lesson. This has increased
student’s interest in learning. Also in jigsaw, each students hold important role to
understand the lesson. Each has pieces of information that would help their friends
to understand the lesson. This has pushed all the students to present and to listen
well. As a speaker they need to understand their part and present it well in a mixed
group. Therefore, it could help the students to be less dependent as they present in
smaller environment with no bright friends to assist them. As a listener, they need
to focus their attention to their friends that present. It is necessary because each
students in mixed group are the only representative of their own group. It means
they need to collect the information and understand other’s part so they could share
it with their friends in home group.
Interviews also indicate that jigsaw has positive impact toward the students.
They were glad to learn in group because they could share their thoughts about the
lesson. They also became more interested in learning because it is done in more
relaxed environment.
44
They score were improving from pretest to posttest 2. In pretest only 7
students out of 22 (32%) students that can pass the minimum score of 70. Then in
Postest 1 the number increased to 10 out of 22 students (46%). Later in posttest 3
the number increased to 21 out of 22 students (94%). Therefore, it could be
concluded that Jigsaw has positive impact toward the students and could help them
to enrich their vocabulary.
B. Suggestions
Based on the conclusion, it can be delivered some suggestions as follows:
1. For Students
As students, they could suggest their teacher to apply Jigsaw in
teaching-learning situation. This would help them to learn and to share
their thoughts about the lesson between them. As they are actively involved
in sharing, they become more focused and interested to the lesson. Also to
help them to be more independent but in a same time respect their group
mate as they take turn in performing as speaker and listener.
2. For Teacher
As stated in previously, Jigsaw could help students to be involved
directly in learning situation. Thus it is necessary to apply jigsaw in lesson
that considered possible to be broken down into parts, either in sequences
or parts of the lesson.
Teacher could apply this method in a lesson that has sequences of
events such as History or in a lesson that could be broken down into parts
such as English, Biology, Geography and etc.
3. For Other Writers/Researchers
This study could be used as references for other writer to see Jigsaw
method applied in actual learning situation. Jigsaw itself has potential to
be developed into different lesson or to be applied outside classroom
situation.
45
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48
Appendix 1
Observation Sheet
Date : January 17th 2018 Time : 14.00
Topic : Observation Address: Ciledug Tangerang
Cycle/Phase : 1/Pre-Observation
Class Conditions
Today the weather is warm but it still cold and comfortable inside the classroom. Based on the
absence list there should be 25 students although in the classroom there are only 25 students.
When I ask them they say most of them came 2hr late then not allowed to enter.
Interaction
Teacher to students
Today I replaced my mentor
as teacher. I tried to .grasp
their attention to the lesson
Students to Teacher
They seemed wondering
about my presence today. So
they rarely interact with me.
Although for some active
students they asking me
questions
Students to Students
They just look at each other
and chatting with lower voice
than usual.
Phase Summary
Today I replaced my mentor to attend the class. I introduced myself and the reason why I’m
here. Then I open question and answer session. I mostly talk about collage life and answering
question regarding to it. Then I proceed to the lesson plan given by my mentor. As they work on
their task, I observed them. Then I realize despite the task is individual, they rather do in a group
as they evaluate each other while doing the task. Although like half of them, they just copy their
mate’s work then submitted it. They seemed unwilling to learn, they just want to get things
done. They just depended too much on their friends.
Also today the class was quite crowded, I don’t know why, I just can’t stand it. So I just give
them task to be done. Then at break a students came to me, she apologized for her friend’s
behavior then I said it is alright. Later a boy come with more relaxed manner said “I hope you
understand kak, we’re social students after all just like most teacher said”. At that moment I
smile but deep down I realize something, all those behavior , indiscipline act, and lack of will
to learn is because teachers has labeled them so. Both teacher and students has used “Social
students” as reason of these troublous act. I think this is the core of the issue, that they have no
interest in learning because many (including themselves) consider them as underachiever. That
moment I thought maybe they just need to be motivated, to prove and no longer consider
themselves as underachiever
Observer
Rivki Surya Maulana
49
Observation Sheet
Date : February 21st 2018 Time : 14.00
Topic : Report Text (Technology) Address: Ciledug Tangerang
Cycle/Phase : 1/Treatment
Class Conditions
Today there were only 18 students present. The rest absent for unclear reason.
Interaction
Teacher to students
Today I conduct jigsaw in the
lesson. I tried to be
informative about this method
and answer any question
before the treatment began
Students to Teacher
They closely listen to what I
say, although I would encircle
the class during the process so
they could easily asked me if
they need anything.
Students to Students
They called their friends
according to group I make in
previous meeting.
Phase Summary
Today I put Jigsaw in learning situation. I explained how it worked, and answering any question
arise before the treatment begin. As the treatment began, I encircle the class to see if jigsaw run
as it should in each home group. Then they made mixed group and share what they learned in
their home group. In this phase I saw those who mostly rely on their ‘brainy’ friends tried to
explain to their friends, do they best to explain briefly. So does their group mate, they listened
closely as they friend spoken. It can be seen that in a situation they become the ‘dependable’
one, they will do all they could either as speaker or listener. Then they return to their home
group, they share what they learn from others. Soon as they finished I told them to prep
themselves to come home.
The session done as expected, I could see those who were depending much to their brainy
friends began to push themselves so they could speak in front of their mate. I also stressed others
to focus during their friends talking as they need to understand the whole material and their
friends has a fragment to complete the material.
Observer
Rivki Surya Maulana
50
Observation Sheet
Date : March, 14th 2018 Time : 14.00
Topic : Report Text (Technology) Address: Ciledug Tangerang
Cycle/Phase : 2/Treatment
Class Conditions
Today everyone presented, however as most of them has no group in jigsaw (because they were
absents at the first treatment). I need to share them into existing group so I could continue the
cycle. Even so, only result from 18 that listed in the first meeting would be used for this
research.
Interaction
Teacher to students
I told them that it was the
same drill. They just nod as
they move to their groups. For
the rest I just share them into
existing group
Students to Teacher
Things a bit messy at first as
those who just joined us are
those ‘troubled’ students that
frequently summoned by
counseling teacher.
Students to Students
They were a bit noisier than
the first but situation got
better as learning goes.
Phase Summary
Today I conduct treatment in the second cycle. I see that although it was a mess at the beginning,
thing got better as it goes. I could say everyone (18 students) performed well, they got better at
sharing their material and were better listener. They also could help their friends that has just
presented so they could keep up with the lesson. The rest things went smooth and second
posttest will be conducted the next meeting
Observer
Rivki Surya Maulana
51
Observation Sheet
Date : March 21st 2018 Time : 14.00
Topic : Report Text (Technology) Address: Ciledug Tangerang
Cycle/Phase : 2/Posttest
Class Conditions
Last week the senior year had UASBN test, hence the students (first year students) didn’t come
to school.
So I had no option but to conduct the second posttest today. I tried to refresh their memory by
giving testing their memory about the previous lesson. Then I began the test
Interaction
Teacher to students
Today I conduct the posttest, I
watched them closely as it
happened
Students to Teacher
They just nod then did the test
while sometimes looking at
me as I circled the class.
Students to Students
They just focused on their test,
barely look at each other.
They seems has better
confidence this time
Phase Summary
I did the same thing in this posttest as I done in previous one. I made sure that no one cheat the
test. I regularly encircled the class till the session done.
Later, I scored their test and most of them (75%) has passed the target score. It could be seen that
as they getting better in jigsaw (better at listening and speaking) they could get better score.
They has pushed to their limit in depending themselves, as much as they appreciate other so they
could understand the lesson. I believe if they could keep up with this, as they become less
dependent to their brainy friends and has willing to learn, they can be better at learning English.
Especially vocabulary.
Observer
Rivki Surya Maulana
52
Appendix 2
Pre Action Interview Guidelines for Teacher
Dalam proses pembelajaran, sub skill apa yang di anggap paling sulit dalam
pengajaran di kelas?
Apakah ada teknik khusus yang di gunakan untuk mengajar vocabulary?
Apakah media di pergunakan untuk mendukung proses pembelajaran?
Kendala apa yang di alami dalam pembelajaran vocabulary?
Bagaimana partisipasi siswa dalam pembelajaran, terutama saat belajar
vocabualry?
Tugas apa saja kah yang biasa di berikan kepada siswa?
Apakah siswa sering di berikan tugas kelompok?
Berapakah kkm untuk mata pelajaran bahasa inggris?
Apakah anda pernah menderngar metode belajar jigsaw?
Apakah menurut anda teknik ini cocok untuk mengembangkan vocabulary?
53
Appendix 3
Pre Action Interview Guidelines for Students
Kalau di kelas, belajarnya seperti apa?
Paling sulit belajar apa dalam bahasa Inggris?
Selama pembeljaran, apakah guru pernah menggunakan bantuan media?
Apa saja kesuliitan dalam belajar?
Apakah kalian antusias dalam belajar?
Tugas apa yang biasa di berikan kepada siswa?
Apakah kalian sering di berikan tugas kelompok?
Berapakah kkm untuk mata pelajaran bahasa inggris?
54
Appendix 4
Pre Action Interview Transcript - Teacher
Rivki : Assalamualaikumwarohmatullohiwabarokatuh Ibu, perkenalkan saya
Rivki dari UIN Jakarta
Bu Ani : He’em
Rivki : Saya akan melakukan penelitian di sekolah ini, Boleh tau nama ibu
lengkapnya?
Bu Ani : Nama saya Ani Hastuti
Rivki : Ibu Ani ya bu ya?
Bu Ani : Iya
Rivki : Baik terimakasih ibu, Ibu saya ingin bertanya sedikit perihal pelajaran
bahasa inggris disini,
Bu Ani : he’em
Rivki : Kegiatan belajar mengajar bahas inggris di sekolah ini seperti apa ya bu
ya, terutama di kelas ibu sih?
Bu Ani : yang mana dulu ya?
Rivki : kelas X IPS 2 bu terutama
Bu Ani : oh X IPS 2 he’eh, saya tanyakan dulu yang mana, kebetulan saya disini
pegang dua, dua ini ya dua bagian, maksudnya sama-sama bahasa inggris yang
wajib dengan lintas minat
Rivki : iya bu, baik bu
Bu Ani : yang mana itu ya?
Rivki : Iya ibu
Bu Ani : Jadi kayaknya biologi kalo gak salah loh ya, yang jelas bahasa inggris
he’eh salah satunya. Untuk bahasa inggris lintas minat, yang konon itu silabusnya
pas beda dengan wajib ya, di mana yang lintas minat itu materinya lebih kompleks
lebih complicated ya lebih susah ya
Rivki : iya ibu
Bu Ani : lebih meluas daripada yang wajib. Kalo yang wajib hanya simple sih,
kalo yang lintas minat udah meluas karena dia ada embel-embel ini ya bahasa dan
sastra
55
Rivki : oh ada sastranya ya bu ya di sana
Bu Ani : iya sastra inggris he’em jadi harus ibu masukan disitu
Rivki : baik ibu
Bu Ani : gitu, terus dari anak nya sendiri, minat belajarnya saya kira sih wajar ya
dalam satu kelas itu anak ada yang interest ada yang enggak gitu ya, ada yang ya
gitu tadi ada yang interest ada yang enggak, ada yang males-malesan ada yang
antusias, ada yang masa bodo, ada yang enggak. Ya saya menyadari kenapa anak
itu anak IPS gitu loh,
Rivki : Iya Ibu
Bu Ani : Kalo anak IPA terus terang beda jauh ya gitu
Rivki : iya baik ibu
Bu Ani : kalo anak IPS sih pandai-pandainya kita membawa dia gitu
Rivki : baik ibu
Bu Ani : Kalo kita terlalu strength, terlalu apa ya
Rivki : hmm kaku?
Bu Ani : he’eh kaku ya mereka juga, mereka pasti gak suka sama kita, kita harus
lewat pendekatan dia biar dia tu bagaimana dia mau belajar gitu
Rivki : baik ibu
Bu Ani : terutama anak-anak yang males gitu
Rivki : iya ibu
Bu Ani : baru datang aja ada yang terlambat, ada beberapa yang terlambat. Kalo
kita tegur terkadang apa ya alasannya, ada beberapa lah yang alasannya ini lah
kadang gak masuk akal gitu ya, namanya anak SMA begitu deh gitu ya
Rivki : Iya Ibu
Bu Ani : tapi selama ini, selama KBM ya pasti saya pun juga menyadari,
menyadarinya kenapa, saya enggak harus kaku dia belajar di sini, ya jadi saya tetep
anggep dia istilahnya walaupun dia terlambat tetep saya anggap dia ikut KBM
Rivki : baik ibu
Bu Ani : padahal dia gak masuk sama sekali
Rivki : Iya ibu
56
Bu Ani : gitu aja, terus ada beberapa anak yang apa ya, yang punya potensi
lah,dalam satu kelas itu ada ya barang 5 lah ya yang bagus gitu, ya gak bagus-bagus
banget si cuman intinya dia mau berusaha gitu
Rivki : baik ibu
Bu Ani : itu tentang KBM di kelas, mungkin ya, terus kalo mungkin ada beberapa
anak yang bilang saya lembek, saya lemah, saya mungkin terlalu sabar. Memang
gaya saya seperti itu, kalau enggak ya anak-anak gak mau belajar gitu
Rivki : baik ibu
Bu Ani : hmm itu tentang KBM ya yang saya hadapi
Rivki :hmm perihal subskill bu, kan di bahasa inggris ada vocabulary, speaking,
reading, listening, menurut ibu yang paling sulit di ajarkan ke anak-anak yang skill
apa ya bu ya?
Bu Ani : yang sulit?
Rivki : iya, yang di ajarkan ke mereka
Bu Ani : hmm sebetulnya kalo sekarang ini ya intinya penilaian itu hanya ada dua
keterampilan dan pengetahuan
Rivki : baik ibu
Bu Ani : nah dari situ, saya masukan eeee pengetahuan itu ya, untuk reading nya
biasanya ya reading. Dan untuk keterampilan biasanya ada speaking, listening dan
writing
Rivki : iya baik bu
Bu Ani : termasuk berarti vocabulary masuk nya ke reading tadi
Rivki : pengetahuan ya bu ya?
Bu Ani : pengetahuan, nah dari situ untuk pengetahuan oke lah, anak-anak pasti
kalo dia dengar explanation saya pasti dia bisa, pengetahuan sih ini ya terus
keterampilan berbicara oke, anak-anak sekarang sebetulnya ini sih ada kemauan
atau enggak aja ngomong gitu ya, terus yang agak susah mungkin menulis
Rivki : menulis ya bu ya writing?
Bu Ani : menulis itu, kadang anak pengennya begini tapi grammar nya masih
salah, maksudnya dia benar, istilahnya kalo saya Tanya apa maksud mu, benar
tapi dalam penulisan dia masih salah gitu ya, kalo listening rata-rata sekarang,
sekarang udah inilah udah istilahnya mampu lah, mampunya kenapa, tapi sebatas
ini yak arena kalo kelas X selama ini hanya dengerin ini sih paling dengerin music
dengerin dialog, itu aja
57
Rivki : iya ibu
Bu Ani : bukan yang lain-lain se complicated di kelas XII gitu, karena dia sendiri
sekarang kan ini ya udah melek teknologi ya, pasti udah punya hp dan sebagainya,
dia sering dengerlah kata-kata itu. gitu
Rivki : oh ya ibu perihal vocabulary lagi, apakah ibu memberikan waktu
semacam pelajaran khusus untuk vocabulary di bagian-bagian tertentu atau
vocabulary berjalan seperti belajar reading juga seperti itu bu?
Bu Ani : hmm kadang-kadang sih ya
Rivki : kadang-kadang ya bu, kadang-kadang ibu memgang vocabulary khusus
gini vocabulary aja gitu bu, atau?
Bu Ani : gini include dalam text biasanya, kalo gak dalam text dalam kalimat
rumpang tapi yang masih ada hubungannya dengan text tadi contohnya kan ada
sebuah text descriptive atau narrative dan sebagainya yang harus apa kalimat yang
di kosongkan tengahnya. Text rumpang lah gitu, itu ada kata kan, ada kata yang di
sediakan kan biasanya, dari situ kadang kita bahas dulu apa ini vocabulary ini
kenal gak. Saya Tanya dulu kenal gak, kalo gak kenal saya terpaksa nyuruh nyari
dulu di kamus mereka yang sekarang mereka pasti pake hp gak ada kamus kertas
gitu ya. Boleh saya suruh searching aja gitu, baru nanti kalo udah paham semua
misalkan ada yag gak paham, saya menjelaskan kalo udah baru dia isi latihan itu, di
isi vocabulary. Yang mana isi vocabulary tadi pasti masih ada hubungannya
dengan isi text gitu
Rivki : oh baik ibu
Bu Ani : jadi, include di situ biasanya. Saya enggak. Karena kita gak berdiri
sendiri ya pelajaran vocab itu kan gak berdiri sendiri ya,
Rivki : iya ibu
Bu Ani : kecuali di kuliah ya, kalo di kuliah ada gitu, dia masuknya ke reading
tadi. Ada lagi?
Rivki : berarti kalau saya Tanya kendala belajar vocabulary, kendala nya akan
sama ya bu dengan pelajaran lain?
Bu Ani : maksudnya?
Rivki : kesulitan anak, apa mungkin anak akan sulit menghafal vocabulary?
Atau kendala-kendala belajar banhasa inggris untuk vocabulary apakah ada gitu,
seperti itu bu? Untuk anak-anaknya?
Bu Ani : ada sih, adanya ya itu tadi, dia gak ngerti artinya
Rivki : gak tau artinya ya bu
58
Bu Ani : gak tau atinya, heem jadi penempatan dalam kalimat masih salah kan,
Rivki : iya ibu
Bu Ani : terus selain itu dia kalo dalam writing pennempatan kata ya, kadang
antara kata sifat, kata keterangan terus kata benda kata kerja dan itu dan sebagainya
itu, dia itu gak bisa membedakan antara ini kata sifat, ini kata benda, ini kata
keterangan, ini kata kerja gitutuh dia enggak,kadang gak bisa membedakan di
anggapnya semua sama. Misalkan happy, happily, happiness.
Rivki : dia gaktau bedanya ya bu?
Bu Ani : he’eh dia gak akan punya beda, padahal kan itu bisa di lihat di kamus.
Anak sekarang kan di suruh bawa kamus gak mau kan pasti adanya di dictionary
hp, kendalanya ya itu. Kalo mereka gak punya paket ya gak bisa melihat ya di
dictionary itu. Itu mungkin untuk vocab dalam lingkup writing
Rivki : iya ibu
Bu Ani : kalo dalam reading ya itu tadi harus tau apa artinya dulu, terus itupun
kalo jelasin kadang susah mereka.
Rivki : susah jelasin ya bu ya?
Bu Ani : antara perbedaan happy, happily, happiness misalkan gitu. Mereka
anggap sama, success, succeed, successful itu juga beda kan, terus apa lagi?
Rivki : untuk di kelas tugasnya seperti apa ya bu ya? Apa kah tugas individu
atau tugas kelompok juga ibu?
Bu Ani : hmm untuk tugas, terutama di semester dua ini, saya masih memberikan
tugas dalam bentuk individu.
Rivki : individu ya bu sampai sejauh ini?
Bu Ani : he’eh baru kan baru berjalan satu bulan ini ya, eh tanggal 8 Kan ya
masuknya, sementara ini saya ngasihnya baru tugas individu sih tapi nanti pasti
kedepan pasti ada beberapa tugas kelompok. Individupun saya memberi apa hmm
kebebasan buat dia, suruh kerjasama dengan temennya, maksudnya biar dia paham
bukan hanya dari saya tapi juga dari temennya
Rivki : jadi kayak belajar bersama gitu ya bu, di sarankan untk belajar bersama
Bu Ani : boleh gak papa kalo gak ini nanya aja . biar kalo sama temen kan
biasanya kan lebih terbuka mana yang enggak bisa, kalo ama saya kan kadang
nanya dia enggak. Segen gitu ya kecuali anak-anak yang pinter yang nanya sama
saya. anak yang sedeng-sedeng yang lemah gak bakalan mau nanya pasti dia
cenderung diem. Ya nanya temennya juga gengsi gitu. Terus ada lagi?
Rivki : ibu pernah mendengar metode jigsaw sebelumya?
59
Bu Ani : jigsaw pernah.
Rivki : penggambaran singkatnya seperti apa ya menurut ibu?
Bu Ani : aduh, saya hanya kenal nama aja deh kalo ini, kalau penerapannya sih
saya belum apa ya, belum menerapkan di kelas ya, terus terang ya, karena metode
jigsaw ini harus anak-anak lebih ini, sedikit satu siswanya, terus lebih aktif ya,
selama ini kalau anak-anak IPS seperti itu, mungkin ini deh belum, istilahnya
belum saya terrapin deh
Rivki : belum di terrapin ya
Bu Ani : belum, belum, belum pernah nerapin saya gitu
Rivki : akankah atau nunggu kelas berapa gitu bu?
Bu Ani : pengen saya, pengen nerapin Cuma saya harus prepare segalanya
maksudnya baik anak, maupun situasinya
Rivki : baik ibu, terakhir bahasa inggris KKM nya berapa ya bu? Untuk lintas
minat?
Bu Ani : 70 semua 70
Rivki :sama ya bu 70
Bu Ani : he’em 70
Rivki : hmm satu tertinggal,menurut ibu jigsaw Bisa gak ya kira-kkira untuk
meningkatkan minat belajar anak, berkaitan dengan mereka belajar sama temennya
sih bu?
Bu Ani : minat baca anak
Rivki : minat belajarnya ibu maaf
Bu Ani : minat belajar, bisa, bisa sih bisa kalau mau coba aja dulu, maksudnya
rivki yang nyoba deh
Rivki : baik bu
Bu Ani : maksudnya bukan ibu, siapa tau nanti ibu di belakang, maksudnya kamu
yang praktek ……… ibu di belakang
Rivki : lihat ya bu?
Bu Ani : lihat atau mungkin ini ya ngawasi dia biar istilahnya optimal gitu loh,
mau pake itu ya?
Rivki : iya bu, terimakasih ya ibu atas waktunya,
60
Appendix 5
Pre Action Interview Transcript - Students A
A: Bu ani kalo mengajar bahasa Inggris seperti apa di kelas?
B: Baik, tapi kurang jelas karena anak-anak tidak bisa diam
A: Maksud saya lebih ke kegiatan belajarnya apakah dengan media seperti power
point dll
B: Biasa aja
A: biasa aja, jadi guru menerangkan lalu menjelaskan, terus bahasa inggris yang
paling sulit tu apa?
B: Percakapan kak (speaking)
A: Vocabualry di ajarkan tidak?
B: ya
A: Bagaimana di ajarkannya?
B: maksudnya?
A: Apakah ibu menggunakan media atau seperti kbm biasa dengan penerjemahan?
B: Iya biasa di terjemahkan lalu di catat
A: apakah guru kamu (bu ani) terbiasa dengan media?
B: tidak, hanya papan tulis
A: bagaimana anak2 saat belajar di kelas?
B: sama sih kak tergantung gurunya. jika gurunya enak (menyenagkan) pada
gabisa diam malah. jika gurunya galak ya pada diam
A: Bagaimana respon teman-teman saat di berikan materi vocabualry? apakah sulit
menangkap kosakata baru?
B: iya kak sulit, kayak kurang ngerti gitu
A: Ibunya ngasih tugas apa aja?
B: Ya itu kak penjelasan, nyaytet terus latihan (di beri tugas)
A: apakah bu ani sering memberikan tugas kelompok?
B: engga
A: Jarang?, atau belum pernah bahkan?
B: belum pernah
61
A: Jadi selalu tugas Individu Kalau menegrjakan tetap individu? gak pernah bikin
belajar kelompok misal?
B: tidak kak selalu individu
A: berapakah KKM bahasa Inggris?
B: 75 kalau tidak salah
A: tugas kelompok kan belum pernah sama sekali ya, kira2 jika kita menggunakan
tugas kelompok untuk belajar meningkatkan pehamanan bisa tidak?
B: Mungkin bisa soalnya buat nambah nilai juga, karena anak-anak di kelas lebih
suka tugas kelompok daripada sendiri. kalau sendiri susah diatur tapi kalo
kelompok ada kerjasamanya.
A: baik terimakasih
B: Iya sama-sama
62
Appendix 6
Pre Action Interview Transcript – Students B
A: Di kelas belajar bahasa inggris seperti apa sih?
B: latihan. di terangkan (diajarkan) bu ani lalu di berikan soal
A: trus buat kamu skill yang paling sulit apa?
B: vocabualry kayaknya
A: kenapa
B: karena semacam kosa-kata gitu. kadang-kadang apal-apalan lupa kadang ingat
A: sulit di ingat begtiu ya?
B: iya
A: ibunya jika mengajar vocabulary pakai teknik apa?
B: di terangkan di papan tulis lalu di coba latihan
A: jadi kaya papan tulis dan buku aja gitu ya
B: iya
A: apakah ibunya suka pakai media?
B: jarang, cuma nerangin aja pakai papan tulis
A: apa sih yang sulit dari belajar vocabualry
B: susah di ingat
A: bagaimana dengan partisipasi nya
B: ya tergantung anaknya sih kak, kadang kalo misal anaknya bener2 belajar ya
serius. kalo bercanda ya kadang menghiraukan
A: biasanya ngasih tugasnya dalam bentuk apa?
B: soal aja
A: jadi hanya soal jawab soal jawab aja
B: iya
A: sering di beri tugas kelompok tidak?
B: belum
A: belum pernah selama semester ini?
B: iya kak
A: kkm nya berapa ya bahasa inggris?
B: 75
A: saya mau tanya kan kamu belum pernah belajar kelompok, cuma kalo kita pakai
tugas kelompok untuk nikatin nilai seperti vocab bisa atau tidak?
B: bisa sih kak, apaya dengan tugas kelompok jadi jika anaknya malas bisa kita
ajak agar lebih giat
A: ngajak temen biar rajin gitu ya, oke terimakasih
B: Iya sama-sama
63
Appendix 7
Post Action Interview Transcript – Students A
A: Bagaimana pendapat kamu mengenai Jigsaw, cara belajarnya yang
berkelompok dibandingkan dengan cara belajar biasanya yang individu
B: Saya sih merasa lebih nyaman berkelompok karena bisa sharing jawaban ke
temen terus denger pendapat mereka jadi bisa belajar sama-sama.
A: Apakah kamu mengalami kesulitan saat harus menerangkan materi ke
teman-teman kamu?
B: ada sedikit kendala sih kak namun karena saya juga menerangkan sambil
membawa catatan menurut saya teman-teman bisa memahami penjelasan saya
A: Bagaimana dengan kekurangan metode kemarin
B: Masih banyak yang tidak tertib, bingung beberapa masih belum punya
kelompok
A: bagaimana dengan kelebihannya
B: bagus sih belajar kelompok, bisa sharing
A: Saran?
B: pembuatan kelompok lebih tertib bagi yang tidak hadir sebelumnya
64
Appendix 8
Post Action Interview Transcript – Students B
A: Bagaimana pendapat kamu mengenai Jigsaw, cara belajarnya yang
berkelompok dibandingkan dengan cara belajar biasanya yang individu
B: Menyenangkan, karena berkelompok, mudah untuk saling sharing jadi kaya
berbagi pendapat gitu kak
A: Apakah kamu mengalami kesulitan saat harus menerangkan materi ke
teman-teman kamu?
B: tidak banyakn sih kak hanya ada yg kurang fokus di awal namun makin kesini
makin fokus
A: Jika dibandingkan mana yang kamu lebih suka antara belajar individu dan
kelompok?
B: Sama saja namun saya lebih suka metode kelompok karena bisa sharing dan tau
dari teman
A: Bagaimana dengan kekurangan metode kemarin
B: masih belum tertib, beberapa anak masih kebingunan mencari kelompoknya
A: Bagaimana dengan Kelebihannya?
B: mudah untuk berinteraksi
A: Saran untuk metode ini?
B: Lebih tertib lagi dalam pembagian kelompok
65
Smartphones are phones with superior technology. They come with excellent features that go beyond the basic phone’s capabilities. A smartphone is a type of cell phone that can do many of the things that a computer can. These cellular phones can usually, for instance, access the internet and take photographs, as well as letting you video chat with friends and loved ones. Smartphones are small enough to fit in your pocket. However, they carry the strength of a home desktop computer. In addition, smartphones have several physical features that set them apart from regular mobile phones. Perhaps the key difference is the fact that smartphones have a touch-screen. As their name suggests, smartphones are usually thought to be ‘smarter’ than regular cell phones. However, are they really so much better? Below we give you the pros and cons of smartphones.
1. Apps! Smartphone apps keep us entertained with games, informed with news, and savvy with our online shopping. All these applications that are either included in the phone or you can easily download from the internet. 2. Maps and Navigation. There is no need to feel lost ever again when you have a smartphone at your proposal. Smartphones have got free turn-by-turn, voice-guided navigation. Use GPS to pinpoint your location and the map function to plan your route. 3. Camera. The most effective camera will be the one that you have with you. A lot of people would never go out without their mobile phone, therefore the next time you fail to bring your camera to a wedding ceremony you are in luck due to the camera on the smartphone. Never ever miss out on unique moments yet again! 4. Search information on net. Perhaps you have been in a debate with a buddy regarding something and you are sure that you are right, but they don’t believe you. Using a smartphone, it is simple to find that info very quickly. Apart from coming in handy for fixing arguments, a smartphone is also a smart way to search nearly anything easily and quickly.
Appendix 9
Texts used in Cycle 1
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5. Staying in touch. Whereas a regular cell phone let you send SMS messages and call people, a smartphone enables you to get in touch with people in numerous other ways as well. Instant messaging, video chat services and social media are all at your disposal. It is simple to stay connected with your buddies, family members, and even your preferred celebrities using a touch phone. Having a smartphone, you can build relationships with family and friends, update your status, post fresh photos, and conquer boredom. 6. Utility software. Smartphones comes with various utility software such as calculator, radio, voice recorder, memo, calendar, music player, etc. Your camera lights can be used as a flashlight. A handy calculator is always there to make your life easier. Listen to music over the radio. You use the calendar and plan your schedule. You can listen to news over the radio. Do you enjoy keeping up with what’s going on worldwide? It is possible to download any news app you like on the smartphone. You can choose between Fox news, BBC, CNN, Sky news, CNBC, NDTV or any other news application of your choice. Reminders could possibly be the most useful application on your phone. You can set alarms to remind you to do those important things that you may otherwise forget
7. Entertainment – video, books, music, games, etc. Smartphones have become your total entertainment system. When you can stream video content on your smartphone, you never need to be bored when waiting for a bus again. You can watch video on free apps such as YouTube. There are several music apps. Download your favorite books and use the phone as a Kindle reader. 8. Memo and Notes. Are you among those individuals who carry a laptop around with you anywhere you go so that you can write down all the brilliant ideas? Forget the notebook and begin using a note application on your phone! 9. Email. Email enables us to send and receive messages over internet network. The old days of sending and receiving physical messages are gone. Now, people send electronic messages (email) from the comfort of their smartphones. Business people, who cannot avoid travelling, can always keep updated with your emails.
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Appendix 10
Texts used in Cycle 2
SOCIAL NETWORKING AND KEEPING IN TOUCH
Social networks allow people to keep and manage accounts. This is an identity and you can custom it depending on how your target group knows you. This makes it easy for individuals to search for you and get you. You also have a choice to invite people to your account. This makes it easy to link with family members, friends, classmates and colleagues. Social sites allow for the creation of groups. This is based on the likeness of ideas and goals. This makes it easy to communicate with people you have a common goal. You can post important messages in the groups and every member can contribute their thoughts. Social media can be seen as a perfect replacement to conferencing. It is cheaper and though it may not allow for video calls, it gives a platform to post clips and photos.
1. Dependence. When we are dependent on our smartphone for communicating and navigating the streets, we can lose our natural spatial awareness and communication skills. When our smartphone runs out of battery, we can feel totally helpless! 2. Damaging Relationships. One hand you are more connected to distant people by way of social media networks, messaging services, and so forth. However, you get so busy with your smartphone that you forget to spare time for the loved ones around you. Often couples decide to spend their time with each other looking at their phones instead of interacting with one another. 3. A challenge to use. Smartphones are getting ever more sophisticated, and it can be hard to learn how to manipulate them. This is particularly true for aged ones. They are not used to getting adapted with the fast paced technological world. The touch based keyboard on the smartphone is much smaller and not easy to use. It need immense practice before a person can get used to it.
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3. Dominating Your Spare time. Smartphones are incredibly adaptable gadgets, providing limitless opportunities to use your time up, whether or not proficiently or wastefully. Whilst it is hard to see an issue with this, there is one which can make you live a less fulfilling lifestyle. 4. Unwanted sites and apps. Using unwanted sites apps consume a lot of data. There are many apps that comes pre-installed along with smartphone. Very often, we don’t need many of them. They often run in the background and update regularly. All this certainly result in high data consumption. 5. Chargers are more significant than everything else. These days you can forget about your project even though you have a meeting but will always remember a charger. 6. Costs. The cost of the handset itself can be pretty steep, but when you add maintenance costs, the cost of your contract and the cost of the additional data that you use when abroad, you can be saddled with a bill that is several times larger than the bill for a regular phone.
7. Security Smartphones can access the web, either through data package or Wi-Fi. However, data protection is an issue. The applications you download and also the passwords which you input into these applications and sites while on-the-go tend to be insecure, at least when it comes to account privacy. 8. Eye strain. Staring at a small, bright screen for hours on end can be very bad for your eyes – particularly if you do so in a dark room (for instance you bedroom when you can’t sleep). Just make sure that your give adequate rest to your eyes. 9. Insomnia. The temptation to fiddle with your smartphone instead of sleeping can be too great, and can cost you many hours of restful sleep each week.
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Pretest Appendix 11
Taken from BJ. Thomas “Elementary Vocabulary”
70
Smartphones GPS Wi-Fi Bluetooth Tablet
SIM Card News Portal Reload E-book Format Homepage
Instant Messaging Word Processing Browser LAN Cable Social Media
Web Page Bookmark QR Code SD Card Flash Drive
Networking String Portable Computer Scanner Laptop Document
A B
C
D
E
F
G
H I J
K
L
M N
O
P
Q
R
S T
Appendix 12 “Posttest 1”
71
a. Download A chunk of computer programming code that makes copies of itself, might display messages, install other software or files, delete software of files, etc. (__)
b. Email Basically a journal that is available on the web. The activity of updating a blog is "blogging" and someone who keeps a blog is a "blogger."(__)
c. Netiquette Currently used to describe the whole range of information resources available through computer networks.(__)
d. Fire Wall Messages, usually text, sent from one person to another via computer.(__)
e. Netizen Transferring data (usually a file) from a computer/network to the computer you are are using. (__)
f. Website A Client program (software) that is used to look at various kinds of Internet resources.(__)
g. Upload The vast collection of inter-connected networks that are connected using the TCP/IP protocols and that evolved from the ARPANET of the late 60's and early 70's. (__)
h. Cyberspace Derived from the term citizen, referring to a citizen of the Internet, or someone who uses networked resources. The term connotes civic responsibility and participation.(__)
i. Password A file format designed to enable printing and viewing of documents with all their formatting (typefaces, images, layout, etc.) (__)
j. Internet the act of connecting to a computer system by giving your credentials (usually your "username" and "password")(__)
k. Mobile A combination of hardware and software that separates a Network into two or more parts for security purposes.(__)
l. Browser A (usually web-based) system for searching the information available on the Web.(__)
m. Wearable The entire collection of web pages and other information (such as images, sound, and video files, etc.) that are made available through what appears to users as a single web server. (__)
n. Login wearable technology or art is worn on the body (__)
o. PDF relating to or using communication technology such as smartphones, GPS devices etc that can be used anywhere. (__)
p. Search Engine How much stuff you can send through a connection. Usually measured in bits-per-second (bps.) (__)
q. Bandwidth The etiquette on the Internet.(__)
r. Spyware A code used to gain access (login) to a locked system. (__)
s. Virus Transferring data (usually a file) from a the computer you are using to another computer/network (__)
t. Blog A somewhat vague term generally referring to software that is secretly installed on a user’s computer and that monitors use of the computer in some way without the users' knowledge or consent. (__)
Appendix 13 “Posttest 2”
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Appendix 14
RPP
Sekolah : SMA Budi Mulia
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X IPS 2
Materi Pokok : Technology
Alokasi Waktu : 8 x 40 minutes
A. Tujuan Pembelajaran
Setelah mengikuti mata pelajaran ini diharapkan peserta didik dapat memahani isi
dan fungsi sosial dari teks iklan. Dengan demikian maka peserta didik dapat
melihat memahami pesan yang terdapat dalam teks tersebut, menganalisis dan
menerpakan ilmu yang terdapat didalamnya.
B. Kompetensi Inti
1. Pengetahuan
Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah C. Kompetensi Dasar dan
Indikator.
2. Kehalian
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metode sesuai kaidah keilmuan
. Kompetensi Dasar . Indikator Pencapaian
3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks report
Siswa dapat:
-Mengingat unsur-unsur kebahasan dalam
73
lisan dan tulis dengan memberi dan meminta
informasi terkait teknologi yang tercakup
dalam mata pelajaraan lain di kelas X sesuai
dengan konteks
report
-Menunjukan unsur-unsur kebahasaan dalam
report
-Memahami unsur-unsur kebahasaan dalam
report
-Membedakan bagian-bagian yang terdapat
report.
4.8 Teks report
4.8.1 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan unsur
kebahasaan dalam bentuk teks report.
4.8.2 Menyusun teks khusus dalam bentuk
report, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
1. Siswa dapat memahami isi dari teks report
2. Siswa dapat memahami makna dari
kosakata yang di gunakan dalam teks report
E. Materi
1. Teks Report
a. Fungsi Sosial
Memperoleh gambaran umum tentang hal yang terkait dengan teknologi
secara objecktif dan ilmiah.
b.Struktur
(1)Menyebutkan jenis objek yang di jelaskan
(2)Deskripsi objek
c. Unsur Kebah asaan
(1) Kosakata tentang teknologi
(2) Kata kerja keaadaan
(3) Simple present dan simple past
(4) Teknologi yang terkait dengan pelajaran lain di kelas x
74
F. Metodologi Pembelajaran
1. Monitoring
G. Media, Alat dan Sumber Belajar
1. Media dan Alat
a. Papan Tulis
2. Sumber Belajar
a. Buku paket/LKS
b. Daftar Kosakata yang berkaitan
H. Tahapan Pembelajaran (4 x 40”)
Kegiatan Belajar Metodologi Alokasi Waktu
Awal Pembelajaran
Guru menyapa dan menyanakan kabar siswa 5”
Inti Pembelajaran
Guru membagian artikel yang nantinya akan di bahas
dalam grup inti jigsaw
5”
Guru memperhatikan siswa dalam mempelajari artikel
yang di berikan di dalam grup inti
40”
Guru membagi siswa kelompok campuran dimana
setiap kelompok memiliki satu anggota dari setiap
grup inti
10”
Siswa dalam kelompok campuran secara bergantian
memberikan presentasi mengenai artikel yang di
pelajari dalam grup inti
40”
75
Siswa kembali ke dalam kelompok inti dan
membagikan apa yang telah di pelajari dari kelompok
lainnya saat berada di kelompok campuran
40”
Penutup
Guru menyiapkan siswa sebelum pulang 10”
76
32%
68%
Student's Score in Pretest
Passed minimum Below Minimum
Appendix 15
Pretest Score Table
Name Score
Students 1 30
Students 2 75
Students 3 60
Students 4 60
Students 5 50
Students 6 60
Students 7 60
Students 8 50
Students 9 80
Students 10 70
Students 11 70
Students 12 65
Students 13 60
Students 14 70
Students 15 70
Students 16 70
Students 17 60
Students 18 65
Students 19 65
Students 20 40
Students 21 35
Students 22 40
Total 1305
Highest score : 80
Lowest score : 30
Total : 1305
Mean : 59
Below 70 : 15
77
Appendix 16
Posttest 1
Participants Posttest 2
Students 1 50
Students 2 80
Students 3 65
Students 4 65
Students 5 65
Students 6 65
Students 7 65
Students 8 65
Students 9 90
Students 10 75
Students 11 75
Students 12 75
Students 13 65
Students 14 75
Students 15 75
Students 16 75
Students 17 65
Students 18 75
Students 19 70
Students 20 50
Students 21 50
Students 22 65
Total 1500
Highest score : 90
Lowest score : 50
Total : 1500
Mean : 68
Below 70 : 12
46%54%
Student's Score in Posttest 1
Passed Minimum Below Minimum
78
Appendix 17
Posttest 2
Participant Posttest 2
Students 1 60
Students 2 90
Students 3 75
Students 4 75
Students 5 75
Students 6 75
Students 7 75
Students 8 70
Students 9 90
Students 10 85
Students 11 80
Students 12 85
Students 13 75
Students 14 80
Students 15 75
Students 16 80
Students 17 75
Students 18 80
Students 19 80
Students 20 70
Students 21 70
Students 22 70
Total 1690
Highest score : 90
Lowest score : 60
Total : 1500
Mean : 77
Below 70 : 1
94%
6%
Student's Score in Posttest 2
Passed Minimum Below Minimum
79
Appendix 18
Lembar Uji Referensi
No Reference Advisor 1 Advisor 2
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8 Curriculum Development Institute
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Jakarta 22 Mei 2018
Advisor 1 Advisor 2
Drs. Nasrun Mahdmud M.Pd
NIP. 150 041 070
Atik Yuliyani MA. TESOL
NIP. 19840410 2015 2 003
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Appendix 19
Pictures
84
85
Appendix 20
Surat Bimbingan Skripsi
86
Appendix 19
Surat Ijin Penelitian
87
Appendix 20
Surat Keterangan Sekolah