IMPROVING STUDENTS’ SPEAKING SKILL BY USING JIGSAW ( A CLASSROOM

ACTION RESEARCH AT SEVEN GRADERS OF SMPN 2 SINOA SATAP BATU

LANGGAYYA IN THE ACADEMIC YEAR OF 2018 / 2019)

Submitted as an assignment of PPG Programme

By:

Fajar Okayanti, S.Pd.

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2019
 CHAPTER I
INTRODUCTION

A. Background of the Study

There are four skills that high school students are expected to master in learning English:

reading, writing, listening and speaking skill. However, among the four skills, speaking is

considered to be the most difficult skill to be learned by students. Brown and Yule (1983)

support this notion in their statement “learning to talk in the foreign language is often considered

being one of the most difficult aspects of language learning for the teacher to help the students

with”. It is irony that in reality the teaching and learning English at schools focuses more on the

reading and writing skills instead of the speaking skill. In fact, the aim of teaching English to

students is not merely to help them to pass national examination, but also to make them able to

use this language in real life communication.

On the other hand, as a productive skill the teacher must focus the speaking activity on how

to help the students to use and to communicate in English. In addition, Richard and Renandya

(2008) states that most students often evaluate their success in language leaning as on the basis

of how they feel about the improvement of their speaking proficiency. To achieve that, teachers

should implement teaching method which can engage the students in a more active learning.

Still related to the problem above, the students’ low engagement in the learning process does

not only come from the lack of the teacher’s interesting teaching methods. The less engaging

teaching and learning process lead to low proficiency of speaking skill such as wrong grammar

use and pronunciation and lack of vocabulary. There are also many challenges that should be

addressed by the teacher to make the students to communicate well in English.

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 Some psychological factors are also involved in this problem for example shyness and anxiety

which become the main causes of students to be reluctant to speak (Brown, 2001).

Regarding this problem, the Cooperative learning method becomes one of the solutions that

can minimize the problems found in the students of grade seven at SMPN 2 Sinoa Satap Batu

Langgayya. Under the big umbrella of Cooperative learning, Jigsaw is then implemented as the

solution to improve the students’ speaking skill. The use of Jigsaw as a method in teaching

speaking is based on various problems found in the classroom during observation.

Jigsaw is a part of teaching technique which is based on cooperative learning. Cooperative

learning is a teaching strategy in which small teams, each team consists of students of different

levels of ability, use a variety of learning activities to improve their understanding of a subject.

As the result, the learning process is expected to be independent. Based on the phenomena

above, the researcher decided to implement Jigsaw in the action research to teach speaking.

B. Identification of the Problem

Based on the observation and discussion, there are some problems in teaching and learning

process which should be improved. The problems emerged from the teaching techniques used by

the teacher, and the material and classroom management which was not interested for students.

The first problem was related to the teacher’s teaching techniques. The teacher only used text

books as the media of teaching. Moreover, compared to other skills such as reading and writing,

the speaking skill only had a little portion taught in the class. The teacher also dominated the

teaching and learning process and leaving the students passively involved in it. In other words,

the teacher only lectured in delivering the material. Other tasks the teacher gave students were

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 only to complete vocabulary task and answer reading and grammar task. That is why the students

were less encouraged to actively participate.

The second problem is the low motivation of students in the learning process. During the

lesson, many students could not focus on the material being taught. It was shown by many

students who were chatting with their friends or doing other activities. Some students only kept

silent but did not seem to be attached to the material taught. In addition, there were only a few

chances for them to try producing words orally.

The third problem is related to the lack of vocabularies that the students have. The students

never get English before. In this grade, it is the first time they know English. This problem

certainly affected their performance in speaking. Almost all students had difficulties in using the

right grammar, pronouncing the words correctly and using the right vocabulary in speaking.

They were also had a little oral production or speaking practice. So, there are many students

cannot achieve the KKM (Kriteria Ketuntasan Belajar Minimal). The KKM for English in grade

VII is 65. Because of these problems, there are many students got mark below 65. Based on the

existing problems the researcher decided to implement Jigsaw teaching method to improve the

speaking skill to grade seven students of SMPN 2 Sinoa Satap Batu Langgayya.

C. Problems Statement

Based on the identification, the problem was formulated as follows: How can Jigsaw method

improves speaking skill of the seven graders of SMPN 2 Sinoa Satap Batu Langgayya?
D. Limitation of the Problem

It is clear that appropriate methods are important in the teaching and learning process. There

are various kinds of methods used in teaching and learning English. The researcher decided to

use Jigsaw method to improve the students’ English speaking skill by attracting students’ interest

and motivation to learn speaking. Among the three other skills, the researcher focuses on the

students’ speaking skills improvement. In addition, the efforts done in this research were limited

by physical factors such as time and facilities. Therefore, to make teaching and learning process

became more interesting, the researcher chose Jigsaw to make the teaching and learning more

effective to the students of grade seven at SMPN 2 Sinoa Satap Batu Langgayya.

E. Objective of the Research

Based on the problems formulated above, the objective of the research is to improve the

seventh grade students’ speaking skill by Jigsaw method at SMPN 2 Sinoa Satap Batu Langgayya.

F. Significance of the Study

Significances of this research are:

a. Theoretically
1. It is expected that the research findings can enrich the theories of the implementation of jigsaw

method to improve students’ speaking skill.

2. The research findings can become references for further research

3. Giving contribution to improve students’ speaking skill

b. Practically

1. Increase the teachers’ knowledge of English and share experiences in

improving the students’ English speaking skill by using Jigsaw method;

2. Encourage the teachers in doing action research in improving their teaching of

English speaking as the professional practices.

3. Give contribution to the public in increasing knowledge concerning the

classroom action research to improve speaking skill.

 CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Literature Review

This chapter mostly talks about some theories related to the topic of the study. In order to

have the same views of the terms, the writer would like to present the definition of the terms.

1. The Nature of Speaking

According to Brown and Yule (1989: 26) “Speaking is to express the needs–request,

information, service, etc.” It is an activity to express what is in mind in order to demand the

information or service. It is the process and sharing meaning by using verbal and non verbal

symbols in variety of context (Chaney, 1998 in Kayi, 2006). In other words, the fundamental

language mastery must be through speech since it is the primary form of communication. Bygate

in Nunan (1989: 30) also states that learners need to develop skills in the management of

interaction involves such things as knowing when and how to take the floor, when to introduce a

topic or change the subject, how to invite someone else to speak, how to keep a conversation

going, when and how to terminate the conversation and so on. Negotiation of meaning refers to

the skill of speaking of making sure that both speakers and author have correctly understood

each other. Meanwhile, Spratt (2005: 34) states that speaking is a productive skill, like writing, it

involves using the organ of speech to express meanings to the other people. That is why in

speaking teaching and learning, the activity should encourage students to actively speak in target

language.

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 a. Speaking Concept

Speaking is one of the four language skills taught in the teaching of English. It involves the

knowledge of sounds, structures, vocabularies and culture subsystems of language. Brown and

Yule in Nunan (1989: 26) states that there are two basic distinctions between spoken language

and written language. The teaching of spoken language only comprises of short, fragmentary

utterances in pronunciation range, while for written language, it is characterized by the making

of sentences in well form that are integrated into structured paragraphs. There are also two basic

language functions teachers should know; they are transactional and interactional functions. The

former concerns the exchange of information, while the latter focuses on maintaining

relationship as the purpose of the speech. Brown (2001: 267) cites that when someone can speak

a language it means that he can carry on conversations reasonably and competently.

Furthermore, he adds that acquisition of a language demonstrates the ability of a learner to

accomplish pragmatic goals through an interactive discourse with other language speakers.

Speaking of language exposure, Brown (2000, p195) argues that the idea of learning a foreign

languages is heavily determined by the quantity of exposure to the target language. In addition, it

is important in forwarding the argument that first language should be minimally used in the

classroom to achieve maximum exposure to the target language.

Therefore the classroom may serve as an “intake” informal environment and formal

linguistic environment that can accomplish language learning and acquisition. That is why

creating an environment where students should speak as much as possible in the target language

will be helpful to improve their speaking ability. With this in mind, students should hear, speak,

and interact in the target language in order to gain the proficiency.

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There are several aspects of useful oral communication cited by Nunan (1989: 32):

1) The ability to articulate phonological features of the language comprehensibly.

2) Mastery of stress, rhythm, intonation pattern.

3) An acceptable degree of fluency.

4) Transactional and interpersonal skills.

5) Skill in taking short and long speaking turn.

6) Skill in the management of interaction.

7) Skill in negotiating meaning.

8) Conversational listening skill (successful conversational require good listener a well a

good speaker).

9) Skill in knowing about and negotiating purpose for conversation.

10) Using appropriate conversational formulas and filler.

It can be concluded that speaking is the process of building and sharing meaning through

the use of verbal and non-verbal symbols in a variety of contexts. This skill involves two or

more people where listeners and speakers have to react to what they hear and make their

contributions at a high level speed. Involving students in communicative activities using

previously mentioned aspects will create a better speaking skill.

b. Aspects in Speaking

1) Fluency

According to Nunan (1999), fluency means that the speakers are required to be able to

keep going when speaking spontaneously. However it does not mean that the speakers speak

so fast, because sometimes pausing is important. Nunan (1999) states that pause is an aspect

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of fluency which may be long but not frequent. Moreover, when speaking fluently, speakers

should be able to get the message across with many resources and abilities they have got and

regardless of any grammatical and other mistakes. In addition, Harmer (2001: 269) asserts

that the ability to speak fluently is not only knowing knowledge of language features, but

also the ability to process information and language ‘on the spot’.

Thornbury (2005) adds that pausing in speech is important in the speaker’s fluency for

several reasons such as the need to take a breath or to give the listener a time to get the

meaning of the speaker’s speech. However, frequent pausing indicates the struggle in speech

of the speaker although he produces accurate result of speaking. This condition is not judged

as fluent speaking. Another significant factor in the perception of fluency is the length of run,

i.e. the number of syllables between pauses. The longer the runs, the more fluent the speaker

sounds (Thornburry, 2005).

Speakers can use a number of production strategy to compensate for the demands

involved in speech production. According to Thornburry (2005), one of the strategies is the

ability to disguise pauses by filling them by using fillers such as “uh” and “um”. Other

expressions such as “sort of” and “I mean” are also used to fill in pauses.

2). Accuracy

Accuracy, according to Spratt (2005), is “the use of correct forms of grammar,

vocabulary and pronunciation”. However, it should be noted that accuracy is relative. This

can be seen in an example where children and adults have different accuracy levels.

Language learners mostly are concerned with the accuracy in speaking that they make the

best use of their language ability to meet the communicative demands. According to

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 Heinemann (1996:50), if the learners are given time to prepare on what they are going to say,

they will be able to produce a more proper accuracy within a communicative context. This

becomes the solution to the issue where students’ feeling anxious to speak spontaneously due

to the very limited time to prepare. By giving them time to prepare for themselves, they will

have a better confidence, thus, enjoy the process of learning. In order to study more about

accuracy, Willis (1998) proposes its characteristics as follows:

a) Usage: explanation

b) Language for display

c) Language for knowledge

d) Attempts at communication are judged by linguistic competence

e) Attention is given to language

f) Correction is often a feature of accuracy focused work

g) Language is the objective

3.) Appropriateness

Appropriateness, according to Spratt (2005), is “the use of correct style of formality”. It is an

important aspect in language learning yet it is also complex since it is not easy to decide how to

say things which depend on the context and the culture. For example, there are times when it is

more appropriate to say ‘Hold on a minute, will you?’, while the other times it is more

appropriate to say ‘Could you wait a moment, please?’.Focusing on inappropriate forms of

language enables to raise understanding of appropriateness in using language.

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2. Teaching and learning of speaking

As stated by Harmer (2007:345-348), teachers can use some of the following useful ways

to encourage students in taking part in the speaking activity.

a. Preparation: it is a good thing to give the students time to think about what they are going to

say and how. It also applies on practice with their peers before performing in front of the class.

b. The value of repetition: allowing the students to repeat on the material the teacher has taught

and let them to improve it. It reduces the anxiety because the material has been taught before.

c. Big groups, small groups: making sure that they get chances to speak and interact in big or

small groups.

d. Mandatory participation: allowing the students to equally engage in a task without knowing

who gets the turn first and who gets the next.

Brown (2001:275-276) proposes that there are some principles in designing speaking

teaching techniques as follows:

1) Using techniques which cover different types of learners needs ranging from language based

focus on accuracy to message based focus on meaning, interaction, and fluency. The task

proposed by the teachers should be meaningful and able to encourage learners to identify and use

the language.

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2) Employing various motivating techniques. Motivating techniques should be able to attract

students to access their goal of learning and need of knowledge and achieve competence.

3) Using authentic language in meaningful context.

4) Providing appropriate feedback and correction enables learners to learn from their mistake in

speaking and reduce their anxiety of making mistake.

5) Emphasizing close relationship between speaking and listening. That is why it is very

important to integrate these two skills.

6) Giving students change to initiate speaking activity such as asking questions, starting

conversation, and choosing topic.

7) Making students become aware of their own language learning strategies to accomplish oral

communication goal.

Incorporating writing and speaking, as stated by Harmer that speaking and writing has

something in common that is both of them are productive skills. Thus, it can be inferred that

teachers can use some of writing activities to teach speaking:

a. Introducing new language. In this stage teachers show the learners about the language they are

going to learn, the importance of the language and how to use it. Teachers should also teach

about the grammatical pattern and the pronunciation.

b. Practice. At this stage teachers guide students to practice the language which has been taught

and point out inaccuracy. It can be in the form of non communication and communication

activities.

c. Communication activities. At this stage, the teacher gets the students in communication

activities in which the language has been taught is used. These can be in the forms of discussion,

problem solving, or role play.

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 3. Jigsaw Method

The Jigsaw method was originally developed by Elliot Aronson in 1970 in Austin, Texas.

As Cooperative Learning technique, it has been studied by numbers of researchers at different

levels and subjects (Halliday, 2002). There have been several modifications introduced in Jigsaw

strategy. In the original Jigsaw each student of the group was given different material. Then, all

students who have the same part of material gathered to form an “expert group”. In this expert

group, the students discuss until they master the material. After that, they return to their original

group to explain the others about the material.

As suggested by Slavin in 1978 (Wang, 2002) he states that Jigsaw II attaches more

importance to the familiarity of the entire group member with the task). Furthermore, Jigsaw

classroom is considered to be one of the most effective in improving learning outcomes. Apart

from the different implementation and types of Jigsaw; Jigsaw I, Jigsaw-II (by Slaving, 1987),

Jigsaw-III (by Stahl, 1984), Jigsaw-IV (by Holliday, 2000), Reverse Jigsaw (by Heeden, 2003)

and Subject Jigsaw (Doymus, 2007), Jigsaw technique can enhance Cooperative Learning among

student.

A slight different term stated by Doymus (2004) and Slavin (1991) about Jigsaw is each

member belongs to two different group, the “home group” and “Jigsaw group”. At the beginning

students gather in their home group and each member of this home group is assigned to a part of

material which they will have to learn as an “Expert”.

Jigsaw promotes the importance of self esteem, intrinsic motivation, Cooperative

Learning and developing students’ strategies to construct meaning. Most importantly Jigsaw

technique focus on the communicative process of language learning (Brown, 2007)

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a. Principles of Jigsaw

Johnson, Johnson and Holubec (1993) state that there are five principles of Jigsaw

strategy:

1) Positive interdependence. Each student should do some effort for the group success by

making unique contribution to the joint effort.

2) Face to face primitive interaction. Each group members should explain orally how to

master the material or solve the problem, teaching the others, check other member understands,

discuss concept and link the present leaning with the past one.

3) Individual accountability for the group achievement. The size of the group should be

small because small group enhance greater individual accountability. Later the teacher should

test the students randomly by asking one of the students to present their group orally.

4) Interpersonal skills. Social skill is an important part in achieving the success of Jigsaw

leaning in class. This social skill includes decision making, leadership, trust building,

communication, and conflict management.

5) Group processing. Each group should discuss how well they achieve in their goals and

maintain effective working relationship. Besides, they should discuss what actions are helpful

and what behavior needs to continue or change.

b. The Benefits of Jigsaw

There are many researches showing the benefit of Jigsaw in primary, secondary and even

university levels in developing student’s critical thinking process, communication skill and the

ability to express themselves.

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 The advantages of Jigsaw according to Aronson (2008):

1) It gives students the opportunity to teach themselves about the material.

2) Student are able to practice peer teaching, which requires in-depth understanding about the

material.

3) Students become more fluent in English as they have to explain the material to their peers.

4) Each student has to be involved in meaningful discussion in small team. This is hard to

achieve in large group discussion.

5) Each group is fostered in real discussion followed by question and answer session.

6) Students are less dependent on teachers compared to traditional classroom because they are

not the main resource of knowledge. In Jigsaw teacher has a role of cognitive guide or facilitator.

c. Implementing Jigsaw Method

Here are ten steps in implementing Jigsaw in classroom according to Aronson (2008):

1) Students are divided into 5 to 6 persons in each group. These groups should diverse in ability,

race, gender and ethnicity.

2) The teacher appoints one student in each group to be the group leader. These leaders should be

the most matter student in the group.

3) The material is divided into 5-6 segments and distributed for each member of the group.

4) Each student ought to study their own part of material

5) The teacher gives time for students to read and understand the part of the material given.

6) Next is forming the Jigsaw group in which the student of should gather to with the student

with same material. This is called the “expert group”.

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This is called the “expert group”. In this group the students have to use the main point of the

material, solve the problem and rehearse the presentation they are going to make.

7.) Students return to their home/jigsaw group and teach their peer in their Jigsaw group. Other

members are encouraged to ask questions for clarification.

8.) The teacher floats from the group in order to observe the process. Teacher may intervene if

the students find difficulties. If there is a student in the group that dominates the discussion, it is

the role of the leader to handle it. The teacher can whisper to the group leaders until the group

leaders can handle it themselves.

9) The last, the teacher gives a quiz on the material so the student can learn something instead of

thinking that it is only for fun and games.

B. Conceptual Framework

There are many factors which cause speaking skill to become the most difficult skill to

master. One of them is the limited opportunity for students in practicing the target language

orally. This can be caused by the feeling of less confidence due to limited vocabulary, unsure

about pronunciation and inability to use proper grammar. This leads the students to be more

passive in class. Peer pressure of making mistakes in front of many other students also becomes

the source of problem. Therefore, the teacher has to be more creative in facilitating students’

learning so that each student can participate in the classroom activity.

Related to the problem mentioned above, the researcher wants to improve the speaking

skills of the students by implementing Jigsaw method. Jigsaw method allows students to be

involved in a discussion and teach their peer students to understand the material. Jigsaw is

implemented by first forming several groups. Each group should be kept in small size with each

of them assigned part of materials. Group members with the same part of material gather and

make a new group which is called the “expert group”. In this expert group, the members of the

group discuss and master the information. Later, they return to the original group and teach their

team member about the material they have mastered. Finally all the team members are tested on

the entire body of material. As the students have to be involved actively in the teaching and

learning process, Jigsaw is expected to be able to improve classroom participation and speaking

ability.

C. Action Hypothesis
Based on theories previously discussed above, the hypothesis is: the use of jigsaw in
language teaching can improve speaking skill of the seventh grade students of SMPN 2 Sinoa Satap
Batu Langgayya in the academic year of 2018/2019.
 CHAPTER III
RESEARCH METHODOLOGY

A. Research Method
Based on the research objectives, this research belongs to action research. Carr and

Kemmis cited in Burns (1999) argue that action research is a self-reflective study

conducted by participants in social situations in order to improve the rationality and

integrity of their own practices, their understanding of these practices, and the situations

in which these practices are carried out. And Mills (2003:5) proposes the definition of

action research related to the educational context as any systematic inquiry conducted by

the teacher researchers, principals, school counselors, or other stakeholders in the

teaching and learning environment to gather information about how their particular

schools operate, how they teach, and how well their students learn. This information is

gathered with the goals of gaining insight, developing reflective practice, giving positive

changes in the school environment and on educational practices in general, and

improving the students’ outcomes.

There are some different models of action research. This research uses the Kemmis

and McTaggart model. In doing this action research, the researcher, the English teacher,

and another research member collaborated and worked together in collecting input about

the obstacles and weaknesses of the English teaching and learning process related to the

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 speaking teaching and learning process, and then identified the research problems. After

that, they planned and carried out the actions, observed, evaluated and reflected on the

actions implemented in the study. The processes in action research can be shown in the

scheme below:

Figure 3.1: Kemmis & McTaggart Action-Research Cycle.

Based on Figure 1, the researcher, the English teacher, and collaborator identified

some problems, formulated a plan of some actions to solve the problems, implemented

the actions, and reflected on the outcome of the actions. These whole steps were done in

two Cycles.

B. Setting and Subject of the Research

The research took place in the grade seven in the academic year of 2018/2019. The
identification of the problem was done in April 2019. The research was done from April to June
2019. SMPN 2 Sinoa Satap Batu Langgayya itself is located in Batu Langgayya village, Bantaeng,
South Sulawesi. The subjects of this study are the students of grade seven at SMPN 2 Sinoa Satap Batu
Langgayya in the academic year of 2018/2019. There are just 14 students consists of 6 boys and 8
girls.
C. Procedures of Action Research
The researcher used the following action procedures as suggested by Kemmis quoted by

Winter (1989:12).

a. Reconnaissance

In this step, the researcher observed the place where she carried out the action research.

Based on the result of the observation, the researcher identified the problems that occurred

during the teaching learning process. Since the class has a problem in mastering the speaking

skill, the researcher focused on analyzing the problems that related to the speaking skill.

Based on the problem analysis, the researcher determined that the problem was the need of

various activities to improve the speaking learning process of the students.

b. Planning

The researcher made plans to be implemented in the action research. In this step the

researcher selected some activities that were considered to be interesting activities to be

implemented in improving the speaking learning process. Afterwards, the researcher chose

jigsaw method as one of the interesting ones. After that the researcher selected the jigsaw method

based on the consideration mentioned in the previous chapter. After the method has been

selected, the researcher made preparation for the action.

c. Implementing and observing the actions

The researcher implemented the plans she has made before. Then she observed the class

to find out the problem and see how effective the action was.

3. Reflection

At the end of each action, the researcher and the English teacher made a reflection about

the problems occurred during the action of implementation.

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The reflection of the actions indicated the success of the action research. The actions that
were unsuccessful were changed with the suitable ones, but those that were successful were
used again in the next actions.

D. Instrument of the Research

The data collection are qualitative in nature. They are obtained by interviewing the

students of grade seven by doing observation during the teaching and learning process

and holding discussions with the principal. So, the data were in the form of

field notes and interview transcripts. The instruments for collecting the data were

observation guidelines, speaking rubrics and interview guidelines. Below are the

research instruments and data collection techniques used in the research.

Table 3.1 The Research Instruments and Data Collection Techniques

No Instruments Data Usage

1. Observation Field Note - In reconnaissance
Guidelines - In action and observation
2. Interview Interview - In reconnaissance
Guidelines Transcript - In reflection
3. Speaking rubric Pre- test and post- - In pre- test and post- test
Test

A rubric of the students’ speaking performances was used to assess the students’ speaking
skills. It was used two times, in the pre-test and post-test. In those tests, the rubric focused on
four aspects. They were phonological skills, speech function skills, interaction management
skills, and extended discourse organization skills (Goh, 2007: 3). Each aspect was scored 1 to
5 in which every score has different indicator; if the score is getting higher, the indicator will
be more complicated and vice versa. I adapted the rubric developed by Chistine Goh in
Teaching Speaking in Language Classroom.
 OBSERVATION SHEET
THE ACTIVENESS OF STUDENTS DURING THE IMPLEMENTATION OF
JIGSAW METHOD

School / Grade : SMPN 2 Sinoa Satap Batu Langgayya / Grade VII

Day / Date : _________________
Name of Teacher : _________________
Name of Observer : _________________

Objectives :

1. To know how many students are active during the implementation of Jigsaw method
2. To know the quality of students’ learning during the implementation of Jigsaw
method

Direction :

1. Observer is in the right position to supervise the lesson.

2. Observer gives scores based on this formula:

 Amount of students : 0 to > 20% ; 2 if 20% to > 40% ; 3 if 40% to > 60% score 4 if
60% to 80% ; score 5 if 80% to 100% active.
 Quality : 1 = very poor; 2 = poor; 3 = average; 4 = good; 5 = excellent

Students who Quality of

No. Students’ Learning Activity
are active activeness
Learning activity using Jigsaw method --- ---
1. Divide students into 5 persons jigsaw groups. --- ---
2. Appoint one student from each group as the leader. --- ---
3. Divide the lesson into 5 segments. --- ---
4. Assign each student to learn one segment. --- ---
Give students time to read over their segment at least
5. --- ---
twice and become familiar with it.
Form temporary expert groups by having one student
6. from each jigsaw group join other students assigned to --- ---
the same segment.
7. Bring the students back into their jigsaw group --- ---
Ask each student to present her or his segment to the
8. --- ---
group.
9. Float from group to group, observing the process. --- ---
E. Data Analysis
After collecting the data, the next step of the study is analyzing the data. The data are
analyzed by qualitative data analysis. The data of pre-research observation report, research
diaries, field notes, and the photographs of teaching learning process are analyze by constant
comparative method. There are four stages of analyzing classroom research data according to
Becker in Hopkins (1985:107), those are:
a. selection and definition of concepts;
b. frequency and distribution of concept;
c. incorporation of findings into models;
d. Presentation of evidence and proof.

F. Schedule of the Research

Table 3.4 Schedule in Months

Month
Activity
April May June July
No
. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Preparing Research
Proposal

2 Preparing Instrument

3 Research Validation

4 Action Research

5 Data Analyzis

6 Report of the Research

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