| dc.description.abstract | This Classroom Action Research was intended to improve the eleventh grade
students’ conditional sentence mastery through jigsaw at SMA Negeri 2 Bondowoso
in the 2011/2012 academic year. The research subjects were the students of class XI
IPA 1 that were determined purposively by consulting to the eleventh grade English
teacher. Based on the information from the teacher, this class had the lowest mean
score of the English lesson among the other existing classes. However, the structure
diagnostic test was given to the research subjects to know their ability of structure,
especially conditional sentence type 2 and type 3. The result showed that the mean
score of the students’ diagnostic test was only 69.2 (fair category).
This classroom action research was done in two cycles in which each cycle
covered four stages of activities, namely planning the action; implementing the
action; observing and evaluating; and analyzing the data and reflecting the action.
Each cycle was conducted in two meetings. The data about the students’ structure
achievement were collected by administering the structure test after the actions given.
Observation was used to monitor the process of teaching structure through jigsaw
technique and the students’ participation in the classroom. The supporting data were
collected by interview and documentation.
In cycle I, the results of the structure test showed that the mean score of the
students’ achievement test was 74.1 (good category). Then, there was only 55.6% of
the total students could achieve the target score, that was at least 75. In other words,
the percentage of the students’ structure achievement that got score at least 75 was below 75%. Then, based on the classroom observation it was revealed that there were
two indicators that had not been fulfilled. Only 47.2% of the students raised their
hands when the teacher gave oral questions and 72.2% of the students did the
instruction given by the teacher. It means that the result of the observation had not
achieved the requirement of the research, that was at least 75% of the students did at
least four from five indicators being observed. It showed that this research result had
not fulfilled the criteria of the success of the action. Therefore, the actions in cycle II
were conducted in order to improve the students’ conditional sentence mastery
through jigsaw technique.
The actions were continued to the second cycle by revising some necessary
aspects. The English teacher and the researcher collaborated in determining the
members of the home groups. The students were equally grouped based on the result
of the structure test in cycle I and the observation done by the observer during the
actions in cycle 1. Besides, the revision was dealing with the students’ opportunities
in the discussion, the teacher motivated the quiet or lazy students. The teacher also
gave more attention to the group in which the members didn’t get the same
opportunities in the discussion. The teacher also gave more explanation about the
material and gave chance to the students to ask questions whether or not they had
understood the materials. It was hoped that the revision could make the students
improve their conditional sentence mastery.
In the second cycle, the results of structure test showed improvement. The
mean score of the students’ structure achievement test was 78.2 (good category). It
was higher than the mean score in cycle I, that was 74.1. Then, there was
improvement of the students who could achieve the target score required, that was at
least 75. There were 28 students or 77.8% of the total students got scores at least 75.
Regarding the students’ active participation in the teaching learning process of
structure, it also improved. The result of the observation had achieved the
requirement of the research, that was at least 75% of the students did at least four from five indicators being observed. These results indicated that this research had
fulfilled the criteria of the success of this action research.
Based on the results, it could be concluded that the teaching of structure
through jigsaw technique could improve the students’ conditional sentence mastery as
well as their active participation in the process of structure teaching learning. Then, it
is suggested that the English teachers to use jigsaw as a technique in teaching
structure since it could make the students participate actively in the teaching learning
process of structure and improve their structure achievement on conditional sentence. | en_US |
