ABSTRACT

This research aims to: (1) find out whether or not and how teaching EFL classroom using jigsaw technique improves students’ participation at the seventh grade students of SMP Negeri 1 Kartasura; and (2) describe the class situation when jigsaw technique is implemented in the EFL class.

The method used in this research is classroom action research. The research was carried out at SMP Negeri 1 Kartasura from April to May 2017. The subject of the research is the seventh grade students of VII D class. This research was conducted in two cycles and every cycle was done in two meetings. Each cycle consists of four stages: planning, implementing, observing, and reflecting. The data of the research were collected through observing, interviewing, and surveying.

The research findings show that: (1) the implementation of jigsaw technique improves the students’ level of participation in EFL class. It can be seen in the achievement of students’ participation indicators. Jigsaw technique can create students’ better focus and attention, students’ easier ideas sharing, students’ higher self confidence in answering questions, students’ better involvement in discussion, and students’ better independence in completing task. Jigsaw technique can enhance the students’ participation by applying the correct steps and appropriate with the needs of students, paying attention in determining the groups and managing the class; (2) the class situations during the implementation of jigsaw technique are: 1) no domination students in the class, 2) learner centeredness, 3) high competitiveness to perform, 4) active interactive, and 5) less threatening.

The conclusions of this research are that the implementation of jigsaw technique by following the rules with some adaptations can improve the students’ participation in EFL class and it creates a better class situation for teaching and learning process.

Keywords: jigsaw technique, students’ participation, classroom action research, EFL class.