Reading is one of English skills that needs to be mastered by the students as the bridge to enrich their knowledge. In some cases, there are some educational activities that are not combined with adequate technique so that the students do not have space to discuss, do not participate in reading activity, and do not have good skill in understanding a text. Therefore, the learning process should be applied an appropriate technique to enhance the students’ effective participation in reading a factual report text.
This research aims to identify (1) how the implementation of the Jigsaw technique can improve the students’ effective participation in reading a factual report text; (2) how the implementation of the Jigsaw technique can improve the students’ reading skill in reading a factual report text; and (3) what difficulties are faced by the teacher and the students while using Jigsaw to improve the students’ effective participation in reading a factual report text. This study used the principle of a classroom action research and the subjects were 33 female students in the eleventh grade of XI Akuntansi 1 of SMK Negeri 1 Surakarta. The data were collected through implementing the action, observation, interview, questionnaire, pre-test, and post-test. The data of this research were analyzed by using quantitative and qualitative technique as proposed by Cresswell.
The pre-research showed that the students were afraid of producing errors, bored of monotonous activity in learning, and having low motivation in learning activity. After applying Jigsaw technique, the first result showed that the implementation of Jigsaw technique could improve the students’ effective participation. The indicators of participation were: (1) Attendance, involvement, and the absence of disruptive (7 to 26 students), (2) Asking questions in class, making comments, and providing input for class discussions (6  to 28 students), (3) Involving in enriching educational experiences (4  to 31 students), (4) Making oral presentations where the students themselves become the teachers (3 to 6 students), and (5) Staying awake (5 to 29 students). The second result showed that the implementation of Jigsaw technique could improve the students’ reading skill. The improvement was 61.2 for pre-test, becoming 63.0 for post-test 1, becoming 72.7 for post-test 2. Moreover, the third result revealed the difficulties faced by the teacher and the students in using Jigsaw technique. The difficulties were about managing students to share fairly the questions, choosing the correct material for homework, managing incomplete members, facing different opinions, having limited time, unclear instruction, and boring material.

Keywords: effective participation, jigsaw technique, reading a report text, classroom action research

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