The Use of Jigsaw Technique in Improving the Students

7/26/2019 The Use of Jigsaw Technique in Improving the Students

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THE USE OF JIGSAW

TECHNIQUE INIMPROVING THE

STUDENTS

SPEAKING ABILITYIN ACADEMIC YEAR

2012/2013donggomataram/ October 1, 2013

THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS

SPEAKING AI!IT" AT THE TENTH GRADE STUDENTS OF SMAN #

MATARAM IN ACADEMIC "EAR $%&$'$%&(

ASTRACT
https://donggoagus.wordpress.com/author/donggomataram/https://donggoagus.wordpress.com/2013/10/01/the-use-of-jigsaw-technique-in-improving-the-students-speaking-ability-in-academic-year-20122013/https://donggoagus.wordpress.com/2013/10/01/the-use-of-jigsaw-technique-in-improving-the-students-speaking-ability-in-academic-year-20122013/https://donggoagus.wordpress.com/author/donggomataram/


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This study attempts to fnd out whether or not signifcant the use o jigsaw

technique in improing the students! spea"ing abi#ity and what are the

students! response toward jigsaw technique in teaching spea"ing$ This study

was true e%perimenta# research$ &o there were two groups o samp#e, they

were e%perimenta# and contro# groups$ The popu#ation o this study was '(1

students$ The researcher too" (2 students as the samp#e by using c#uster

samp#ing technique$ )s the research instruments which was dee#oped to

co##ect data, the researcher used ora##y test$ The orm o the ora# test or

spea"ing test emp#oyed is conersation$$ *n order to get data, the writer

administrated the way o co##ecting data were, frst, the writer presented pre+

test second, the writer gae treatment fna##y, the writer gae post+test$ Theresearcher presented the criteria o scores were accuracy, -uency and

comprehensibi#ity$ )ter co##ecting and ca#cu#ating the data, the researcher

ound that the mean score o pre+test and post+test or e%periment group

were 3, 2. and $, whi#e or contro# group were 2, and 3,2$ )nd in

testing the hypothesis, the researcher used t+test ormu#a$ The researcher

ound that t+test was 3,0. and t+tab#e in signifcant ran" 0$0' '4 was

1,(.$ *t proed that t+test was higher than t+tab#e 3,0.51,(.4$ &o the

a#ternatie hypothesis was accepted$ *t indicated that the use o jigsawtechnique improed students! spea"ing abi#ity at the tenth grade students o

&6)7 6ataram in academic year 2013/201$ *n addition, the researcher

used questioners to "now the students! response$ &o, the researcher ound,

the students! response toward 8igsaw technique had 2,., positie

response and 1,0. , negatie response$ &o that, based on the criteria was

more than ha# students 2,.4 had positie response toward jigsaw

technique$

9ey words:Jigsaw Technique, Speaking Ability

TA!E OF CONTENTS


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CHAPTER IINTRODUCTION

1$1$ ;ac"ground o the


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1$'$ >ypothesis o the study=======================$ (

1$($ &cope o the &tudy=========================$$

1$$ ?efnition o 9ey Terms=======================

CHAPTER II REVIEW OF RE!ATED !ITERATURE

2$1$&pea"ing )bi#ity=========================== .

2$1$1 The ?efnition o &pea"ing )bi#ity============= 10

2$1$2 The *mportant o &pea"ing )bi#ity=============$ 10

2$1$3The )spect o &pea"ing )bi#ity===============$ 11

2$1$ @unction o &pea"ing )bi#ity================$ 1

2$1$' 9inds o Ora# Aomunication================$$ 1'

2$2$ 8igsaw Technique=========================$$ 1

2$2$1 ?efnition o 8igsaw ====================$$ 1

2$2$2 &tep o 8igsaw Technique in the A#assroom========= 21

2$2$3 )dantages and ?isadantages o 8igsaw Technique===$$ 22

2$2$3 Be#ated &tudy======================== 23

CHAPTER III RESEARCH METHOD

3$1 6ethod o the &tudy======================== 2

3$1$1Besearch ?esign=======================$ 2


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3$2


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))) '$1

Aonc#usion==========================$$

=== '$2

&uggestion===========================.

I!IOGRAPH"

APPENDICES

iii

i%

CHAPTER I

INTRODUCTION

&+& a./gro0nd o1 t23 St0d4

The era o techno#ogy nowadays has orced eeryone be ab#e to spea"

Cng#ish$ *t has become a compu#sory subject in orma# education in our

country starting rom C#ementary &choo# to Ao##ege #ee#$ &ince *ndonesian


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aces o ree mar"et, communication in Cng#ish #anguage is the essentia#

needed by us$ 6oreoer, it is an internationa# #anguage$ Thereore, the

mastery o spea"ing s"i##s in Cng#ish is a priority or many second+#anguage

or oreign+#anguage #earners$ Aonsequent#y, #earners oten ea#uate their

success in #anguage #earning as we## as the eDectieness o their Cng#ish

course on the basis o how much they ee# they hae improed in their

spo"en #anguage profciency Bichard 200:1.4$

&pea"ing is one o our #anguage s"i##s$ Ehi#e, Bichards et$ a#,$ 20024 says

that spea"ing is one o the e#ements o communication$ Ehere

communication is the output moda#ity and #earning is the input moda#ity o

#anguage acquisition$*n other hand, it is a means o ora# communication in

e%pressing ideas, inormation and ee#ing to the others&a#mawati,2004$>ence, this rea#ity ma"es teachers thin" that spea"ing

abi#ity shou#d be mastered by their students,in order they can coney ideas,

opinions and inormation we##$The use o jigsaw technique in improing

students! spea"ing abi#ity is important to inestigate,which canaDord to

c#ariy and to identiy the ways improe o spea"ing instruction$

)ronson 20124 says that the jigsaw c#assroom is a cooperatie #earning

technique with a three+decade trac" record o successu##y reducing racia#

con-ict and increasing positie educationa# outcomes$ The basic premise ojigsaw is diide prob#em into sections, on or each group member$ Cach

student receies resources to comp#ete on#y his/her part$ The students who

are responsib#e or the same section join together and orm a new,

temporary ocus group whose purpose is or the students to master the

concepts in their section, and dee#op a strategy or teaching what they

hae #earned to the other students in their origina# co##aboratie #eaning

group$ *t proides a #earning community in c#ass room in which the students

wi## respect to others capabi#ity )ronson in ?heni, 2010: '4$

;esides, most o the time, the students tend to be more comortab#e and

secured wor"ing in groups rather than indiidua##y$ They wi## #earn and spea"

more i they are put in group wor"s, moreoer they wi## try to contribute their

best or the success o their group perormances because they "now rom


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the beginning a#though they wor" in groups, but they wi## be assessed

indiidua##y >ersu#astuti, 20104$

The study ojigsaw technique in spea"ing c#ass has been conducted by some

researchers as o##ows )ronson et$ a#$, 1.4 in Te%as Fniersity, &u#aeman

20104 in *ndonesia, >ersu#astuti 20104 in *ndonesia, ?yah Eu#andari

200.4in *ndonesia, and &ri Bahayu 20124 *n Indon35*a+ T234 1o.05 on

t23 6a45 to 3n2an.3 5t0d3nt5 573a/*ng a8*9*t4+ a53d on t23*r

r353ar.2: 573a/*ng *n5tr0.t*on 0535 J*g5a6 t3.2n*;03

*m7ro,355t0d3nt5 573a/*ng a8*9*t4+ T234 1o0nd t2at ersu#astuti>20104$*n his

research fndings thatthe atmosphere o #earning was much better because

the students ound another interesting way in spea"ing c#ass$ Theyparticipated actie#y into the #earning, since eeryone had to e%change the

inormation in e%pert groups and then present it in their home team, made

them more productie, and created better interactions among the members,

a#though some mista"es occurred Hhere and there!, but they e#t e%cited as

we##, they a#so he#ped each other when they ound any diGcu#ties in their


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presentation$ )## those positie things are in #ine with the princip#e o what

ma"es spea"ing c#ass successu#$

Ehi#e, &ri Bahayu 20124 conducted research regarding Improving Stuents!

Speaking Competence "sing Jigsaw$ &he ound the use o jigsaw improed

the students! Cng#ish spea"ing competence and the students! motiation in

the #earning$ *t cou#d be seen rom the students! motiation and interest

increased$ Their main obstac#es as #i"e shy nerous, araid to ma"e mista"es,

and een inerior signifcant#y decreased$ ;esides, rom the co##ected data,

the students had better progress rom cyc#e one to ne%t cyc#e$

*n the preious study aboe, there are a ew researchesinc#uding the use o

jigsaw in improing students! spea"ing abi#ity$ The teachers! perormanceshows their abi#ity or prob#em in spea"ing instruction$This study is better to

"now c#ear#y about the way in conducting the research$ On the other hand,

the writer needs to increase "now#edge about it,in order to fnd out a portrait

the use o jigsaw technique in improing students! spea"ing abi#ity$

;ased on the e%p#aination, the writer is interested to fnd out wheather or not

signifcant the use o jigsaw technique in improing students! spea"ing

abi#ity$ ;esides, it is e%pected to contribute and to gie an objectie portrait

in so#ing prob#em in teaching spea"ing$

&+$ Stat3m3nt o1 t23 Pro893m

;ased on discussion in the bac"ground o the study aboe, the writer

ormu#ates o the research prob#em as o##ows:

14 ?oes the use o 8igsaw techniqueimproe students! spea"ing abi#ity at

the tenth grade o &6)7 6ataramI

24 Ehat are the students! responses in using 8igsaw technique in teaching

spea"ingI

&+( P0r7o53 o1 t23 St0d4


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This study is aimed as o##ows:

14 To fnd out whether or not signifcant the use o 8igsaw technique in

improing the &tudents! spea"ing abi#ity$

24 To fnd out the students! responses toward jigsaw technique in teaching

spea"ing$

&+@ S*gn*.an.3 o1 t23 St0d4

The resu#t o the study is e%pected to be used theoretica##y and

practica##y:

14 Theoretica##y

1$ The resu#t o this study is e%pected to be ab#e to widen the s"i## o

teachers in using jigsaw technique in order to improe student!s

spea"ing abi#ity$

2$ )s a reerence to other researchers who want to study jigsaw

technique more intensie#y in teaching spea"ing$

24


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The hypothesis o this study was prepared as a tentatie answer or

the research prob#em stated preious#y$ *n this case the a#ternatie

hypothesis is stated as o##ows:

J8igsaw Technique improes students! spea"ing abi#ityK

The a#ternatie hypothesis >a4 needs to be changed into nu## hypothesis

>o4 as o##ows:

J8igsaw technique does not improe students spea"ing abi#ityK

&+ S.o73 o1 t23 St0d4

The scope o the study is #imited to the subject and object inestigated$

1$ &ubject

The subject o this study is the Tenth Lrade &tudents o &6)7 6ataram in

)cademic Mear 2012/2013$

1$ Object

The object o this study is the Fse o 8igsaw Technique in *mproing &tudents!&pea"ing )bi#ity$

&+# D3n*t*on o1 K34 T3rm5

The purpose o the c#arifcation o term is to aoid misunderstanding$ The

terms are, as o##ows:

1$ 8igsaw technique

8igsaw is a cooperatie #earning which each member o a group was assigned

a diDerent part o materia#$ Then, a## the students rom diDerent groups who

had the same #earning materia# gathered together and ormed an Je%pert

groupK to discuss and communicate with each other unti# they a## mastered


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the materia#$ Nater, the students returned bac" to their home group to teach

the materia# to other members o their group 6engduo and iao#ing, 20104$

1$ &pea"ing abi#ity

7unan in Bosita 20114 defnesJspea"ing abi#ity is o spea"er to coney

inormation, e%press ideas, thought, ee#ing and reaction in appropriate

structure, speech sounds and patterns, appropriate ocabu#ary according to

situation and subject matter, and use the #anguage quic"#y and confdent#yK$

*n this study, spea"ing abi#ity is the abi#ity o students to coney inormation

on doing Cng#ish spea"ing by using accuracy, -uency and comprehensibi#ity

in spo"en #anguage$

CHAPTER II

REVIEW OF RE!ATED !ITERATURE

$+& S73a/*ng A8*9*t4

&pea"ing abi#ity is the "ey o human to interact in their #ie$ >ence, it is ery

needed by human being$ ;esides that, spea"ing is a#so the second s"i## that

needs to be comprehended by the peop#e chrono#ogica##y in their #ie

Busniati, 2004$Met, ;rown and Mu#e 1.34 be#iee that many #anguage#earners regard spea"ing s"i##s as the criteria or "nowing a #anguage$ They

defned -uency as the abi#ity to communicate with others much more than

the abi#ity to read, write, or comprehend ora# #anguage$ They regarded

spea"ing as the most important s"i## students acquire$ &tudents assess their

progress in terms o their accomp#ishments in spo"en communication$


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6oreoer, spea"ing is used or diDerent purposes to ino#e diDerent sty#es$

@or instance, someone purposes may be to ma"e socia# conte%t with peop#e,to estab#ish rapport, or to engage in the harm#ess chitchat that occupies

much o the time we spend with riends$Ehereas, Bichard 2002:2014 adds

that when we engage in this discussion with someone to

the other$The purposes may be to see" or e%press opinion, to persuade

someone about something, or to c#ariy inormation$ *n some situation we use

spea"ing to gie instruction or to get things down$ Ee use spea"ing to

describe thing, to comp#ain about peop#e behaior, to ma"e po#ite request or

to certain peop#e with jo"es and anecdotes$ Cach o this diDerence purposeor spea"ing imp#ies "now#edge o the ru#e that account or how spo"en

#anguage re-ect the conte%t or situation in which speech occur, the

participant ino#e and their specifc ru#e and re#ationship and the "ind o

actiity the spea"er are ino#ed in$

;ased on the e%p#aining, the writer can simp#iy thatspea"ing abi#ity is the

undamenta# media used to coney messages, "now#edge, emotions,

ee#ings, ideas, and opinions direct#y in socia# interaction$

$+&+& T23 D3n*t*on o1 S73a/*ng A8*9*t4

&pea"ing abi#ity consists o two words Jspea"ingK and Jabi#ityK$ ;rown in

6urad 200.:14 defnes that spea"ing is an interactie process o

constructing meaning that ino#es producing, receiing and processing

inormation$Tarigan in Busniati, 2004 says that spea"ing is the capabi#ity to

articu#ate the e%pression and de#iering thought, opinion and wish$Ehi#e,

abi#ity is the capabi#ity or a power to do something physica# or menta##y

ornby, 1..' )dance Lrammar!s

?ictionary, 2004$ Thereore, the writer can conc#ude thatspea"ing abi#ity is

the capabi#ity o someone in an interactie process o constructing meaning

to coney thoughts, wishes, or ideasand so on$

$+&+$ T23 Im7ortant O1 S73a/*ng A8*9*t4


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6urad 200.:1(4 adds that spea"ing s"i##s hae been ound to be a

undamenta# s"i## necessary or a chi#d success in #ie$ &o that, it is needed by

#earner in rea# communication to e%press any message and inormation

7asin in &ahri#, 2012:134$

This process occurscontinua##y in our #ie, and it cannot be separated in a

socia# community$ >ence, spea"ing is undamenta# to human

communicationNawtie in &yam 20104$ Ni"e, when human de#iers a message

and the other ones is acceptab#ewhat is about, so,this is stated a

communication$ ;ut, * the communicant does not understand what the

message is about, so, it is defnite#yoccurred misunderstanding$

$+&+( T23 A573.t o1 S73a/*ng A8*9*t4

&pea"ing requires that #earners not on#y "now how to produce specifc

points o #anguage such as grammar, pronunciation, or ocabu#ary #inguistic

competence4, but a#so they understand when, why and in what ways to

produce #anguage socio#inguistic competence4 Aunningham in 6urad,

200.:1'4$ &o, there are some essentia# aspects o #anguage which must be

masteredby peop#e$ They are consists o utterance or pronunciation,

grammar, ocabu#ary, -uency, content and comprehension 7urhadi, 1.>eaton, 1..4$

1$


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Pocabu#ary cannot separate with the words it can be a message, an

idea, and etc$ This idea message4 must to coney through spea"ing$

&pea"ing is an e%pression o words ora##y and c#ear#y$ *n this case, ocabu#ary

shou#d be mastered a #ot in order that communication is dee#oped$

Bichard 2002:2'.4 c#arifes that "nowing a minimum o about 3000 words

was required or eDectie spea"ing$ Thereore, the spea"er wi## be more

-uent and easi#y in spea"ing process to the other depend on how much were

they mastered ocabu#ary$

1$ @#uency

@#uency is a goa# at this #ee# but on#y within #imited utterance #engths,

-uency does not hae to app#y on#y to #ong utterance Bohaniyah, 200:104$>armer 2004 mentions thatthere are some eatures o -uency$ @irst, pauses

may be #ong but not requent$


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1$ Aontent and 6eaning

Aontent and meaning are important in spea"ing process$ &o the spea"er

shou#d p#an or prepare materia# beore e%pressing his/her ideas$ ?ea#ing with

this statement, Tarigan in &ahri#20124 e%p#ainsthat the content and meaning

in spea"ing abi#ity can be seen rom mista"e, competence, c#arifcation, and

simp#icity what the topic is about$*n the other hand, spea"ing abi#ity is

re-ected requent#y o spea"ing what is used to spea" about$ *n this case,

comp#eteness o idea, thought or sense either it is ta#"ed simp#e or not$ The

content o spea"ing must be systematic, #ogica# and attractie$

$+&+@ F0n.t*on o1 S73a/*ng A8*9*t4

&pea"ing is a mean o us to e%press thought, wish, and opinion and so on$

7owadays, the student is hoped be ab#e dee#op their spea"ing abi#ity, inorder that they can share or coney their thought, opinion or others correct#y$

6oreoer, spea"ing is as one o the #anguage s"i##s that hae ita# unction to

e%press any messages, ideas, opinions and emotions ora##y Busniati

200:14$ @raser in Busniati 2004 e#aborates some unctions o spea"ing as

o##ows:

1$ Bepresentatie unction

*n this unction, spea"ing has an important ro#e to ma"e statement and tosend inormation about "now#edge$

1$ ?irectie unction

*n this iew, spea"ing is used to e%press any suggestions and adices ora##y$

1$ Ca#uatie unction

*n this case, spea"ing is used to "now and to ea#uate comprehension

degrees o spea"ers and #isteners about the substances o spea"ing$

$+&+B K*nd5 o1 Ora9 Comm0n*.at*on

;yrne in Behana 2004 mentions that ora# communication consist fe

genera# types, they are:


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1$ *ntrapersona# communication

Aommunication can be estab#ished between personand more tothe others$ *n

this case, the person spea"s to himse# asno one to communicate$ *t is

genera##y happened when someone thin" or communicatejust inhis mind$

7eerthe#ess, it can a#so be a#oud because someone occasiona##y hears

spea"ing with himse# with #oud#y oice$ This communication is ca##ed

mono#ogue, or e%amp#ewhen someone had a diRRy mind in deciding

whether he had to continue his study or not$ >e tried to communicate to

himse# or fnding out his potentia# and #ea"$ This was done because he did

not want to ai# in the way o his study$ Ehen he taught the prob#em oer, he

did produce a#oud oice, so no one can hear his oice and understand what

was thought by him$ 7eerthe#ess, someone occasiona##ysay, JEhat wayshou#d * ta"eIThisquestion was actua##y just to him, not to the others$

1$ *nterpersona# communication

The common communication is interpersona# communication where

someone spea"s with someone e#se$ Thus, there are two peop#e ino#ed in

this communication, spea"er and the hearer$ @orinstance J8ane is going to

meet ?ar" or discussing, their prob#em concerning this thesisK$ They coney

their prob#em to each other and try to so#e the prob#em by themse#es, theydo not ino#e to the other ones,but just they themse#es$

1$ Lroup communication

Lroup communication is happened when seera# peop#e ino#e in

discussion together$ *t has the same opportunity to spea" and #isten$ They

usua##y spea" by return a#though it may any presenter and then they wi##

estab#ish discussion section$

1$


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dean o acu#ty is the spea"er and a## students are in audience who just #isten

the speech$

1$ 6ass communication

S 6ass communication is simi#ar to pub#ic spea"ing because the sing#e

spea"er communicates to pub#ic or audience$ >oweer, there a#so has

diDerent name#y mass communication is done through media such as radio

and te#eision$Thereore,the spea"er and #istener do not ace to ace in room$

$+$ J*g5a6 T3.2n*;03

$+$+& D3n*t*on o1 J*g5a6

8igsaw is one o cooperatie #earning technique which suggests students

more actie and responsib#e or each other in comprehending the materia# to

get the achieementma%ima##y *sjoni 2011 ain, 200' &ahin, 20104$ The

unique characteristic o jigsaw is that students are gien portion o the tota#

#earning tas" master and then teach that segment to the other members otheir teamain in )nonymous,2010:304$

The app#ication o jigsaw was frst used by C#iot )ronson in 1. to improe

the co##aboration o students that inc#udes two diDerent actions o sma##

groups >edeen in 6aden, 2010: 14$ *t is strategy o the #earning method

which demands the students on group with +( member students who hae

heterogeneous abi#ity *sti"homah, 200.4$The ft number o students

according to ain!s e%perimenta# resu#t says, +( students was more

understandab#e than group which has member 2+ student$ >ence, in

co##ecting their group, the teacher shou#d choosetheir group members,

becausei the student is reed to se#ect their group members themse#es, so,

inrequent#y they wi## se#ect their c#osed riends *sjoni, 2011:'4$


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*n the app#ication o 8igsaw technique, the students separate rom their own

groups and orm new groups with the other students who are responsib#e or

preparing the same subjects$ These groups, ca##ed Jgroups o e%pertsK try to

ma"e other students understand the subject they ma"e p#ans about how

they can teach the subject to their riends, and prepare a report$ )terwards,

they turn to their own groups and teach their subjects to them with the he#p

o the reports they hae prepared$ *n the #ast stage, stage o comp#eting,

teachers can perorm some actiities with indiidua#s, sma## groups or the

who#e c#ass in order to uniy students! #earning$ @or instance, she/he can

ma"e one o the home groups or indiidua# students ma"e presentations in

the c#assroom on their subjects$ *n the ea#uation stage, the study is

comp#eted by ma"ing the ea#uation proposed by the cooperatie #earning

method &imse" in &ahin, 2010:4$

This technique a##ows students to actie#y participate in #earning process$ ;y

being constant#y subjected to this method, they shou#d ee# more

comortab#e about their ro#es$ Eays o ea#uating the groups can enhance

the eDectieness o the jigsaw technique by ma"ing each student hae a

sense o responsibi#ity or their group!s perormances Nucas in &ahin,

2010:4$

*n addition, 8ohnson, 8ohnson and >o#ubec in 6engduo and iao#ing

2010:114 put orward fe princip#es or jigsaw strategy as o##ows:

1$


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1$ *ndiidua# and Lroup )ccountabi#ity

The siRe o the group shou#d be "ept sma##, or the sma##er the siRe o the

group is, the greater the indiidua# accountabi#ity may be$ The teacher is

e%pected to gie an indiidua# test to each student, random#y e%amine

students by as"ing one student to present his or her group!s wor" ora##y to

the teacher in the presence o the group4 or to the entire c#ass, obsere

each group and record the requency with which each member contributes to

the group!s wor", appoint one student in each group as the #eader, who is

responsib#e or as"ing other group members to e%p#ain the rationa#e

under#ying the group answers, and monitor students to teach what they!e

#earned to the others$

1$ *nterpersona# &"i##s&ocia# s"i##s are a necessity or the success o jigsaw #earning in c#ass$ &ocia#

s"i##s inc#ude #eadership, decision+ma"ing, trust+bui#ding, communication,

con-ict+management s"i##s and so on$

1$ Lroup


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jigsaw technique considers that can be moresupportingthe students in

improing their students! spea"ing abi#ity$

$+$+$ St375 o1 J*g5a6 T3.2n*;03 *n t23 C9a55room

8igsaw is one o the cooperatie #earning techniques, is based on group

dynamics and socia# interactions &ahin, 20104$ *t means that the student

must study in a group )nonymous, 2010:304$ Thesteps o jigsaw

techniqueas o##ows:

@irst, teacher diides the students into sma## groups$ Cach group consists o

three to fe students$ These groups are ca##ed jigsaw group$ Teacher gies a

passage consists o some segments o the materia# to a## students in jigsawgroup$

&econd, each student in 8igsaw groups is assigned to choose a section or

portion o the materia#$ )ter that, students who choose the same section

gather and ma"e a new group ca##ed e%pert group$ *n this step, the

researcher gies time to these JC%pert LroupK to discuss the main point o

their segment$ They may share ideas, opinions, and comprehension about

the materia# and try to so#e their prob#em$ )ter that, they return to theirjigsaw groups and e%p#ain the materia# to each other, unti# a## o them in

jigsaw groups comprehend the materia#$

@ina##y, gie a quiR based on the materia# to fnd out students! achieement

ain, 200' 6engduo and iao#ing, 2010 >ersu#astuti, 20104$

;ased on the aboe statement, the writer can conc#ude that jigsaw

technique is simp#e technique or practicing in the c#assroom$

$+$+( Ad,antag35and d*5ad,antag35o1 J*g5a6 T3.2n*;03

)s a teaching technique,8igsaw has some adantages

http://serc$car#eton$edu/sp/#ibrary/jigsaws/why$htm#4 as o##ows:
http://serc.carleton.edu/sp/library/jigsaws/why.htmlhttp://serc.carleton.edu/sp/library/jigsaws/why.html


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1$ &tudents are direct#y engaged with the materia#, instead o haing

materia# presented to them, which osters depth o understanding$

2$ &tudents gain practice in se#+teaching, which is one o the most

a#uab#e s"i##s we can he#p them #earn$

3$ &tudents gain practice in peer teaching, which requires them to

understand the materia# at a deeper #ee# than students typica##y do

when simp#y as"ed to produce on an e%am$

$ ?uring a jigsaw, students spea" the #anguage o the discip#ine and

become more -uent in the use o discip#ine+based termino#ogy$

'$ Cach student dee#ops an e%pertise and has something important to

contribute to the group$

($ Cach student a#so has a chance to contribute meaningu##y to a

discussion, something that is more diGcu#t to achiee in #arge+group

discussion$

$ The group tas" that o##ows indiidua# peer teaching promotes

discussion, prob#em+so#ing, and #earning$

$ 8igsaw encourages cooperation and actie #earning and promotes

a#uing a## students! contributions$

.$ 8igsaw can be an eGcient cooperatie #earning strategy$ )#though the

jigsaw assignment ta"es time in c#ass, the instructor does not need to

spend as much time #ecturing about the topic$ * p#anned we##, theoera## time commitment to using the jigsaw technique during c#ass

can be comparab#e to #ecturing about a topic$

@rom the description aboe, the writer can inc#udes that jigsaw is a technique

shou#d actiein #earning process,becausethe c#ass is needed toa## o students

or indiidua##y comprehend the materia# we##$@ina##y, they teach themse#es

in their groups to one another$ ;y this way, a## o them wi## dee#op their

spea"ing s"i## as we##$

;esides there are e%pects and researches dec#are that jigsaw is an eDectie

method which has many adantages$ Met, jigsaw technique has a#so

disadantageswhich may happen in imp#ementing in #earning process$ @or

instance, &ofana 7ugroho 20124 say:


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1$ *n jigsaw technique, #earning and teaching actiity need more time$

2$ The teacher needs more s"i##s because each group need diDerent

hand#ing$

$+( R39at3d St0d4

The use o jigsaw in improing students! spea"ing abi#ity has been conducted

by seera# researchers as o##ow:

@irst#y, Cooperative #oel Type Jigsaw to Improve Speaking Skillwas

conducted by &u#aeman 20104$ >e says that through the cooperatie

#earning type jigsaw in #earning process can enhance the students spea"ing

s"i##$ >e adds that through his study shown the students actiities and the

students spea"ing had enhanced ater #earning process$ @ina##y, he states theuse o cooperatie mode# type jigsaw can rea##y improe the students!

actiities$

&econd#y, re#ated research o Implementing Jigsaw Technique in Speaking

Class of Describing Someone has beenconducted by >ersu#astuti>20104$*n

his researchfndingsthatthe atmosphere o #earning was much better because

the students ound another interesting way in spea"ing c#ass$ They

participated actie#y into the #earning, since eeryone had to e%change theinormation in e%pert groups and then present it in their home team, made

them more productie, and created better interactions among the members,

a#though some mista"es occurred Hhere and there!, but they e#t e%cited as

we##, they a#so he#ped each other when they ound any diGcu#ties in their

presentation$ )## those positie things are in #ine with the princip#e o what

ma"es spea"ing c#ass successu#$

Third,the $Jigsaw% Approach &rings 'essons to 'ife

was conducted by;af#e2004 in 6engduo and iao#ing, 20104$ >e states a#so that students are

eager participants in the #earning process and are responsib#e or the wor"

and achieement whi#e being he#d accountab#e by their peers students hae

more chance to appreciate diDerences and share e%periences through

indiidua# participation and instruction the jigsaw c#assroom stimu#ates


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students! motiation and increases enjoyment o the #earning e%perience and

promotes a great dea# o negotiation or meaning the jigsaw c#assroom

reduces students! re#uctance and an%iety to participate in the c#assroom

actiities whi#e increasing se#+esteem and se#+confdence fna##y, jigsaw is

an eDectie strategy to integrate arious #anguage s"i##s and trans#ation in

one Cng#ish c#ass with the teacher no #onger the so#e proider o "now#edge$

@orth, ?yah Eu#andari 200.4 adds in her research o Improving Speaking

Skill by "sing Jigsawat (th)ear Stuents of S#*+ *racimantoro$ The resu#t

o her study shows that the students! spea"ing s"i## improes$ The students

accepted and joined the 8igsaw imp#ementation because they cou#d o##ow

the cooperatie #earning princip#es and 8igsaw components we##$ @ina##y, she

ound that there is signifcant diDerence o students! achieement that aterimp#ementation is better than beore$ )nd she adds that the teaching

spea"ing using 8igsaw is successu# to improe students! spea"ing s"i## to

#earn spea"ing Cng#ish$

@ith, &ri Bahayu 20124 conducted research regarding Improving Stuents!

Speaking Competence "sing Jigsaw$ >er research ound the use o jigsaw

improed the students! Cng#ish spea"ing competence and the students!

motiation in the #earning$ *t cou#d be seen rom the students! motiation

and interest increased$ Their main obstac#es as #i"e shy nerous, araid toma"e mista"es, and een inerior signifcant#y decreased$ ;esides, rom the

co##ected data, the students had better progress rom cyc#e one to ne%t

cyc#e$

;ased on the re#ated study aboe, writer thin"s 8igsaw is suitab#e technique

to improe students! abi#ity in teaching spea"ing$ &o, in this research, the

writer aims to fnd out whether or not signifcant the use o jigsaw technique

in improing students! spea"ing abi#ity$


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CHAPTER III

RESEARCH METHOD

(+& M3t2od o1 t23 St0d4

The study inc#uded quantitatie research$ ;esides, the study used

e%perimenta# research, because in research conducted jigsaw technique in

c#ass e%periment$ *t aimed to fnd out whether or not signifcant improes o

students! spea"ing abi#ity ater being treated by using jigsaw technique$

(+&+& R353ar.2 D35*gn

The research used atrue e%perimenta# design withpretest+posttest contro#

group design$>ence, the writertoo" e%perimenta# and contro# group$ ;oth o

them had same #ee#, but it used diDerent setting in teaching and #earning

process$ *t meant, the e%perimenta# c#ass was treated by using jigsaw

technique, whi#e the contro# c#ass was taught through conentiona#

technique$

;esides,the research design ino#ed between pre+test and post+test

design as o##owing ormu#a:

Ta893 (+&E-73r*m3nta9 D35*gn

Lroup


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C%perimenta#

Aontro#

2(

M

7otes:

U &tudents! spea"ing scores o e%perimenta# group in pre+test

M U &tudents! spea"ing scores o contro# group in pre+test

T U treatment using jigsaw technique

O U treatment using non+jigsaw technique

eU students! spea"ing scores o e%perimenta# group in post+test

Mc Ustudents! spea"ing scores o contro# group in post+test

(+$ Po709at*on and Sam793

(+$+&Po709at*on

The popu#ation o this studywas the tenth grade students o &6)7

6ataramin academic year 2012/2013$There were seenteen c#asses, name#y

c#ass ) unti# V with tota# were '(1 students$

(+$+$ Sam793


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The samp#e o the study was ta"en by using c#uster samp#ing technique$

)ccording to &ugiyono 2010: 1214, c#uster samp#ing technique used to se#ect

samp#e i the object wi## be researched or data source is #arge$ Thereore,

random is not conducted direct#y to a## students, but according to c#ass

6argono, 1..(: 124$

;ased on the e%p#aination, the writer too" two c#asses as samp#e, name#y L

and * with tota#swere (2 students$There were 31 students or c#ass

e%periment, whi#e c#ass contro# was 31 students$

(+(+In5tr0m3nt o1 t23 R353ar.2

The instrumenta# research was an ora# test$ *t was re#eant instrument in

measure students! spea"ing abi#ity$ >eaton 1.':.4 states that the testmust be appropriate in terms o our objecties$*t depended on the eidence

proided and particu#ar situation$

;ased on the statement aboe, this research used a spea"ing test to fnd out

students! spea"ing abi#ity by using jigsaw technique$ Then, the researcher

a#so usedsome questionnaires to fnd out students! responsesater using

jigsaw technique in teaching spea"ing$

(+@+T3.2n*;03 o1 Data Co993.t*on

*n this study, the researchertoo"two c#asses$ One c#ass was or e%periment

and the other was or contro#$ Thee%perimenta# c#ass was treated by using

jigsaw technique, whi#e the contro# c#ass was treated by conentiona#

method$

;eore teaching actiity,the researcher gae pre+testtowardboth

e%perimenta# and contro# groups$*n this study, the materia# was about

e%pressinggratitude$ &o that, in this test, the researcher proided some

statements in situation orm which ocusedon materia# aboe$ Then, the

students made practice the situations into conersation orm with their

partnerand #imited time$6oreoer, aterteaching process, the researcher

gae post+test byusing spea"ing test$ *t was simi#ar test #i"epre+test$ *t aimed


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to fnd out whether the students! spea"ing abi#ityis signifcant ater using

jigsaw technique$@ina##y,the resu#t o the indiidua# scores between pre+test

and post+test scoreswas administered as data o research$

*n addition,the researcher proidedsome questionnaires$ *t was conducted

especia##y in the e%perimenta# c#ass$ *t aimed to fnd out the students!

responses ater using jigsaw technique in teaching spea"ing$

(+B+T3.2n*;03 o1 Data Ana945*5

To ana#yRe the data, the researcher used the o##owing steps:

1$ &coring the &tudent Test

*n this test, the researcher used 1+( point sca#e to measure thestudents! ora# answers based on rating abi#ity$The scoring o the students!

test ranged rom an impression mar" to a mar" arried at on the basis o

air#y detai#ed mar"ing scheme showing accuracy o pronunciation, -uency,

and comprehensibi#ity4$ The o##owing mar"ing scheme using a 1+( point

sca#e4 as o##ows:

Ta893 (+$ T23 A55355m3nt o1 Ora9 T35t

Rat*ng A..0r

(


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3


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range o e%pression

Rat*ng Com7r323

(Casy or the #istener to understand the spea"er!s intention andrequired

'The spea"er!s intention and genera# meaning are air#y c#ear$ )

are necessary

6ost o what the spea"er says is easy to o##ow$ >is intention ishim to coney the message or to see" c#arifcation

3The #istener can understand a #ot o what is said, but he must cspea"er!s more comp#e% or #onger sentence

2On#y sma## bits usua##y short sentences and phrases4 can be uwho is used to #istening to the spea"er

1>ard#y anything o what is said can be understood$ Cen when unab#e to c#arity anything he seems to hae said

)dopted rom >eaton, 1..:

1004

;eside the technica# o scoring through si% sca#es aboe, the writer a#so

ma"e rating c#assifcation as o##ows:


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C9a55*.at*on S.a93

C%ce##ent ( Q 100

Pery Lood 1 Q '

Lood '( Q 0

@air#y Lood 1 Q ''


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Q The ormu#a used or the contro# group as o##ows:

7otes:

U the mean score o contro# group

M U the deiation o score pre+test and post+test

7 U the number o samp#e

U the sum o sigma4

&uharsimi, 1..4

1$ Noo"ing or standar deiation scores

&?%U X%12Q and &?yU Xy12Q

7otes:

&?% U standard deiation score o e%perimenta# group

&?y U standard deiation score o e%perimenta# group

% U the deiation o e%perimenta# group

y U the deiation o contro# group

7 U tota# numbers o the subject

1$ >ypothesis Testing

*n the research used t+test ormu#a or hypothesis testing as o##ows:

t U


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7otes:

6%U mean score o e%perimenta# group

6yU mean score o contro# group

7 U tota# numbers o the subject

% U the deiation o e%perimenta# group

y U the deiation o contro# group

X%2can be gotten rom X%2 Q

Xy2 can be gotten rom Xy2Q

7etra in &usanto,20124

Q * t+test W t+tUab#e in the signifcance #ee# o 0,0' pU0,014,

>o is rejected$ *t means that the e%perimenta# groups hae higher s"i## in

spea"ing than contro# groups$

Q * t+test 5 t+tab#e in the signifcance #ee# o 0,0' pU0,014,

>o is accepted$ *t means that the contro# groups hae #ower s"i## in spea"ing

than e%perimenta# groups$

e$The ?ata )na#ysis o Vuestionnaire

The ormu#a o percentagewas app#ied to ana#yRe the questionnaire

datawere:


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7otes:


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A..0ra.4 F903n.4 Com7r323n5*8*9*t

B1 3 3 3

B2 ' '

B3 3 2 3

B 3

B' ' (

B( 3 2 3

B 3 2 3

B 3

B.

B10 3 2 3

B11 2 2 3


36/66

B12 3 3

B13 3

B1 3 2 3

B1' 3 3 3

B1( 2 2 2

B1 3 2 3

B1

3'

3

B1. 3 3 3

B20 2 3 3

B21 3 3 2

B22 3 3 2

B23 3 3 3


37/66

B2 3

B2' 3

B2( 3 3 3

B2 3 3 3

B2 3 3

B2. 3 2 2

B30 3 2 3

B31 2 3 3

# & &%&

7otes:

&core: -uency Y accuracy Y comprehensibi#ity

3

Tab#e $2$ A#assifcation o the


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( Q 100 ( 0

1 Q ' ' 2

'( Q 0

1 Q '' 3 20

2( Q 0 2 2

Z 2' 1 0

*n this tab#e, there were 2 students 104 who got ery good scores,

students 234 got good scores, 20 students ('4 who got air#y good

scores, and 2 students 104 got poor scores$

Tab#e $3$ &core o


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B2 ( ' (

B3 ' 3

B ' '

B' ( ' (

B( 3

B 3

B ( ' (

B. ' ' '

B10 3

B11

B12 3

B13 ' '

B1 3


40/66

B1' ' '

B1( 3 3 3

B1

B1 ' '

B1. 3

B20 3

B21 3

B22 ' '

B23 3

B2 ' '

B2' ' ( (

B2( 3

B2 ' 3


41/66

B2 '

B2. 3

B30 ' 3 '

B31

&(@ &$ &(@

Tab#e $$ A#assifcation o the


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Z 2' 1 0

*n the tab#e aboe, the students who got the e%ce##ent scoreswere students

134, which got ery good scores were students 2(4, whi#e 1 students

'4 who got good scores, and 1 student 34 got air#y good scores$

Tab#e $'$ &core o


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B ' ' '

B.

B10 3 3

B11 3 3

B12

B13 3 3

B1 3 3

B1' 3 3

B1( 3 3 3

B1 3 2 3

B1 3 3 3

B1. 2 2 1

B20


44/66

B21 2 3

B22 2 3

B23 3 3

B2 3 3 3

B2' 3 3

B2( 3 3

B2 3 3 2

B2 3

B2. 3 3

B30 3 2 2

B31 3 3

&%(


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Tab#e $($ A#assifcation o &tudents! &pea"ing )bi#ity in


46/66

m3

A573.t o1 573a/*ng

A..0ra.4 F903n.4 Com7r323n5*8*9*t4

1 3

2 3

3 3 3

3

'

( 3 3

'

' ' '

.

10 3 3

11 3 3


47/66

12 ' '

13 3 3

1 3 3

1' 3 3

1( 3 3 3

1

1 3 3 3

1. 2 2 1

20

21 2 3

22 3

23 3 3

2 3 3 3


48/66

2' 3

2( 3 3

2 3 3 2

2 ' ' '

2. ' 3

30 3 3 2

31 3

&&( &&% &%#

Tab#e $$ A#assifcation o the pre+test in the c#ass contro#

S.or3 Rat*ng Fr3;03n.4

( Q 100 ( 0

1 Q ' ' 3


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'( Q 0 12

1 Q '' 3 1'

2( Q 0 2 1

Z 2' 1 0

@rom the tab#e aboe, there were 3 students 104 who got ery good

scores, 12 students 3.4 who got good scores, 1' students 4 who got

air#y good scores, 1 student 34 who got poor score$

@+$ T23 Com70tat*on o1 M3an S.or3

Noo"ing or mean score o the pre+test and post+test, the writer used

this ormu#a$

)ter showing the data o scores o the pre+test and post+test with two

c#asses aboe$ >ere was the computation o means score$ Noo" at the

o##owing e%p#anations$

C%perimenta# Lroup:

Q


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Q


51/66

The tab#e standarddeiations o the e%periment and contro# c#asses were, as

o##ows:

Tab#e $.$ The Aomputation o ?eiation &core o the A#ass C%periment

nd3nt

Var*a893

>7r3t35t?

Var*a893 "

>7o5tt35t?

>- 4?

1 3 +1

2 ' ( +1

3 3 +1

' +1

' ' ( +1

( 3 +1

3 +1

( +2

. ' +1


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10 3 +1

11 3 +1

12 3 +1

13 ' +1

1 3 +1

1' 3 ' +2

1( 2 3 +1

1 3 +1

1 ' +1

1. 3 +1

20 3 +1

21 3 +1

22 3 ' +2


53/66

23 3 +1

2 ' +1

2' ( +2

2( 3 +1

2 3 +1

2 3 +1

2. 2 +2

30 3 ' +2

31 3 +1

(& &%$ &( (#

Tab#e $10$ The Aomputation o ?eriation &core o the A#ass Aontro#

nd3nt Var*a893 Var*a893 " " >- 4?


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>7r3t35t? >7o5tt35t?

1 0

2 3 +1

3 3 3 0

3 +1

' 0

( 2 3 +1

3 +1

' ' 0

. 0

10 3 3 0

11 3 3 0

12 ' +1


55/66

13 3 3 0

1 3 3 0

1' 3 3 0

1( 3 3 0

1 3 +1

1 3 3 0

1. 2 2 0

20 0

21 3 3 0

22 3 +1

23 3 3 0

2 3 3 0

2' 3 +1


56/66

2( 3 3 0

2 3 3 0

2 ' +1

2. 3 +1

30 2 3 +1

31 3 +1

(& &&% " &$

;ased on the tab#e aboe, the writer #oo"ed or standard deiation score o

the two groupsca#cu#ated by using the ormu#a as o##ows:

Q C%perimenta# Lroup

&?%U X%12Q

U '0 Q

U '0

U '0 ,1(

U ',


57/66

Q Aontro# Lroup

&?yU Xy12Q

U 12 Q

U 12

U 12 ,(

U ,3(

@+@ T23 Com70tat*on o1 t23 S*gn*.ant o1 M3ant S.or3 D3,*at*on

)ter getting the students! means score and standard deiation score, the

writer continued to ana#yRe the data by using the ormu#a as o##ows:

t U

t U

t U

t U

t U

t U

t U

t U 3,0.

@+B T23 Int3r7r3tat*on o1 t23 R3509t


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The resu#t o t+test o both e%periment and contro# groups was 3,0.$ This

resu#t consu#ted with t+tab#e by using the confdence #ee# 0,0' and the

degree o reedom d4 was(0 (2+14$ Thereore, it was gotten 1,(. or t+

tab#e scores$ *n other hand, the a#ue o t+test was higher than t+tab#e

3,0.51,(.4$ @ina##y the writer inerred that nu## hypothesis >o4 which

stated J8igsaw technique does not improe to students spea"ing abi#ity was

rejectedK$ The a#ternate hypothesis >a4 was defnite#y accepted$

@+ T23 Com70tat*on o1 t23 St0d3nt5 R357on53

Vuestionnaire used to "now students! responses toward jigsaw technique

ater giing treatment$ *t was gien to 31 students with 10 questionnaires$

Tab#e $11$ &tudents! Besponse in using 8igsaw Technique

Po5*t*,3 R357ond >? N3gat*,3 R357ond >"? P3r.3ntag3 >?

30 1 .

2' ( 1

2( '

2

2 3 .0

1 1 ''

2


59/66

20 11 ('

2( '

$$ B( #(%

)ter that, the tota# aerage o students! responseswere ca#cu#ated as

o##ows:

Q


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Tab#e $12$ The interpretation score o students! responses

&core

10 Q 20

21 Q 0

1 Q (0

(1 Q 0

1 Q 100

Biduwan in


61/66

CONC!USION AND SUGGESTION

B+& Con.905*on

;ased on the aims o the study were, to fnd out whether or not the

use o jigsaw technique in teaching spea"ing and what are students!

responses toward jigsaw technique in teaching spea"ing$ &o,the resu#t o the

research had beed shown as o##ows:

1$ The use o jigsaw technique improed students! spea"ing abi#ity$ *t

proed as shown as o##ows:

1$ The resu#t o the ana#ysis o the study, it was ound that the

a#ue o t+test was 3,0. and the a#ue o t+tab#e rom df 304 ondegree o signifcance o 0,0', got 1$(.+Thereore, t+test was the

higher than t+tab#e 3,0.51$(.4$ *t proed the nu## hypothesis

which stated Jthe use o jigsaw technique does not improe

students! spea"ing abi#ityK was rejected$ @ina##y, the a#ternatie

hypothesis stated defnite#y was accepted$

2$ @rom the statistica# ana#ysis, it was ound that the mean score

and the standard deiation o e%perimenta# groups were higher than

contro# groups$ 6ean score o e%perimenta# group was ,, whi#ethe mean score o contro# group was 3$2.

3$ )## o the data aboe indicated that the e%perimenta# group was

more successu# than the contro# group$ The fgure o t+test was a#so

higher than t+tab#e3,0.51$(.4$ *t meant that the deiation o the

two means score were signifcant$

2$ The students! responses toward jigsaw technique in teaching spea"ing

were, 2,. had positie responses, and 1,0. who had negatie

responses$ Thereore, there were more than ha# students had positieresponses toward jigsaw technique in teaching spea"ing$

B+$ S0gg35t*on

;ased on the conc#usion aboe, the writer put orward the o##owing

suggestions:


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1$ The Cng#ish teacher shou#d a#so app#y jigsaw technique in teaching

spea"ing materia#, because this one is appropriate method in teaching

spea"ing, which a## o students are more actie discussion$&o that,

student can dee#ops their spea"ing abi#ity$

2$ The head master shou#d motiate and support to the Cng#ish teacher o

Cng#ish to app#y this method especia##y in teaching spea"ing at their

schoo#$;esides, the head master shou#d pay attention more with each

teacher o Cng#ish, about how their students! spea"ing abi#ity is and

what "ind o the method is a#ways used by him/her$*n this case,he/she

can #oo" or the suitab#e method or them in order their student can

raise their abi#ity in spea"ing$

3$ The students shou#d rea#iRe that jigsaw technique is one o the better

technique in teaching spea"ing, because each students are assigned to

actie we## in discussion$

I!IOGRAPH"

)nonymous$ 2010$ The ./ectiveness 0f Jigsaw Technique In Teaching

1eaing Towars Stuents! 1eaing Skills2;anten:6ath#a!u# )nwar

Fniersity$ [On#ine\ aai#ab#e

at: http://edibrata$f#es$wordpress$com/2012/01/need+to+be+ana#yRed+

paper$pd$ [)ccessed on 8u#y 12, 2012\

)ronson$ 2012$Jigsaw Classroom2 [On#ine\Available

at3 http344www25igsaw2org4overview2htm62 [)ccessed on 8anuary 3, 2013\

)ronson, et2 al21.$ The 8igsaw A#assroom$ [On#ine\$ Cai#ab#e at:

http//www$cooperatie#earning$com/intruction strategies on#ine+jigsaw htm

)ri"unto, &$ 2013$ *roseur *enelitian Suatu *enekatan *raktek$ 8a"arta:


63/66

;arbara, Tew"sbury$ Detaile steps for using the Jigsaw Technique2 [On#ine\

)ai#ab#e at http://serc$car#eton$edu/sp/#ibrary/jigsaws/why$htm#$ornby$ 1..'$ 0;for Avance 'earner!s Dictionary of Current .nglish$

Nondon: O%ord Fniersity aryanto$ 1.$ *eniikan &ahasa Inggris$8a"arta: Fniersitas Terbu"a$

>armer, 8$ 200$ The *ractice of .nglish 'anguage Teaching2Nondon:

Nongman$

>eaton$ 1..$ ouse


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at:http://boo"s$goog#e$com/boo"s/about/Besearch]design]and]statistics]or]

app#i$htm#IidUdtPo))))*))8$ [)ccessed on 8anuary 12, 2013\

*sti"homah)$200.$Increasing Stuents! Speaking Competence Through

Jigsaw =A Classroom Action 1esearch At The >ourthyear 0f S Al A?har Syifa

&ui Solo2 &ura"arta: 6uhammadiyah Fniersity o &ura"arta$

*sjoni$ 2011$ Cooperative 'earning2;andung: )#abeta

6engduo, $ 2010$Jigsaw Strategy as a Cooperative 'earning Technique3

>ocusing on the 'anguage 'earners2Ahinese 8ourna# o )pp#ied Ninguistics$

Po#$ 33 7o$ $ [On#ine\ )ai#ab#e

at: http://www$ce#ea$org$cn/teic/.2/10120(0$pd$ [)ccessed on 8une 2(,

2012\

6urad, T$ 62 200.$The ./ect of Task@&ase 'anguage Teaching onDeveloping Speaking Skills among the *alestinian Seconary .>' Stuents in

Israel an Their Attitues towars .nglish28ordanian: Marmou" Fniersity$

Fnpub#ished$

6aden,&$2010$The e/ect of Jigsaw I on the achievement of course of

language teaching methos an techniques2)cademic 8ourna#s2Po#$ '124,

pp$ 0+($ )ai#ab#e on#ine

at http://www$academicjourna#s$org/CBB [accessed on O"tober 1, 2010\6argono$ 1..$ #etoologi *enelitian *eniikan$ 8a"arta: Bine"a Aipta

7urhadi$ 1.$ 7apita Selekta &ahasa an Sastra26a#ang: *9*< 6a#ang$


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Behana$ 200$The Application of Stuents Spoken >eeback to Improve the

Speaking Accuracy26a"asar: Fnpub#ished$

Bichard, 8$ 200$ Teaching 'istening an Speaking$ )merican: Aambirdge

Fniersity


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empong in Academic Year !"#!$!"#%. M"$"(")*M))"+,-". U#,(!,$- % M"$"(")'

&yam, 7$ 2011$ .;ploring Stuents *roblems an .;pectations in Speaking

Class2;andung: F

The Use of Jigsaw Technique in Improving the Students

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