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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 $%&$'$%&(
ASTRACT
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This study attempts to fnd out whether or not signifcant the use o jigsaw
technique in improing the students! spea"ing abi#ity and what are the
students! response toward jigsaw technique in teaching spea"ing$ 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$$ *n order to get data, the writer
administrated the way o co##ecting data were, frst, the writer presented pre+
test second, the writer gae treatment fna##y, the writer gae post+test$ Theresearcher presented the criteria o scores were accuracy, -uency and
comprehensibi#ity$ )ter co##ecting and ca#cu#ating the data, the researcher
ound that the mean score o pre+test and post+test or e%periment group
were 3, 2. and $, whi#e or contro# group were 2, and 3,2$ )nd in
testing the hypothesis, the researcher used t+test ormu#a$ The researcher
ound that t+test was 3,0. and t+tab#e in signifcant ran" 0$0' '4 was
1,(.$ *t proed that t+test was higher than t+tab#e 3,0.51,(.4$ &o the
a#ternatie hypothesis was accepted$ *t indicated that the use o jigsawtechnique improed students! spea"ing abi#ity at the tenth grade students o
&6)7 6ataram in academic year 2013/201$ *n addition, the researcher
used questioners to "now the students! response$ &o, the researcher ound,
the students! response toward 8igsaw technique had 2,., positie
response and 1,0. , negatie response$ &o that, based on the criteria was
more than ha# students 2,.4 had positie response toward jigsaw
technique$
9ey words:Jigsaw Technique, Speaking Ability
TA!E OF CONTENTS
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TIT!E)))))))))))))))))))))))))))))))))))
)))))) *
PAGE OF
APPROVA!))))))))))))))))))))))))))))))) **
CANDIDATE
STATEMENT)))))))))))))))))))))))))))+ ***
MOTTO))))))))))))))))))))))))))))))))))
)))))+ *,
DEDICATION))))))))))))))))))))))))))))))))
)))) ,
ACKNOW!EDGEMENT)))))))))))))))))))))))))))
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TA!E OFCONTENTS)))))))))))))))))))))))))))))+ ,**
ASTRACT)))))))))))))))))))))))))))))))))
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CHAPTER IINTRODUCTION
1$1$ ;ac"ground o the
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1$'$ >ypothesis o the study=======================$ (
1$($ &cope o the &tudy=========================$$
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$htm#4 as o##ows:
http://serc.carleton.edu/sp/library/jigsaws/why.htmlhttp://serc.carleton.edu/sp/library/jigsaws/why.html7/26/2019 The Use of Jigsaw Technique in Improving the Students
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1$ &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
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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
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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
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B1' ' '
B1( 3 3 3
B1
B1 ' '
B1. 3
B20 3
B21 3
B22 ' '
B23 3
B2 ' '
B2' ' ( (
B2( 3
B2 ' 3
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B2 '
B2. 3
B30 ' 3 '
B31
&(@ &$ &(@
Tab#e $$ A#assifcation o the
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Z 2' 1 0
*n the tab#e aboe, the students who got the e%ce##ent scoreswere students
134, which got ery good scores were students 2(4, whi#e 1 students
'4 who got good scores, and 1 student 34 got air#y good scores$
Tab#e $'$ &core o
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B ' ' '
B.
B10 3 3
B11 3 3
B12
B13 3 3
B1 3 3
B1' 3 3
B1( 3 3 3
B1 3 2 3
B1 3 3 3
B1. 2 2 1
B20
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B21 2 3
B22 2 3
B23 3 3
B2 3 3 3
B2' 3 3
B2( 3 3
B2 3 3 2
B2 3
B2. 3 3
B30 3 2 2
B31 3 3
&%(
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Tab#e $($ A#assifcation o &tudents! &pea"ing )bi#ity in
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m3
A573.t o1 573a/*ng
A..0ra.4 F903n.4 Com7r323n5*8*9*t4
1 3
2 3
3 3 3
3
'
( 3 3
'
' ' '
.
10 3 3
11 3 3
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12 ' '
13 3 3
1 3 3
1' 3 3
1( 3 3 3
1
1 3 3 3
1. 2 2 1
20
21 2 3
22 3
23 3 3
2 3 3 3
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2' 3
2( 3 3
2 3 3 2
2 ' ' '
2. ' 3
30 3 3 2
31 3
&&( &&% &%#
Tab#e $$ 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
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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
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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
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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
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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 ',
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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
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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
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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:
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;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
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