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IMPROVING STUDENTS’ ENGLISH
SPEAKING COMPETENCE USING JIGSAW
(A Classroom Action Research in the Second Grade Students of SMK Wijaya
Kusuma Surakarta in 2011/2012 Academic Year)
By
SRI RAHAYU
S891008083
Submitted to Graduate School of Sebelas Maret University
As a Partial Fulfillment for Getting Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY
SURAKARTA
2011
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APPROVAL
The thesis has been approved by the consultants to be examined by the board of
the thesis examiners of English Education of Post Graduate Program of Sebelas
Maret University.
On:
By:
First Consultant Second Consultant
Prof. Dr. Joko Nurkamto, M.Pd. Drs. Gunarso Susilohadi, M.Ed.TESOL
NIP.19610124 198702 1 001 NIP. 19540315 198503 1 002
The Head of English Education Department of
Graduate Program
Sebelas Maret University
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
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LIGALIZATION
The thesis entitled “IMPROVING STUDENTS‟ ENGLISH SPEAKING
COMPETENCE USING JIGSAW (A Classroom Action Research in the Second
Grade Students of SMK Wijaya Kusuma Surakarta in 2011/2012 Academic
Year)” has been examined by the board of Thesis Examiners:
The Board of Thesis Examiners:
Occupation Name Signature
1. Chairman : Dr. Ngadiso, M.Pd.
NIP.19621231 198803 1 009 …………………….
2. Secretary : Dr. Abdul Azib,M.Pd.
NIP.19520307 198003 1 005 …………………….
3. Examiners I : Prof. Dr. Joko Nurkamto, M.Pd.
NIP. 19610124 198702 1 001 …………………….
4. Examiners II : Drs. Gunarso Susilohadi, M.Ed. TESOL
NIP. 10540315 198503 1 002 …………………….
The Director of Graduate program The Head of Graduate Program
of English Education
Prof. Drs. Suranto, M. Sc. P. Hd. Dr. Ngadiso, M.Pd.
NIP.19570820 198503 1 004 NIP.19621231 198803 1 009
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ABSTRACT
Sri Rahayu, S891008083, 2011, Improving Students’ Speaking Competence
Using Jigsaw (a Classroom Action Research in the Second Grade Students of
SMK Wijaya Kusuma Surakarta in 2011/2012 Academic Year). A Thesis, English
Education of Graduate Program, Sebelas Maret University, Surakarta.
This study is a classroom action research about the using of Jigsaw to
improve the students‟ speaking competence. The aims of this research are: (1) to
identify whether the Jigsaw can improve the students‟ speaking competence and
(2) to describe the classroom situation when jigsaw is used in teaching and
learning process of speaking competence. The research was carried out in
2011/2012 academic year in the eleventh grade class of SMK Wijaya
KusumaSurakarta.
This study was conducted in two cycles: the first cycle consisted of
three meeting and so did the second cycle. The staged procedures of the research
consisted of planning, acting, observing, and reflecting. The data were collected
through questionnaire, interview, classroom observation, test, and field notes. The
observation was done during the teaching learning in progress. The questionnaire
and interview were given to the students before and after the implementation of
Jigsaw. The tests were in the form of pre-test and post-test.
The result of the research showed that the use of jigsaw improved and
enhanced the students‟ English speaking competence. It could be seen from the
students‟ motivation and interest increased. Their main obstacles as like shy
nervous, afraid to make mistakes, and even inferior significantly decreased.
Besides, from the collected data, the students had better progress from cycle one
to next cycle. For instance, the mean of pre-test was 60, 43, while the mean of
cycle one was 66, 33 and cycle two was 70, 35. Based on the result of the study, it
can be concluded that the use of jigsaw technique really improve the students‟
achievement in learning English especially in speaking competence.
Related to the research finding above, the researcher wanted to
propose some suggestions for the English teacher in the vocational school
especially at SMK Wijaya Kusuma Surakarta as follows: Firstly. Recognize the
most appropriate teaching technique before conducting the teaching learning
process in the class. Secondly, create the most appropriate approach to make the
students not to be shy, nervous, and afraid to make mistakes, or even feel inferior
to communicate with others in English. The last, create an interesting and
enjoyable atmosphere during the class activity to make the students feel bravery
and easier to express their own English orally.
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “IMPROVING
STUDENTS‟ ENGLISH SPEAKING COMPETENCE USING JIGSAW (A
Classroom Action Research in the Second Grade Students of SMK Wijaya
Kusuma Surakarta in 2011/2012 Academic Year)”. It is not plagiarism or made by
others. Anything related to others work is written in quotation, the source of
which is listed on the bibliography, if then this pronouncement proves incorrect, I
am ready to accept any academic Punishment, included withdrawal of my
academic degree.
Surakarta, Desember 2011
Sri Rahayu
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MOTTO
1. Maka orang-orang yang beriman dan mengerjakan kebajikan, mereka
memperoleh ampunan dan rezeki yang mulia.
(Q.s. Al-Hajj: 50)
So those who believe (in oneness of Allah – Islamic Monotheism) and do
righteous good deeds, for them is forgiveness and Rizqun Karim (generous
provision, i.e. Paradise)
(Al-Quran Transliterasi: 645)
2. MAN JADA WA JADA WA TAWAKAL „ALALLAH
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DEDICATION
With deepest profound love, this work is devoted to:
1. Her great and almighty, Allah for all chance and beautiful life
2. Her beloved husband (Sarsono), son (Rico Waskito Putro), and daughter
(Shinta Permana Putri) who always make her motivated to do the best and
valuable, support and pray all the time for her success.
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ACKNOWLEDGEMENT
First of all, the writer prays to Allah SWT., the God Almighty that she
can finally finish the thesis as a partial fulfillment of the requirements for
Graduate Degree of Education in English.
In doing this work, the writer realizes that she is unable to finish it
without contributions, helps, suggestions, and comments from many people. She
is greatly indebted to them. Therefore, in this opportunity she would like to
express her gratitude to:
1. The Director of Graduate Program of Sebelas Maret University for his
permission to write this thesis.
2. The Head of English Education of Graduate Program of Sebelas Maret
University who has suggested and guided the writer to do this thesis well.
3. Prof. Dr. Joko Nurkamto, M.Pd. and Drs. Gunarso Susilohadi, M.Ed. TESOL
as the first and the second consultants who thoroughly and patiently give the
writer encouragement, guidance, and valuable ideas for the completion of this
thesis.
4. The Head Master of SMK Wijaya Kusuma Surakarta who has given the writer
permission to conduct the research at that school.
5. The students of SMK Wijaya Kusuma Surakarta who has givenher support to
carry out the study.
6. Her greatest appreciation goes to beloved mother (Suranti), Her beloved
husband (Sarsono,S.E,M.Si), her beloved son (Rico Waskito Putro), her
beloved daughter (Shinta Permana Putri), her beloved brothers, and sisters, all
her friends for endless love, support and prayer.
Finally she would like to thank all people who are not mention here,
but have contributed either directly or indirectly to the completion of this
thesis.
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This thesis is still far from being perfect. However, the writer do
hopes that this thesis will be able to give useful contribution and idea to improve
the English teaching learning process.
Surakarta, December, 2011
SR
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TABLE OF CONTENT
Page
PAGE OF TITLE ............................................................................................ i
PAGE OF APPROVAL ................................................................................... ii
PAGE OF LEGALIZATION .......................................................................... iii
ABSTACT ...................................................................................................... iv
PRONOUNCEMENT ..................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION ................................................................................................. vii
ACNOWLEDGEMENT .................................................................................. viii
TABLE OF CONTENT ................................................................................... ix
LIST OFAPPENDICES ................................................................................... x
CHAPTER I. INTRODUCTION .................................................................... 1
A. Background of the Study ...................................................... 1
B. The Problem Formulation .................................................... 9
C. The Objectives of the Study ................................................ 9
D. The Benefit of the Study ...................................................... 10
CHAPTER II REVIEW OF RELATED LITERATURE ............................... 12
A. Theoretical Description ........................................................ 12
1. Speaking competence ................................................ 12
a. The meaning of speaking ...................................... 12
b. The existence of speaking in ELT .......................... 15
c. The indicators of speaking competence ............... 17
d. Micro and Macro skills of speaking ...................... 19
e. Factors influencing the Students‟ Speaking Skill . 21
f. Type of Speaking Activities .................................. 24
g. Classroom Speaking Activity ................................. 25
2. The Concept of Jigsaw (Cooperative Learning .......... 28
a. The meaning of cooperative Learning ................... 28
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b. The Elements of successful Cooperative Learning.. 28
c. The Goals of Cooperative Learning ....................... 30
d. The advantages of Cooperative Learning .............. 32
e. The Models of Cooperative Learning ................... 32
f. The Jigsaw Technique in Cooperative Learning ... 34
g. The Directions of Jigsaw ....................................... 35
h. The Ten Steps in Jigsaw ........................................ 35
3. The Concept of Motivation .......................................... 38
a. The Definition of Motivation ................................ 38
b. The Kinds of Motivation ........................................ 39
c. The Source of Motivation ...................................... 40
d. The Characteristic of Motivated students .............. 41
B. Review Relevant Study ..................................................... 42
C. Rational .............................................................................. 44
D. Action Hypothesis .............................................................. 47
CHAPTER III RESEARCH METHODOLOGY ........................................... 48
A. Setting and Time ................................................................. 48
1. Setting .......................................................................... 48
2. Time ............................................................................. 49
B. The Subject of the Research .............................................. 50
C. The Method of the Research .............................................. 51
D. Procedure of Action Research ............................................ 54
1. Planning ....................................................................... 54
2. Action ........................................................................... 54
3. Observing...................................................................... 56
4. Reflecting ..................................................................... 56
E. Technique of Collecting Data ............................................ 56
1. Type of Data ................................................................. 56
2. Technique of Collecting Data ...................................... 67
F. Technique of Analyzing Data ............................................. 58
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CHAPTER IV THE RUSULT of RESEARCH and DICUSSION .................. 60
A. Introduction ....................................................................... 60
1. Initial Reflection .......................................................... 61
2. Fact Finding Analysis ................................................. 63
B. The Implementation of the Action .................................... 71
1. Cycle 1 ......................................................................... 72
a. Planning the Action .............................................. 72
b. Action ................................................................... 73
1) First Meeting ................................................. 74
a) Opening the Class ..................................... 74
b) Main Activity (Survival Activity ............... 76
c) Closing ...................................................... 81
2) Second Meeting ............................................. 82
a) Opening the class ...................................... 82
b) Main activity .............................................. 83
c) Closing ....................................................... 87
3) Third Meeting ................................................. 88
a) Opening the class ....................................... 88
b) Main activity ............................................. 89
c) Closing ....................................................... 92
4) Fourth Meeting .............................................. 93
a) Opening ...................................................... 93
b) Main Activity ............................................ 94
c) Closing ....................................................... 94
c. Observing and Monitoring the Action .................. 95
d. Evaluating and Reflecting the Result of
Implementation ...................................................... 100
2. Cycle 2 ........................................................................ 104
a. Revised Planning the action .................................. 104
b. Implementation ..................................................... 106
1). First Meeting .................................................... 107
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a) Opening the class ..................................... 107
b) Main Activity (Survival Activity) ............ 108
c) Closing ....................................................... 111
2). Second Meeting ............................................... 111
a) Opening the class ...................................... 112
b) Main activity ............................................. 113
c) Closing ...................................................... 114
3). Third Meeting .................................................. 115
a) Opening ...................................................... 115
b) Main Activity ............................................ 116
c) Closing ....................................................... 117
4) Fort Meeting ..................................................... 117
a) Opening ..................................................... 118
b) Main Activity ............................................ 118
c) Closing ...................................................... 119
c. Observing and Monitoring the Action .................. 119
d. Evaluating and Reflecting the Result of
Implementation ..................................................... 119
C. Discussion .......................................................................... 124
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........ 133
A. Conclusion ........................................................................ 133
B. Implication ........................................................................ 136
C. Suggestion ........................................................................ 136
BBLIOGRAPHY ............................................................................................ 138
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LIST OF APPENDICES
NO. Name of Appendices ………………………………………………... ….
Page
1. Field Note of Observation, Cycle 1 ……………………………………..
140
2. Field Note of Observation, Cycle 2 ……………………………………..
142
3. Lesson Plan 1 ……………………………………………………………
146
4. Lesson Plan 2 ……………………………………………………………
168
5. The Result of Pre-Test …………………………………………………..
177
6. The Result of Post-Test, cycle 1 …………………………………………
178
7. The Result of Post-Test, cycle 2 …………………………………………
179
8. The result of All Score …………………………………………………..
180
9. The Instrument of Pre-Test ……………………………………………..
181
10. Questionnaire ……………………………………………………………
193
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Proposal
TABLE OF CONTENT
Page
PAGE OF TITLE …………………………………………………………...
i
PAGE OF APPROVAL ……………………………………………………
ii
TABLE OF CONTENT …………………………………………………….
iii
CHAPTER I. INTRODUCTION ……………………………………………
1
E. Background of the Study ………………………………….
1
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F. The Problem Formulation ………………………………….
7
G. The Objectives of the Study ……………………………….
7
H. The Benefit of the Study …………………………………..
8
CHAPTER II REVIEW OF RELATED LITERATURE …………………..
9
E. Theoretical Description ……………………………………..
9
4. Speaking competence ………………………………..
9
h. The meaning of speaking …………………………
9
i. The existence of speaking in ELT…………………
11
j. The indicators of speaking competence ………….
15
k. Micro and Macro skills of speaking ………………
19
l. Factors influencing the Students‟ Speaking Skill …
22
m. Type of Speaking Activities ………………………
25
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n. Classroom Speaking Activity …………………….
26
5. The Concept of Jigsaw (Cooperative Learning)…..…
29
i. The meaning of cooperative Learning …………….
29
j. The Elements of successful Cooperative Learning..
30
k. The Goals of Cooperative Learning ……………….
31
l. The advantages of Cooperative Learning………….
33
m. The Models of Cooperative Learning ……………..
34
n. The Jigsaw Method in Cooperative Learning……...
35
o. The Direction of Jigsaw …………………………..
36
p. The Process for Designing Expert of Jigsaw ….......
37
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q. The Ten Steps in Jigsaw …………………………..
38
F. Rational …………………………………………………
40
G. Action Hypothesis………………………………………
40
CHAPTER III RESEARCH METHODOLOGY…………………………
42
G. Setting …………………………………………………..
42
H. The Subject of the Research ……………………………
43
I. The Method of the Research ……………………………
44
J. Procedure of Action Research…………………………..
47
5. Planning …………………………………………….
47
6. Action……….………………………………………
48
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7. Observing……………………………………………
49
8. Reflecting …………………………………………..
49
K. Technique of Collecting Data ………………………….
49
L. Technique of Analyzing Data ………………………….
50
CHAPTER IV THE RUSULT of RESEARCH and DICUSSION…………
58
D. Introduction ………………………………………………
58
3. Initial Reflection ………………………………………
59
4. Fact Finding Analysis ………………………………
61
E. The Implementation of the Action ………………………
70
3. Cycle 1………………………………………………..
70
e. Planning the Action ………………………………
70
f. Action ……………………………………………
71
1). First Meeting ………………………………….
72
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a). Opening the Class …………………………
72
b). Core Activity (Survival Activity)………..
74
c). Closure ……………………………………
79
2). Second Meeting ………………………………..
80
a). Opening the class ………………. . ……….
80
b). Core activity …...………………………….
81
c). Closure ……………………………………..
85
3). Third Meeting ……………..……………………
86
a). Opening the class ……………………… …..
86
b). Core activity ………………………………..
87
c). Closure ………………………………………
91
4). Fourth Meeting …………… .…………………….
91
a). Opening …………………………………….
92
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b). Core Activity ………………………………. 92
c). Closure …………………………………..…..
93
d).Observing and Monitoring the Action ………….. 94
e). Evaluating and Reflecting the Result of
Implementation …………………………….. 97
4. Cycle 2 ………………………………………………
103
e. Planning the action ………………………………
103
f. Implementation ………………………………….
105
1). First Meeting ………………………………..
105
a). Opening the class ……………………….
106
b). Core Activity ( survival Activity) ………. 106
c) Closure …………………………………..
111
2). Second Meeting ……………………………
112
a). Opening the class ………………………...
113
b). Core activity ……………………………. 113
c). Closure …………………………………..
118
3). Third Meeting ……………………………….
118
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a). Opening ………………………………….
119
b). Core Activity ……………………………
119
c). Closure …………………………………..
120
c. Observing and Monitoring the Action …………..
120
d. Evaluating and Reflecting the Result
of Implementation …………………………………..
124
F. Discussion………………………………………………….
125
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION……133
D. Conclusion ………………………………………………………… 133
E. Implication …………………………………………………………
136
F. Suggestion …………………………………………………………
136
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Summary of Thesis
IMPROVING STUDENTS’ ENGLISH SPEAKING
COMPETENCE USING JIGSAW
(A Classroom Action Research in the Second Grade Students of SMK Wijaya
Kusuma Surakarta in 2011/2012 Academic Year)
By
SRI RAHAYU
S891008083
ABSTRACT
Sri Rahayu, S891008083, 2011, IMPROVING STUDENTS‟ SPEAKING
COMPETENCE USING JIGSAW (a Classroom Action Research in the Second
Grade Students of SMK Wijaya Kusuma Surakarta in 2011/2012 Academic Year),
Advisor I: Prof. Dr. Joko Nurkamto, M.Pd. Advisor II: Drs. Gunarso Susilohadi,
M.Ed.TESOL, Thesis, English Education of Graduate Program, Sebelas Maret
University.
The aims of this research are: (1) to know whether the use of Jigsaw in
teaching English improve the students‟ speaking competence in learning English and
(2) to know the extent jigsaw teaching technique in teaching English speaking can
make the improvement of motivation to the learning process and the students‟
speaking competence.
The research was carried out in 2011/2012 academic year in the eleventh
grade class of SMK Wijaya KusumaSurakarta. This study was conducted in two
cycles: the first cycle consisted of four meetings and so did the second cycle. The
staged procedures of the research consisted of planning, acting, observing, and
reflecting. The data were collected through questionnaire, interview, classroom
observation, test, and field notes. The observation was done during the teaching
learning in process. Interview was given to the students before and after the
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implementation of Jigsaw. The tests were in the form of pre-test and post-test. The
questionnaire was given at the end of the implementation.
The result of the research showed that the use of jigsaw improved the
students‟ English speaking competence and the students‟ motivation in the learning.
It could be seen from the students‟ motivation and interest increased. Their main
obstacles as like shy nervous, afraid to make mistakes, and even inferior significantly
decreased. Besides, from the collected data, the students had better progress from
cycle one to next cycle. For instance, the mean of pre-test was 63, 43, while the mean
of cycle one was 67, 90 and cycle two was 73, 46. Based on the result of the study, it
can be concluded that the use of jigsaw technique really improve the students‟
achievement in learning English especially in speaking competence.
Related to the research finding above, the researcher wanted to propose
some suggestions for the English teachers in the vocational school especially at SMK
Wijaya Kusuma Surakarta as follows: (1) Recognize the most appropriate teaching
technique before conducting the teaching learning process in the class, (2) Create the
most appropriate approach to make the students not to be shy, nervous, and afraid to
make mistakes, or even feel inferior to communicate with others in English, and (3)
Create an interesting and enjoyable atmosphere during the class activity to make the
students feel bravery and easier to express their own English orally.
Key words: Speaking Competence, Jigsaw, Motivation
A. INTRODUCTION
1. Background of the Study
Speaking is one part of four language skills or aspects of language teaching
and learning: listening, speaking, reading, and writing (Depdiknas 2005: 171). It is
one part of four skills that must be mastered by the students that they are able to
express or say thing orally whether monologue or to interact with other people in the
form of dialogue. Speaking is an important part, or a tool to develop the students‟
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ability to express opinions, thoughts, or ideas orally. It can convey the
communication process clearly.
Meanwhile, speaking is apart of oral productive skill where both speaker and
listeners are actively involved in the process of interpreting and negotiating meaning.
The speaker must encode the meaning he wishes to convey to appropriate language
then the listener has to interpret the massage. Both speaker and listener will deliver
or catch the message well if he/she has speaking competence. He/she should have
more chances and practicing to reach this competence. To have practicing is needed
the motivation, because it is the reason of someone to do something. When the
students learn language, they have some reason to do it. Richard (2001: 112) states
that people are generally motivated to pursue the goals. Their reasons are the goals of
learning a language and the objective of learning a language itself.
SMK Wijaya Kusuma Surakarta is a private Vocational High School in
Surakarta which has the aim to prepare the candidates to be capable and skilled
administrative workers. Based on the Standar Kompetensi Kelulusan, (curriculum
KTSP, 2005: 9) the purpose of the language speaking in Vocational High School at
the level of Elementary is expected to be able to express meaning orally in the context
of interpersonal and transactional, formally or informally, in the form of conveying
request and command related to the work.
In teaching English speaking has a complex activity. It requires the students‟
competence such as pronunciation, grammar, content, fluency and organization. They
are called have good pronunciation, if they have standard of English accent. They are
called have good grammar, if they are able to make view (if any) noticeable errors of
grammar or word order. They are called have good fluency, if they are able to speak
fluently, without hesitation, They are called have good in content, if they are able to
use words and concept which are appropriate for the knowledge and experience of
general audience, and They are called have good in organizing, if they are able to
manage the ideas relate to the maximum text structure in the genre topic chosen.
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Actually the students of the Second Grade Students of SMK Wijaya Kusuma
Surakarta have weaknesses in certain things. These were caused by many factors.
One of the factors is from extrinsic influence which didn‟t support their talents and
competences. It could be derived from the teacher, surrounding community or
environment, the students themselves, and so on. One of the weaknesses which they
had in learning English according to the researcher‟s observation was speaking
competence. Some, even most of the students got difficulties in this matter. In this
case, the researcher classified the difficulties into two parts. They are quantitative and
qualitative.
Based on the quantitative data, the researcher found that the students of the
Second Grade Students of SMK Wijaya Kusuma Surakarta, based on their daily
marks taken, no one who got mark more than 7. Those who got the same as or more
than 68 were 10 students (27.778%), and the other students who got less than 68
(72.222%), from totally 36 students. In reality, in the result of the preliminary-test
held, indicates that many of the student‟s achievement of the second grade of SMK
Wijaya Kusuma Surakarta in English speaking are still low. The low students‟
achievement can be seen from the data of the daily mark of the English speaking they
have got. The average mark of Pronunciation is 60.83. The average mark of grammar
is 63.33. The average mark of Content is 60.2778. The average mark of Fluency is
55.83. And the average mark of Organizing is 59.72. It has the lowest average mark is
at the fluency (59.72). And the total average mark is 60. Some of them get under the
Minimum Standard Criterion (Kriteria ketuntasan minimal/KKM) which is settled at
6.8.
While qualitative data, the researcher got it from the interviewing some of
them, they didn‟t show their speaking competence well. For instance from 20
students interviewed, they often mispronounced certain word(s), often misunderstood
with the questions and the expected answer, didn‟t have good structure, didn‟t have
good fluency and didn‟t have appropriate organization well.
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When the researcher asked them about their difficulties to express their own
English orally or to respond someone‟s question, only some of them stated that they
didn‟t have serious problem to learn English. Two of them said that actually they
enjoyed learning English orally, but they got difficulties to express and respond the
question. Meanwhile, they mentioned several reasons why they got difficulties like,
little practice, and limited vocabulary. Based on the students‟ problem faced, there are
many factors causing their difficulties in achieving speaking competence. Based on
the interview that the researcher got from some students, the causes are as follows:
Firstly, in teaching English speaking, the teacher tended to teach speaking
monotonously or as her routine activities without realizing that it would make the
students bored and lost their attention to the teaching and learning process. As a result
the students couldn‟t catch or understand the material easily because they have low
motivation and participation as stated by Douglas, “Routine activities in learning can
make the students bored. As a result, their motivation and participation in leaning
process will decrease” (1987: p. 48. The students didn‟t have with enough time to
practice or to express their own English, so they could not interact to each other in
English. For example, when the teacher thought a certain topic, the teacher just
explained the expression or material or grammatical related to the topic while the
students listened to the teacher‟s explanation, and took notes, or sometimes took a
nap, they are busy to talk with their close friend.
Then, the teacher asked the students to look at the structure of the dialogue or
paragraph which had been sated in the students‟ book and read it together after the
teacher. After that the teacher asked some of them to practice the dialogue or to retell
the content of the dialogue or paragraph in front of the class in pairs or individually.
Finally, the teacher asked them to answer the comprehensive questions dealing with
the topic in written form on their book or whiteboard and after that read it. The
teacher would be satisfied if the students could answer the questions correctly.
The teaching method above resulted in the following condition: The students
didn‟t have rehearsal time to practice or to express their English so that they could not
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interact one to each other in English simultaneously. They also tended to be shy,
nervous, doubt, inferior, and afraid to make mistakes because they seldom use their
own English to communicate with others. Besides, they didn‟t have creative and
innovative activity when they were learning English in the class room.
In this case, motivation becomes a crucial factor to consider in deciding
teaching learning activities for the students. In other words the teacher should be able
to apply the appropriate technique and approach which can increase the students‟
motivation in learning process in the classroom by giving them opportunity to decide
what to do and to think. It means that the technique and approach used by the teacher
in teaching English should be able to create an interesting atmosphere, so that the
students will be enthusiastic in learning process. The teaching-learning process which
provided the opportunities or the students to make their own choices or expressions
was cooperative learning.
Secondly, the teacher oriented the teaching at the written test which was held
in the mid or end semester, even in the final exam. The teacher felt guilty if the
students could not do the test correctly, because their English mark automatically
would be bad or less than the standard score. So the speaking doesn‟t have influence
on the students‟ score in the final semester or exam. Thirdly, there was no
specifically allocated time to evaluate the students‟ speaking skill at the end of
semester or final exam. This caused the teacher tended to ignore teaching speaking
communicatively. The mark of speaking skills was taken from the teacher‟s daily
observation.
In order, in teaching and learning process, the teacher is able to make the
students participate in discussion the material effectively, be able to understand what
they are learning in the class learning process, and also be able to express their own
English orally, the most important thing here to carry out the English teaching was
that the teacher is able to use the appropriate approach, design, and procedures to
manage and create the class lively. Consequently, the class will be possibly chaos but
it is enjoyable. In this case, one of the techniques or models in cooperative learning
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and suggested for developing the speaking competence is by using Jigsaw using
jigsaw technique to create and motivate the students to participate in discussion the
material effectively, understand what they are learning in the class learning process,
and also to express their own English orally.
Aronson (2007: 1) states that the jigsaw strategy is an efficient way to learn the course
material in a cooperative learning style. The jigsaw process encourages listening,
engagement, and empathy by giving each member of the group an essential part to play
in the academic activity. Group members must work together as a team to accomplish a
common goal; each person depends on all the others. No student can succeed completely
unless everyone works well together as a team. This "cooperation by design" facilitates
interaction among all students in the class, leading them to value each other as
contributors to their common task.
Meanwhile Brown (2001:100) states group and pair activities are excellent
technique as long as the teaching-learning process is clearly structured and defined
with specific objectives. He also described that beginners can also be thought by
using drills or repetition, according to Brown (2001: 100) short and simple technique
must be used or the beginner: some mechanical techniques are appropriate-choral
repetition and other drilling, for example. Many teachers dominate to initiate
questions at this level, followed only after sometimes by an increase in simple
student-initiated questions.
As for the reason for choosing Jigsaw as a teaching technique according to Aronson
(2007: 1) The Jigsaw strategy places great emphasis on cooperation and shared
responsibility within groups. The success of each group depends on the participation of
each individual in completing their task. This means the Jigsaw strategy effectively
increases the involvement of each student in the activity. For example, students are
divided into small groups of five or six students each. Each member of the group is
assigned a portion of an assignment or research project. Each member must research the
material pertaining to their section of the project and be prepared to discuss it with their
classmates.
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Besides, Jigsaw is very important in communicative language teaching
because it gives the students an opportunity to practice communicating and
interacting in different social context and different social roles. Therefore,
communicative language learning (CLT) approach is very appropriate to support the
problem above because this approach is learners-centered, where in doing their
activity they use their own language resources to communicate meaningfully and to
take part in the communication (Richard, 2001: 17).
Based on the way the researcher has been teaching as described previously
and the potential of Jigsaw to solve the problems that the researcher faces at SMK
Wijaya Kusuma Surkarta, especially at the second grade students, the researcher
conducts a research to improve the students‟ English competence in mastering
English. In this case the researcher uses Jigsaw as a teaching technique in teaching
English that probably facilitate the students in mastering English speaking
competence. The researcher wants to make an effort to improve the students‟
achievements in learning English speaking. It also aims to improve the studetnts‟
motivation in learning English speaking, so that the students will feel more
comfortable and interested in having English, and to get easier to communicate to
other people. Deals with the phenomenon above, in this research the researcher would
like to conduct a research about “Improving Students‟ English Speaking Competence
by Using Jigsaw”, (A Classroom Action Research in the second grade of SMK
Wijaya Kusuma Surakarta in 2011/2012 Academic Year).
Based on the background of the study, the problems can be formulated as
follows:
1. Does the use of Jigsaw technique improve the students‟ speaking competence in
learning English in the Second Grade Students of SMK Wijaya Kusuma
Surakarta in 2011/2012 Academic Year?
2. To what extent can Jigsaw improve the students‟ motivation in teaching English
speaking for the Second Grade Students of SMK Wijaya Kusuma Surakarta in
2011/2012 Academic Year?
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Based on the background of the study and the problem formulated above,
there are two kinds of objectives that are expected to be achieved in this study:
1. General objective: This study is intended to make improvement on the students‟
speaking competence in learning English.
2. Specific objectives: a) To know whether the use of Jigsaw in teaching English
improve the students‟ speaking competence in learning English in the Second
Grade Students of SMK Wijaya Kusuma Surakarta, b) Knowing the extent the
teaching technique of using Jigsaw in teaching English speaking can make the
improvement of motivation to the learning process and the students‟ speaking
competence.
B. REVIEW RELATED LITERATURE
1. The Meaning of Speaking Competence
Speaking is a part of oral productive skill. According to Brown (1997: 4),
speaking is an interactive process of constructing meaning that involves producing,
receiving, and processing of speech of sound as the main instrument. Speaking is
closely a part of daily life, because speaking ability is an integral part of a human
being. Means that human speaking is the ability to say something; so that the
speaking can give value what they are learning to appreciate language as an
instrument to be used rather than as knowledge to be stored away.
Based on the statement above, it can be inferred that speaking is be able to
produce oral language or say things or express thought by using the voice loudly,
right pattern of rhythm and intonation. It is also a communicative process of
constructing meaning by using words and concept, manage them to support detail of
the main ideas or topic.
2. The Indicators of Speaking Competence
The following are the indicators stated by Brown (2004:142-142), One can be
called to have speaking competence, if he/she has the following competence; first, be
able to imitate words or phrase or possibly a sentence or Imitative ability. Second, be
able to produce short stretches of oral language designed to demonstrate competence
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in a narrow band of grammatical, phrasal, lexical, or phonological relationship such
as prosodic elements – intonation, stress, rhythm, juncture or Intensive ability. Third,
be able to respond to a very short conversation, standard greeting and small talk,
simple request, and comments, and they like or responsive ability. Fourth, be able to
take the two forms of either transactional language which have the purpose of
maintaining social relationship or interactive ability. And the fifth is able to develop
monologue or oral production including speeches, oral presentation, and story-
telling, during which the opportunity for oral interaction from listeners is either
highly limited or ruled out together (extensive ability).
3. Micro and Macro skills of Speaking
The micro-skill refers to producing the smaller chunks of language such as
phonemes, words, collocation, and phrasal units. The macro-skill imply the speaker‟s
focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal
communication, and strategic option.
1) Micro skills
a) Producing difference among English phonemes and allophonic variant.
b) Producing chunks of language of different length
c) Producing English stress pattern, words in stressed and unstressed, position,
rhythmic structure, and intonation contours.
d) Producing reduced forms of words and phrases.
e) Using an adequate number of lexical units (words) to accomplish pragmatic
purposes
f) Producing fluent speech at difference rates of delivery.
g) Monitoring one‟s own oral production and use various strategic devices-pauses,
filters, self-correction, back tracking the clarity of the message.
h) Using grammatical words classes (noun, verb, etc.), system (e.g. tense, agreement,
and polarization), word order, pattern, rules and elliptical forms.
i) Producing speech in natural constituents: in appropriate phrases, pause groups,
breathe groups, and sentences constituent.
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j) Expressing a particular meaning indifferent grammatical form.
k) Using cohesive devices in spoken discourse.
2). Macro skills
a) Accomplishing appropriately communicative function according to situation,
participants and goals.
b) Using appropriate style, registers, implicative, redundancies, pragmatic
convention, conversation rules, floor keeping, and yielding, interrupting, and other
linguistic features in face-to-face conversations.
c) Conveying links and connections between events and communicate such relation
as vocal and peripheral ideas, events and feeling, new information and given
information, generalization and exemplification.
d) Conveying facial features, kinesics, body language, and other nonverbal cues along
with verbal language.
e) Developing and use a battery of speaking strategies, such as emphasizing
keywords, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you.
4. The meaning of cooperative Learning
Olsen and Kagan in Richard (2001: 192) define cooperative learning as
follows:“Cooperative learning is a group of learning activity organized so that
learning is dependent on socially structured exchange of information between
students in groups and in which students is held accountable for his or her own
learning and is motivated to increase the learning of others”
5. The Elements of Successful Cooperative Learning
Olsen and Kagan in Richard (2001: 196) propose the key elements of
successful group-based learning in cooperative learning as follows:
a. Positive independence occurs when group members feel that what helps one
member helps all and what hurts one member hurts all. It created by the structure
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of cooperative learning task and by building a spirit of mutual support with the
group.
b. Group formation is an important factor in creating positive interdependence.
Factors involved in setting up groups include: (1) deciding the size of the group:
this will depend on the tasks have to carry out, the age of the students, and the time
limits for the lesson. Typical group size is from two to four; (2) assigning students
to group: group can be teacher-selected, random, or student-selected, although
teacher-selected is recommended as the usual mode so as to create the groups that
are heterogeneous on such variables as post achievement, ethnicity, or sex; (3)
learner roles in group; each group member has a specific role to play in group,
such as noise monitor, turn taker monitor, recorder, or summarizer.
c. Individual accountability involves both group and individual performance, for
example, by assigning each learner a grade on his/her portion of team project or by
the calling on a learner random to share with the whole class, with group member,
or another group.
d. Social skills determine the way of the students to interact with each other as
teammates. Usually some explicit instruction in social skills is needed ensure
successful interaction.
e. Structuring and structure refer to ways of organizing students‟ interaction and
different ways of the students to interact such as Round Robin in which each
student makes contribution in turn orally.
6. The Goals of Cooperative Learning
According to Johnson, Johnson and Holubee in Richards (2001: 192) state that
cooperative learning sought to do the following goals:
a. Raising the achievement of all students, including those who are gifted or
academically handicapped.
b. Helping the teacher build positive relationships among the students.
c. Giving the students the experiences they need for healthy social, psychological,
and cognitive development.
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d. Replacing the competitive organizational structure of most classroom and school
with tem-based, high- performance organizational structure
There are three concepts of cooperative learning. They are as follows:
a. Appreciation to the team or group: appreciation is given to the group which able to
achieve the goals.
b. Individual responsibilities: it means that the group is able to achieve the result of
all members.
c. The same chance to reach the goals in the teaching learning: it means that the
students give a better goal on their working.
7. The Jigsaw Technique in Cooperative Learning
Aronson (2007: 1) states that The Jigsaw strategy places great emphasis on cooperation
and shared responsibility within groups. The success of each group depends on the
participation of each individual in completing their task. This means the Jigsaw strategy
effectively increases the involvement of each student in the activity. For example,
students are divided into small groups of five or six students each. Each member of the
group is assigned a portion of an assignment or research project. Each member must
research the material pertaining to their section of the project and be prepared to discuss
it with their classmates.
9. Implementation of Jigsaw
a. Divide the material needed to cover a topic into four roughly equal parts.
In upper division or graduate classes, you might assign four different articles. In
introductory level classes you might need to assign four different sections of a chapter
or four abridged articles. Finding four equal parts is sometimes tougher than it seems.
b. Assign a different topic to each team member.
You make the assignment: for example, all #1's will read the article by Johnson &
Johnson, all the #2's will read the article by Kagan, all the #3's will read the article by
Millis, and all the #4's will read the article by Davidson.
c. Develop and assign homework questions or essays over the material. These can be
turned in for points or a grade in undergraduate classes.
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Jigsaw falls apart if students are not prepared. Assigning questions, reading logs,
study guides or reaction papers helps to ensure preparation. You may write different
questions for each article or you may simply ask for a summary. In small classes some
faculty just check off students‟ work as they come in. Other faculty grade and/or
respond to the assignment.
d. When class meets again, students consult with experts from other teams.
When students arrive in class, they turn in their homework and then meet in expert
groups. If you have a large class, you will have to have more than one expert group
for each article: you don't want eight people in one expert group. Give the expert
groups instructions on their task.
If you simply asked your students to read a chapter and write a summary for
homework, you might give them instructions like these: 1) Introduce yourselves to the
other expert group members, 2)Discuss the reading with the group, coming to
consensus on the main points you will teach your teammates. Make sure everyone
participates, 3) Try to think of at least two examples from your personal experiences
to illustrate the main point(s), 4) Plan how you will check your respective teammates
for understanding without asking, "Do you understand?", and 5) Thank your expert
group members for their help.
If you had them answer focus questions for homework, your instructions might
look like this: 1)Introduce yourselves, 2)Take turns leading the discussion to compare
your responses to the questions, 3)Plan your strategy for teaching your teammates in the
limited amount of time that you will have, and 4)Thank your expert group members for
their help.
Other ideas you could add to the instructions include:
1) Reminders about social and cooperative skills: "The cooperative expectation for this
assignment is that all group members will participate fairly equally in the discussion.
It is each person‟s responsibility to ask for the opinions and ideas of quieter group
members. The individual accountability expectation is that any group member, if
randomly called upon, could summarize the group discussion."
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2) Instructions to promote critical thinking: "Try to come to any criticisms of the
author‟s work – is it biased, unsubstantiated, overly narrow in applicability, etc." or
"How might this article call in to question Smith‟s theory that we discussed last
week?"
e. Experts return to their teams and teach.
10. The Definition of Motivation
Brown (2001; 72) says that motivation is drawn from a number of different
sources: motivation is the extent to which the teacher makes choices about (a) goals
to pursue and (b) the effort the teacher will devote to that pursuit. The important
factor in successful language learning is the learners‟ motivation. To realize this
condition the teacher should be able to create and increase the students‟ motivation to
get the success of the learning activity by shaping a positive interest so the students
will be motivated to learn. The word „motivation‟ is a noun which comes from the
word „motivate‟. It means the need or reason for doing something.
11. The Kinds of Motivation
Meanwhile, Brown (2001: 75) states that there are two kinds of motivation (1)
Intrinsic motivation, comes from within the individual. They might motivated by
enjoyment of the learning process itself. The teachers invest most effort, and get most
immediate and noticeable pay-off in term of students‟ motivation, those are: clear
goal, varied topic and task, visual, tension and challenge, entertainment, play-acting,
information gap, personalization, and open-ended cues. (2) Extrinsically motivated
behavior: Typical extrinsic rewards are money, prizes, grades, and even certain type
of positive feedback.
C. RESEARCH METHODOLOGY
1. Setting, Time and The Subject of the Research
This research was carried out at SMK Wijaya Kusuma Surakarta. It was
located on Kutai Raya Street, Sumber Jetis, and Surakarta. The school phone number
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is (0271) 716278. Meanwhile, the research was carried out for six months from June
until November 2011: a) Pre-research in June, 2011, Preparation in July – August,
2011, c) Implementing Cycle 1 in September, 2011, d) Analyzing Cycle 1 in October,
2011, e) Implementing Cycle 2 in October – ,2011, f) Analyzing Cycle 2 in
November, 2011, g) Reporting in November, 2011 - January, 2011
The Subject used by the researcher is the second grade of SMK Wijaya
Kusuma Surakarta. There are 36 students totally. They consist of a male student and
35 female students.
2. The Method of the Research
In this research, the researcher uses the action research method. According to
Mills (2000: 5) action research is as a systematic inquiry done by teacher or other
individuals in teaching or learning environment to gather information about and
subsequently improve the ways their particular school operates, how they teach and
how they learn. Action research engages teachers in four steps process. They are as
follows: a) Identify an area of focus, b) Collect data, c) Analyze and interpret data, d)
Develop in action plan
The key points of action research are as follows: a) Action research is an
action which is taken as a result of reflection on phenomenon done by the researcher,
b)Action research always arises from some species problems or issuing arising out of
the searchers practice, c) Action research can be done by one person or individually
but will be rationally empowering when undertaken by participant collaboratively, d)
Action research starts with small cycle of planning, acting, observing, and
assumptions more clearly, e) Action research is a systematically learning process in
which people at deliberately, though remaining open to surprise and responsive
opportunity, f) The reliability and the validity of the hypothesis are determined by
usefulness of the result in overcoming the problem, g) The aim of action research is
to improve the quality of the system in certain social circumstances including
educational system.
3. Procedure of Action Research
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The researcher has to practice the action as spiral of steps that consists of four
stages:
a. Planning
1) Identifies the problem referring to the teaching and learning process that will
be researched in this study.
Based on the quantitative data, the researcher found that the students English
speaking is still low. Based on their daily marks are taken, most of them got less than
68 (72.222%), from totally 36 students. Some of them get under the Minimum
Standard Criterion (Kriteria ketuntasan minimal/KKM) which is settled at 6.8.Then
the researcher interviewed some of students, they didn‟t show their speaking
competence well. For instance from 20 students interviewed, they often
mispronounced certain word(s), often misunderstood with the questions and the
expected answer, didn‟t have good structure, didn‟t have good fluency and didn‟t
have appropriate organization well.
2) The researcher makes a plan
It is about what kind of action will be carry out and prepares everything
dealing with the action research requirements such as the material that is going to be
thought, make lesson plans, prepares some observation sheets to record the students‟
activities, preparing teaching aids, and test instruments, etc. In this case the researcher
takes two cycles that are expected to overcome the students‟ problem in learning
English. Each cycle will be carried out four meetings. At the end of cycle, the
researcher analyses and evaluates it to have improvement until to have the best
solution of the problem. Cycle two is taken by considering the result of the previous
cycle. It can be taken to improve the result or just to see the consistency of using
jigsaw teaching technique.
b. Acting
The researcher acts the lesson plan in the classroom. The plan is acted step by
step in the classroom, based on the plan structured and it will be applied using Jigsaw
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teaching technique to teach English speaking competence to the second grade of
SMK Wijaya Kusuma Surakarta. The steps are as follows:
1) Opening
The researcher as the teacher gives the motivation to the students by involving
them into a certain topic discussion which is closely related to their environment. For
example the teacher asks them about their daily activities, their experiences or their
fact dealing with the topics that are familiar in their mind.
2) Main activity
The researcher gave instructions and guided the students to apply the Jigsaw
teaching technique to deliver the material, give the time to each group to discuss the
part of the theme given, find the result of discussion in the expert group, report to the
origin group/jigsaw group, and the last is presentation. Each cycle will be conducted
in four meetings. Each meeting will be conducted in 90 minutes (2X45 minutes)
3) Closing
The researcher gave summarizing of the topic given, ask the students some
questions relating the topic orally, gave the students assessment by giving them a
topic which will be presented for the next meeting before the core activity (as the
warming up).
c. Observing
The researcher makes the important records which occur during the teaching
and learning process. On this observation the researcher is helped by the collaborator.
The observation was conducted by the time the teaching and learning process is in
progress. The activities were observing taking notes to all what happen during the
teaching and learning process. The data collection used the observation sheet
prepared either for teacher or students
d. Reflecting
The researcher recites the occurrences in the classroom as the effect of the
action. After that the researcher evaluates the process and the result of the action
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using Jigsaw technique through CLT in teaching English. This evaluation benefits to
decide what the research should do in the next cycle.
4. Data
There are two kinds of data:
a. Qualitative: It is in the form of words are taken from the result of the observation
did by the researcher while the actions are being carried out. It is done by using: 1)
Observation: The observation noticed classroom events and classroom interaction.
It meant that it was done nine times of observations. In that research, the
researcher is a teacher who teaches speaking using jigsaw; 2) Interview: to get
information from the students. The interview was done three times. They are in the
form of written questions; 3) Questionnaire: It was done only once after finishing
the implementation of jigsaw. The information covered their understanding of the
jigsaw, the implementation the students‟ speaking competence, and the strengths
and weakness of the implementation of jigsaw; 4) Document analysis: It will be
the written material sheets of classroom observation, lesson plans, list of students‟
scores in speaking test.
b. Quantitative data in numbers form are taken from the test that are carried out
before and after the cycles are acted. They were done three times. First is pre-test,
it is held before implementing the jigsaw technique. The second is pos-test in the
first cycle and the third is the post-test in the second cycle.
To analyze the quantitative data the researcher used: 1) post-test individually at the
end of each cycle by the using a simple formula:
X 100; and 2) The researcher applied a descriptive statistics, by
comparing the following dimension, namely; highest, lowest score and means. The
researcher used Inter Rater technique to score the students‟ work.
∑
The researcher applied the analytic method that components of speaking are scored
separately based on the scoring rubric of speaking such as pronunciation, grammar, or
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contents, fluency and organization. Each indicator is covered five levels or the
maximum score for each item. The students‟ individual score were computed by
using a simple formula:
X 100, so the formula has a categories system as
follows: 1) Excellent (81≥); 2) Good (75 – 80); 3) Fair (68 – 74); and 4) Poor (≤ 67)
The qualitative data are analyzed by using Constant Comparative Method as
suggested by Glaser and Strauss (1980: 105). This method has four steps namely: 1)
Comparing incidents applicable to each category; 2) Integrating categories and their
properties; 3) Delimiting the theory; 4) Writing the theory.
The process was analyzed by coding each incident in the data into as many
categories of analysis as possible. Coding needed to consist only of nothing
categories on and the properties emerge, the analyst would discover two kinds:
constructed and abstracted of language research situation. Integrating categories
and their properties
D. THE RESULT OF THE STUDY
1. Research Finding
In the first cycle are already successful. They are as follows:
a. Enhancing the students‟ production or speaking achievement of what they had
learned before which was held in the fourth meeting. They could improve their
English speaking competence. After comparing the result of pre-test of which the
mean was 63, 53 and the result of post- test in the first cycle of which the mean
was 67, 78, it can be concluded that there is a better progress than before. It means
that the students‟ achievement had improved at about 6, 68 %. However, there
were some indicators which got under the Minimum Standard Score (KKM).
Students‟ still got problems in pronunciation, fluency, and organization.
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b. The influences of Jigsaw teaching technique improve the students‟ motivation in
learning English speaking: 1) The class has become more active: In this case, the
students have activities which could be done individually or in their group to
discuss or to express their ideas to get complete information through discussion; 2)
The students‟ interaction has been enhanced: The students who used to feel shy,
nervous, afraid, inferior to make mistakes formerly, then they began to have
bravery to ask and respond someone else‟s questions or statement, although
sometimes they used Indonesian in communication; 3) The cooperation among the
students in the group seemed to be closer than before, because they always
completed one to each another in doing and finding the result of discussion and
finally preparing the presentation in front o the class; and 4) They seemed to have
fun and to be comfortable: The students felt that they had free atmosphere to
express their own English orally
2. The Strength: The Strengths of Using Jigsaw in Teaching and Learning.
The result of teaching and learning process of English speaking competence
using Jigsaw as a teaching technique in cycle two:
1) The students motivation improved
The students‟ seemed enthusiasm to involve themselves in their group activity rather
than when they were asked to work individually or classically. The “take and give”
action happened among them, and it was very helpful for them especially for the shy
students.By doing discussing in the small group or jigsaw group the students could
share their difficulties or problems in some aspects of language such as
pronunciation, grammar, vocabularies used or needed, and manage them or organize
them to support the main information or description. They could correct their mistake
one another, so that it was beneficial to improve their pronunciation, grammar,
vocabulary and fluency, when their oral production should be performed.
2) The students‟ speaking competence improved
There was an improvement in all components of the students‟ speaking
achievements compared with the data obtained from first cycle score. It meant that
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there was an improvement in the number of students who performed their
presentation in the speaking activity, and they seemed more confident and had less
anxiety in using the target language orally. Those five of component of speaking
competence (pronunciation, grammar, content, fluency, and organization) improved.
The result of pre-test and post-test in the second cycle can be seen in the following
table.
Table 4. 4
The Score of the Second Cycle
score Pre-test Post-test
Lowest 56.5 70
Highest 70 83
Mean 63.5 74, 01
It means the average score gained by the students is more than minimum standard
score (Kriteria Ketentun Minimal) which has been determined by school that is 6.8
3. The Weaknesses
There are some activities which are not successful yet in implementing during
the first cycle. For example:
a) The students‟ speaking competence still has the weakness in some indicators like
pronunciation, fluency, and organizing. The mean of them are still under the
benchmark or 68 (The mean of pronunciation is 66, 29, the mean of fluency is 66,
70 and the mean of organizing is 67, 71).
(1) The use of Jigsaw teaching technique has not been able to affect the students‟
psychological mind optimally for all students. For example: There were some who
were still a little passive, still felt doubt to express their mind, some still confused
at their presentation in weak voice, still felt a little inferior to express their minds,
some who imitated their fiends.
.E. CONCLUSION
Based on the research, teaching English speaking using jigsaw can improve
the students‟ speaking competence. It can be concluded that:
1. Jigsaw technique can improve the students’ speaking competence.
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The students weren‟t doubts, afraid, shy and lack of confidence in their
presentation. They could interact to the presented topic which was discussed in the
expert group or jigsaw group with the teacher‟s instruction or guidance. The have
become more active and have been excited to join it. Besides, when the researcher
as the teacher evaluate them to do test orally, the result was good enough. The
mean of the score from pre-test and from the cycle one to the following, cycle two
always has better progress.
2. Jigsaw technique can improve the students’ motivation in the learning
speaking.
The students‟ attitude inside the class during the English teaching and learning
process was more cooperative. They become more intensive in following and
paying attention to the lesson. Besides, they are more active, excited, and creative
in joining the learning.
BIBLIOGRAPHY Alexander, L and John, 1976, Testing Oral Skill in FLES Short Course: Foreign
Language Annual,
Aronson, E, 2011, Cooperation in the Classroom: The Jigsaw Method (3rd
edition),
London, Printer & Martin, ltd.
Byrne, Donn, 1997, Teaching Writing Skill, New York: Longman Inc.
Brown, H Douglas, 2001, Principle of Language Learning and Teaching, New
Jersey: Prentice Hall Inc.
Brown, H Douglas, 2001, Teaching by Principle An Interactive Approach to
Language Pedagogy, San Francisco: Pearson Education Company.
Brown, H Douglas, 2004, Language Assessment Principle and Practices, San
Francisco: Pearson Education Inc.
Brumfit and Johnson, 1998, Language Learning and through Practice, “The
Communicative Approach to Language Teaching, (ed), CJ. Brumfit dan K
Johnson, Oxford: oxford University Press.
Cambridge Advance Learners‟ Dictionary, Third Edition, 2008
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Dougill, John, 2008, English as Decorative Language, Journal English Today,
Cambridge: University Press.
Elliot, John, 1991, Action Research for Educational Change, Buckingham: Open
University Press.
Harmer, Jeremy, 1998, How to Teach English, An Introduction to the Practice of
English Language Teaching, London: Longman, London Publishers.
http://www.jigsaw.org
Hill, Susan and Hill, Tim, 1990, A Guide Co-operative Learning the Collaborative
Classroom, Eleanor Curtain.
Johnson, E.B, 2002, Contextual Teaching and Learning, Thousand Oaks: Corwin
Press Inc.
Lexy J Maleong, 2005, Metode Penelitian Kwalitative, Edisi Revisi.
Larsen, Dian, Freeman, 1996, Technique and Principle in Language Teaching,
Oxford University Press.
Mettew, Alan at al., 1985, At the Chalkface: Practical Technique in Language
Teaching, London: Edward Arnold Ltd.
Meril Harmin with Melanie Toth, second edition, Inspiring Active Learning, USA:
ASCD
Nunan David, 1997, The Learning Centered curriculum, A Study in second Language
Teaching, Cambridge: Cambridge University Press.
Nurkamto, Joko, 2011, Makalah Penelitian Tindakan Kelas, Universitas Sebelas
Maret Surakarta
Richard Jack C, and Whichmidt, Richard, 1993, Language and Communication, New
York: Longman Group Limited.
Richard Jack C, et all, 2001, Approaches and Methods in language Teaching,
Cambridge: Cambridge University Press.
Richard Jack C, 2006, Communicative Language Teaching Today, Cambridge:
University Press.
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Slavin, Robert E., 1995, Cooperative Learning Theory and Communication, New
York: Longman Group Limited.
Scott Thornbury, 2002, How to Tech Vocabulary, New York: Longman Group
Limited
Sadiman, Jim,2001, learning Teaching: A Guide Book for English Language
Teachers, Macmillan Heinemann.
Sorrentino, Richard M. et al, 1986, Hand book of Motivation and Cognitive:
Foundation of Social Behaviour, Yew York: The Guilford Press.
Sudrajat Ahmad, 2008, Tentang Pendidikan, Cooperative Learning Teknik Jigsaw,
available at http: //word pres.com.
Penny Ur, 1996, a course in Language Teaching, Cambridge: Cambridge University
Press.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Speaking is one part of four language skills or aspects of language
teaching and learning: listening, speaking, reading, and writing (Depdiknas 2005:
171). It is one part of four skills that must be mastered by the students that they
are able to express or say thing orally whether monologue or to interact with other
people in the form of dialogue. Speaking is an important part, or a tool to develop
the students‟ ability to express opinions, thoughts, or ideas orally. It can convey
the communication process clearly.
Meanwhile, speaking is apart of oral productive skill where both speaker
and listeners are actively involved in the process of interpreting and negotiating
meaning. The speaker must encode the meaning he wishes to convey to
appropriate language then the listener has to interpret the massage. Both speaker
and listener will deliver or catch the message well if he/she has speaking
competence. He/she should have more chances and practicing to reach this
competence. To have practicing is needed the motivation, because it is the reason
of someone to do something. When the students learn language, they have some
reason to do it. Richard (2001: 112) states that people are generally motivated to
pursue the goals. Their reasons are the goals of learning a language and the
objective of learning a language itself.
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SMK Wijaya Kusuma Surakarta is a private Vocational High School in
Surakarta which has the aim to prepare the candidates to be capable and skilled
administrative workers. The purpose of Vocational High School is expected to be
able to develop the students‟ intelligent, knowledge, personality, lofty moral,
skills to life-independent, and to continue to the higher studying as possible as the
vocational education. In order the graduations can work efficiently and effectively
and also develop their competence and skills, they have to fulfill some
requirements. One of those requirements is to be able to communicate based on
the work striving and also have capability to improve themselves, (curriculum
KTSP, 2005: 1). Based on the Standar Kompetensi Kelulusan, (curriculum KTSP,
2005: 9) the purpose of the language speaking in Vocational High School at the
level of Elementary is expected to be able to express meaning orally in the context
of interpersonal and transactional, formally or informally, in the form of
conveying request and command related to the work.
In teaching English orally or speaking has a complex activity. It requires
the students‟ competence such as pronunciation, grammar, content, fluency and
organizing. They are called have good pronunciation, if they have standard of
English accent. They are called have good grammar, if they are able to make view
(if any) noticeable errors of grammar or word order. They are called have good
fluency, if they are able to speak fluently, without hesitation, They are called have
good in content, if they are able to use words and concept which are appropriate
for the knowledge and experience of general audience, and They are called have
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good in organizing, if they are able to manage the ideas relate to the maximum
text structure in the genre topic chosen.
Actually the students of the Second Grade Students of SMK Wijaya
Kusuma Surakarta have opportunities and capability to improve their English. As
a matter of facts, that they, as human being, also have weaknesses in certain
things. These were caused by many factors. One of the factors is from extrinsic
influence which didn‟t support their talents and competences. It could be derived
from the teacher, surrounding community or environment, the students
themselves, and so on. One of the weaknesses which they had in learning English
according to the researcher‟s observation was speaking competence. Some, even
most of the students got difficulties in this matter. In this case, the researcher
classified the difficulties into two parts. They are quantitative and qualitative.
Based on the quantitative data, the researcher found that the students of the
Second Grade Students of SMK Wijaya Kusuma Surakarta, based on their daily
marks taken, no one who got mark more than 7. Those who got the same as or
more than 6.6 were 10 students (27.778%), and the other students who got less
than 6.6 (72.222%), from totally 36 students. In reality, in the result of the
preliminary-test held, indicates that many of the student‟s achievement of the
second grade of SMK Wijaya Kusuma Surakarta in English speaking are still low.
The low students‟ achievement can be seen from the data of the daily mark of the
English speaking they have got. The average mark of Pronunciation is 60.83. The
average mark of grammar is 63.33. The average mark of Content is 60.2778. The
average mark of Fluency is 55.83. And the average mark of Organizing is 59.72.
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It has the lowest average mark is at the fluency (59.72). And the total average
mark is 60. Some of them get under the Minimum Standard Criterion (Kriteria
ketuntasan minimal/KKM) which is settled at 6.8.
While qualitative data, the researcher got it from the interviewing some of
them, they didn‟t show their speaking competence well. For instance from 20
students interviewed, they often mispronounced certain word(s), often
misunderstood with the questions and the expected answer, didn‟t have good
structure, didn‟t have good fluency and didn‟t have appropriate organization well.
When the researcher asked them about their difficulties to express their
own English orally or to respond someone‟s question, only some of them stated
that they didn‟t have serious problem to learn English. Two of them said that
actually they enjoyed learning English orally, but they got difficulties to express
and respond the question. Meanwhile, they mentioned several reasons why they
got difficulties like, little practice, and limited vocabulary. Based on the students‟
problem faced, there are many factors causing their difficulties in achieving
speaking competence. Based on the interview that the researcher got from some
students, the causes are as follows:
Firstly, in teaching English speaking, the teacher tended to teach speaking
monotonously or as her routine activities without realizing that it would make the
students bored and lost their attention to the teaching and learning process. As a
result the students couldn‟t catch or understand the material easily because they
have low motivation and participation as stated by Douglas, “Routine activities in
learning can make the students bored. As a result, their motivation and
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participation in leaning process will decrease” (1987: p. 48. The students didn‟t
have with enough time to practice or to express their own English, so they could
not interact to each other in English. For example, when the teacher thought a
certain topic, the teacher just explained the expression or material or grammatical
related to the topic while the students listened to the teacher‟s explanation, and
took notes, or sometimes took a nap, they are busy to talk with their close friend.
Then, the teacher asked the students to look at the structure of the dialogue
or paragraph which had been sated in the students‟ book and read it together after
the teacher. After that the teacher asked some of them to practice the dialogue or
to retell the content of the dialogue or paragraph in front of the class in pairs or
individually. Finally, the teacher asked them to answer the comprehensive
questions dealing with the topic in written form on their book or whiteboard and
after that read it. The teacher would be satisfied if the students could answer the
questions correctly.
The teaching method above resulted in the following condition: The
students didn‟t have rehearsal time to practice or to express their English so that
they could not interact one to each other in English simultaneously. They also
tended to be shy, nervous, doubt, inferior, and afraid to make mistakes because
they seldom use their own English to communicate with others. Besides, they
didn‟t have creative and innovative activity when they were learning English in
the class room.
In this case, motivation becomes a crucial factor to consider in deciding
teaching learning activities for the students. In other words the teacher should be
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able to apply the appropriate technique and approach which can increase the
students‟ motivation in learning process in the classroom by giving them
opportunity to decide what to do and to think. It means that the technique and
approach used by the teacher in teaching English should be able to create an
interesting atmosphere, so that the students will be enthusiastic in learning
process. The teaching-learning process which provided the opportunities or the
students to make their own choices or expressions was cooperative learning.
Secondly, the teacher oriented the teaching at the written test which was
held in the mid or end semester, even in the final exam. The teacher felt guilty if
the students could not do the test correctly, because their English mark
automatically would be bad or less than the standard score. So the speaking
doesn‟t have influence on the students‟ score in the final semester or exam.
Thirdly, there was no specifically allocated time to evaluate the students‟ speaking
skill at the end of semester or final exam. This caused the teacher tended to ignore
teaching speaking communicatively. The mark of speaking skills was taken from
the teacher‟s daily observation.
In order, in teaching and learning process, the teacher is able to make the
students participate in discussion the material effectively, be able to understand
what they are learning in the class learning process, and also be able to express
their own English orally, the most important thing here to carry out the English
teaching was that the teacher is able to use the appropriate approach, design, and
procedures to manage and create the class lively. Consequently, the class will be
possibly chaos but it is enjoyable. In this case, one of the techniques or models in
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cooperative learning and suggested for developing the speaking competence is by
using Jigsaw using jigsaw technique to create and motivate the students to
participate in discussion the material effectively, understand what they are
learning in the class learning process, and also to express their own English orally.
Hakkareinen in (http://www.jigsaw.org: 1) states that jigsaw technique is
group work technique for learning and participating in the group learning
activities, one of them is: Speaking-students will be responsible for taking the
knowledge gained from one group and repeating it to new listeners in their
original groups. Meanwhile Brown (2001:100) states group and pair activities are
excellent technique as long as the teaching-learning process is clearly structured
and defined with specific objectives. He also described that beginners can also be
thought by using drills or repetition, according to Brown (2001: 100) short and
simple technique must be used or the beginner: some mechanical techniques are
appropriate-choral repetition and other drilling, for example. Many teachers
dominate to initiate questions at this level, followed only after sometimes by an
increase in simple student-initiated questions.
As for the reason for choosing Jigsaw as a teaching technique according to
(http://www.jigsaw.org: 1) as like; it can promote the students for learning and
participating in the group learning activities to improve their speaking
competence. One of them is: speaking-students will be responsible for taking the
knowledge gained from one group and repeating it to new listeners in their
original groups. And it provides the students to express their own choice in
English orally,
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Besides, Jigsaw is very important in communicative language teaching
because it gives the students an opportunity to practice communicating and
interacting in different social context and different social roles. Therefore,
communicative language learning (CLT) approach is very appropriate to support
the problem above because this approach is learners-centered, where in doing
their activity they use their own language resources to communicate meaningfully
and to take part in the communication (Richard, 2001: 17).
Based on the way the researcher has been teaching as described previously
and the potential of Jigsaw to solve the problems that the researcher faces at SMK
Wijaya Kusuma Surkarta, especially at the second grade students, the researcher
conducts a research to improve the students‟ English competence in mastering
English. In this case the researcher uses Jigsaw as a teaching technique in teaching
English that probably facilitate the students in mastering English speaking
competence. The researcher wants to make an effort to improve the students‟
achievements in learning English speaking. It also aims at changing the
atmosphere in the classroom, so that the students will feel more comfortable and
interested in having English, and to get easier to communicate to other people.
Deals with the phenomenon above, in this research the researcher would like to
conduct a research about “Improving Students‟ English Speaking Competence by
Using Jigsaw” (An Action Research at SMK Wijaya Kusuma Surakarta,
2011/2012)
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B. Problem Formulation.
Based on the background of the study, the researcher wants to know
whether the use of “Jigsaw” in teaching speaking competence can improve the
students‟ English speaking competence. The problems can be formulated as
follows:
1. Does the use of Jigsaw technique improve the students‟ speaking competence
in learning English in the Second Grade Students of SMK Wijaya Kusuma
Surakarta in 2011/2012 Academic Year?
2. To what extent can Jigsaw improve the students‟ motivation in teaching
speaking for the Second Grade Students of SMK Wijaya Kusuma Surakarta
in 2011/2012 Academic Year?
C. The Object of the Study
Based on the background of the study and the problem formulated above,
there are some objectives that are expected to be achieved in this study. In
general, this study is intended to make improvement on the students‟ speaking
competence in learning English. However the researcher wants to elaborate the
objectives of the study as follows:
First, the objectives of the study are intended to know whether the use of
Jigsaw in teaching English improve the students‟ speaking competence in
learning English in the Second Grade Students of SMK Wijaya Kusuma
Surakarta. Second, this study is aimed at knowing the extent the teaching
technique of using Jigsaw in teaching English speaking can make the
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improvement of motivation to the learning process and the students‟ speaking
competence.
D. The Benefit of the Study
The research result is hoped to be able to give some benefits for the
teacher who teaches English at SMK Wijaya Kusuma Surakarta, because the
teacher can get description how to use the teaching technique in teaching English
effectively to the vocational school students which it should be suited to their
characteristics. Besides, it can lead her/him how to create an interesting and
comforting atmosphere in the classroom so that the students will not feel bored to
join the class activities. In addition, their motivation to master the English
speaking competence will improve.
Meanwhile the benefits for the students, it can serve them the more
comporting and interesting situation inside the classroom so that they will be more
motivated in joining the teaching and learning process. Dealing with their English
speaking competence in learning English, they will get easier to master it by
practicing in the form of interactional or monologue using Jigsaw and they will be
able to improve their English achievement especially in English speaking.
While the benefit for readers, it probably will be used as the reference for
those who want to conduct a research in English teaching process, especially in
improving the students‟ speaking competence. At least it can be used as input or
only decision knowledge in English teaching process. The last, the researcher
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hoped so much that the other researchers could utilize the result of the study on
bigger scope for a similar research.
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CHAPTER II
REVIEW RELATED LITERATURE
This chapter consists of the following sections: the theoretical description,
rationale, and action hypothesis. Meanwhile the theoretical description consists of
the explanation speaking, jigsaw, motivation and communicative language
teaching. Here, the writer tries to elaborate the further discussion of each section
above:
A. Theoretical Description
1. Speaking Competence
a. The Meaning of Speaking Competence
Speaking is a part of oral productive skill. In oral communication both
speaker and listener are actively involved in the process interpreting and
negotiating meaning. The speaker must encode the message he wishes to convey
to appropriate language and the listener has to interpret the message. Byrne (1997:
8), describes „oral communication is two ways process between a speaker and
listener and involves the productive skill of speaking and receptive skill of
listening „it can be describe as the diagram below;
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Figure: 2.1 Diagram how all skill of English are interrelated according to Byrne
Spoken language
Understanding Speaking
Receptive skill
Productive skill
Reading Writing
It is stated by Brown (2001:227) that speaking is literally defined as to say
thing, express thought aloud, and uses the voice. Spoken language and speaking
are similar in meaning that how people use the voice loudly that occurs in time
cannot go back and change and it is produced and process on line. Brown and
Yule (1997: 4-8),they stated that spoken language is not like written language
which has well formed sentences using highly structural paragraphs, spoken
language consists of short, fragmentary utterances, repetition and use non specific
references. They also differentiate between spoken and written language based on
the primary function. The primary function of spoken language is interactional, to
establish and maintain social relationship while written language has transactional
main function to convey information According to Brown (1997: 4), speaking is
an interactive process of constructing meaning that involves producing, receiving,
and processing of speech of sound as the main instrument. Speaking is closely a
part of daily life, because speaking ability is an integral part of a human being.
Means that human speaking is the ability to say something; so that the speaking
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can give value what they are learning to appreciate language as an instrument to
be used rather than as knowledge to be stored away.
Based on the statement above, it can be inferred that speaking is be able to
produce oral language or say things or express thought by using the voice loudly,
right pattern of rhythm and intonation. It is also a communicative process of
constructing meaning by using words and concept, manage them into certain
topic.
Meanwhile, the meaning of competence according to Chomsky in Brumfit
and Johnson (1998: 13) is “The speaker-hearer‟s knowledge of his language. It is
seen as overall underlying linguistic knowledge and ability thus includes concepts
of appropriateness and acceptability. The study of competence will inevitably
entail consideration of such variables as attitude, motivation, and a number of
socio cultural factors. While in Curriculum 2004 states that competence is defined
as knowledge, skill, behavior, and values which accustom to be applied in habitual
and action. Then Cambridge Advance Learners‟ Dictionary defines competence is
the ability to do something well.
According to the above definition, it can be inferred that speaking
competence is an ability to express opinions, thoughts, and ideas orally; right
pattern, and process of constructing meaning by using words and concept, manage
them into certain topic and this ability can be reached by practicing. In this case
the students need more opportunities or chances in the communication to have
speaking competence.
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b. The Existence of Speaking in ELT
In English Language Teaching as a teacher has to be able to improve all
the four competences, namely listening, reading, speaking and writing. Speaking
becomes a medium of language in teaching English, so speaking has the main part
in teaching the language in the class. And speaking has the target or the goal of
language teaching is that the students become communicatively competence in
target language as capability in using language well. Richard and Roger (1986:
66) state that Communicative Language Teaching is an approach that aims to
create communicative competence and develop procedure for the teaching of the
four language skills (listening, speaking, reading, and writing) that acknowledge
the interdependence of language and communicative activities.
The way to develop communicative competence, the teacher is suggested
to use Communicative Language Teaching (Chomsky, 1965: 3) while Douglas
(1997: 247) says that CLT issued to create communicative competence as the
object and to develop some procedures for teaching the four basic skills (listening,
speaking, reading, and writing) function as the foundation to master English. The
students are engaged to use the language they learn through communicative
activities.
Peny Ur (1999: 120) states that of all the four language skills (listening,
speaking, reading, and writing), speaking seems intuitively the most important:
people who know a language are referred to as ‟speakers‟ of that language, as if
speaking included all kinds of knowing; and many if not most foreign language
learners are primarily interested in learning to speak. Meanwhile the classroom
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activities that develop learners‟ ability to express themselves through speech that
therefore seem an important component of language course.
Meanwhile, Hughes (2002: 6) states that one of the central difficulties
inherent in the study of speaking is that it overlaps with a considerable number of
other areas and activities. For instance, how far is the structure of a conversation
culturally determined? How far is the grammar of speech different from other
sorts of grammar? What are the critical factors in the stream of speech which
make it intelligible? It should able to carve out a niche for speaking in it owns
whilst breaking it down into three distinct areas: the global or discourse level, the
structural level, and the level of speech production. These three areas broadly
relate to fairly stable areas of activity in linguistics of discourse, lexis and
grammar, and phonology/phonetics and map on to, and overlap with, others treads
of study in theoretical and applied linguistics.
Furthermore, he says that teaching speaking is not easily separated from
other objectives. A further complicating factor is that when the spoken language is
the focus of classroom activity there are often other aims which the teacher might
have: for instance, helping the student to gain awareness of or to practice some
aspect of linguistic knowledge (whether a grammatical rule, or application of a
phonemic regularity to which they have been introduced), or to develop
production skills ( for example rhythm, intonation or vowel-to-vowel linking), or
to raise awareness of some socio-linguistic or pragmatic point (for instance how to
interrupt politely, respond to a compliment appropriately, or show that one has
understood).
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From a communicative, pragmatic view of the language classroom,
listening and speaking are closely intertwined. More often than not, ESL curricula
that treat oral communication skills will simple be labeled as
“Listening/Speaking” course. The interaction between these two modes of
performance applies especially strongly to conversation, the most popular
discourse category in the profession.
Meanwhile, one of the four language skills being existed in an English
language teaching is speaking. Therefore, speaking component has the same
importance as the other language skills such as listening, reading, and writing. All
of them must be able to be achieved by the students in learning English. In this
case, speaking is very needed by both students themselves and moreover the
teacher in teaching learning process.
c. The Indicators of Speaking Competence
The following are the indicators stated by Brown (2004:142-142), One can
be called to have speaking competence, if he/she has the following competence;
first, be able to imitate words or phrase or possibly a sentence or Imitative ability.
Second, be able to produce short stretches of oral language designed to
demonstrate competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationship such as prosodic elements – intonation, stress, rhythm,
juncture or Intensive ability. Third, be able to respond to a very short
conversation, standard greeting and small talk, simple request, and comments, and
they like or responsive ability. Fourth, be able to take the two forms of either
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transactional language which have the purpose of maintaining social relationship
or interactive ability. And the fifth is able to develop monologue or oral
production including speeches, oral presentation, and story- telling, during which
the opportunity for oral interaction from listeners is either highly limited or ruled
out together (extensive ability).
Penny Ur (1999: 120) states that the characteristics of successful speaking
activity are as follows. Firstly, learners talk a lot. As much as possible of the
period of time allotted to the activity is in fact occupied by learners talk. This may
seem obvious, but often most time is taken up with the teacher talk or pauses.
Secondly, participation is even. Classroom discussion is not determined by a
minority of talkative participants; all get chance to speak, and contributions are
fairly evenly distributed. Thirdly, motivation is high, learners are eager to speak;
because they are interested in the topic and have something new to say about it, or
because they want to contribute to achieving a task objective. Fourthly or the last
one, language is an acceptable level. Learners express themselves in utterances
that are relevant, easily comprehensible to each other, and of an acceptable level
of language accuracy.
From the statement above, it can be inferred that someone have speaking
competence if he/she has standard of English accent (pronunciation), be able to
make view (if any) noticeable errors of grammar or word order (grammar), be
able to speak fluently without hesitation (fluency), be able to use words and
concepts which are appropriate for the knowledge and experience of general
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audience (content), and be able to manage the ideas relate to the maximum text
structure in the genre topic chosen.
d. Micro and Macro skills of Speaking
H. Douglas (2003: 141-142) defines that a list of speaking skill can drawn
up for the purpose to serve as a taxonomy of skills from which we will select one
or several that will be come the objective(s) of an assessment task. The micro-
skill refers to producing the smaller chunks of language such as phonemes, words,
collocation, and phrasal units. The macro-skill imply the speaker‟s focus on the
larger elements: fluency, discourse, function, style, cohesion, nonverbal
communication, and strategic option.. The micro and macro-skill total roughly 16
objectives to asses in speaking are described as follows.
1) Micro skills
a) Producing difference among English phonemes and allophonic variant.
b) Producing chunks of language of different length
c) Producing English stress pattern, words in stressed and unstressed, position,
rhythmic structure, and intonation contours.
d) Producing reduced forms of words and phrases.
e) Using an adequate number of lexical units (words) to accomplish pragmatic
purposes
f) Producing fluent speech at difference rates of delivery.
g) Monitoring one‟s own oral production and use various strategic devices-pauses,
filters, self-correction, back tracking the clarity of the message.
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h) Using grammatical words classes (noun, verb, etc.), system (e.g. tense,
agreement, and polarization), word order, pattern, rules and elliptical forms.
i) Producing speech in natural constituents: in appropriate phrases, pause groups,
breathe groups, and sentences constituent.
j) Expressing a particular meaning indifferent grammatical form.
k) Using cohesive devices in spoken discourse.
2). Macro skills
a) Accomplishing appropriately communicative function according to situation,
participants and goals.
b) Using appropriate style, registers, implicative, redundancies, pragmatic
convention, conversation rules, floor keeping, and yielding, interrupting, and
other linguistic features in face-to-face conversations.
c) Conveying links and connections between events and communicate such
relation as vocal and peripheral ideas, events and feeling, new information and
given information, generalization and exemplification.
d) Conveying facial features, kinesics, body language, and other nonverbal cues
along with verbal language.
e) Developing and use a battery of speaking strategies, such as emphasizing
keywords, rephrasing, providing a context for interpreting the meaning of
words, appealing for help, and accurately assessing how well your interlocutor
is understanding you.
When we consider designing the tasks for assessing spoken language,
micro and macro skills can act as a checklist of objectives. The macro skills have
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the appearance of being more complex than the micro skills; both contain
materials of difficulty, depending on the stage and context of the test taker.
e. Factors Influencing the Students’ Speaking Skill
There are many factors in developing the students‟ speaking skills. The
factors themselves are interest, motivation, and environment. The explanations
details of each are as follows;
The first is the students‟ interest. The students‟ interest means of the
students‟ interest to study and practice the speaking. It is an important factor. By
having strong interest, the learners will try to give great attention to improve their
speaking. They will manage some activities that enable to increase skills. Besides
the desire to learn is strengthened, stated by Alexander (1976: 17).
Concerning to the above explanation, It is necessary to know that one of
the causes of the failure in teaching English at school is that the teacher still
teaches as the routine activities without considering that it will make the students
bored, and lost their attention in teaching and learning process. Finally, the
students will not be able to absorb the teaching and learning activities easily
because of their lost of interest and participation as stated by Douglas “Routine
activities in learning can make the student bored. As a result their motivation and
participant in learning will decrease” (1987: 48)
Here interest becomes a crucial factor in deciding to teach the students on
a classroom practice for teaching the students. So, the teacher should apply the
teaching technique which will able to increase the students‟ interest to the learning
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process in the classroom. In other words, the technique used by the teacher in
teaching English to the students especially in speaking skill should be able to
create an interesting atmosphere so that the students will be able to be
comfortable, enthusiastic, excited, and interested in joining the activities in the
teaching and learning process.
The second factor is the students‟ motivation. Penny Ur (199: 274) states
that various students have found, that motivation is very strongly related to the
achievement in language learning. The abstract terms „motivation‟ on its own is
rather difficult to define. It is easier and more useful to think in terms of the
„motivated‟ learner: one who is willing or even eager to invest effort in learning
activities and to progress. Learner motivation makes teaching and learning
immeasurably easier and more pleasant, as well as more productive. In teaching
and learning process, it is of coarse need to raise the students‟ motivation. So the
class activities are more enjoyable and productive.
The third factor is the students‟ environment. Environment is an important
factor in gaining the speaking competence. One o the reasons for their failure to
learn or maintain their second language, there is no context between learners and
community in which the language is spoken. The component of this factor can be
environment, school environment, community environment, etc.
Based on the statement above, it can be inferred that a successful student
depend on their interest, motivation, and environment surrounding them. It means
that the students should have motivation to achieve English, although there are
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intrinsic factors influencing their study. However the intrinsic interest and
motivation has stronger influence than extrinsic ones.
f. Type of Spoken language Activities
Brown (2001: 251), stated that there are two types of spoken language.
They are as follow:
1) Monologue, one speaker uses a spoken language without any interruption. For
example; speeches, lectures, reading, news, broadcast, and the like. It can be
classified into two: (1) planned monologue usually manifest little redundancy,
it is relatively difficult to comprehend; (2) unplanned monologue exhibit
redundancy, which made for comprehending, but the presence of more
performance variables and other hesitation can either help or hinder
comprehension, such as impromptu, lectures long stories in conversation.
2) Dialogue; involve two more speakers with any interruption responses and
expression. Dialogue is classified into two types: (1) Interpersonal dialogue
promotes social relationship in which participant may have a good deal of
shared knowledge. Familiar dialogue where familiarity of interlocutors will
produce conversation with more assumption, implication, and other meaning
hidden between the lines. On the reverse of the statement that in conversations
among participants who are unfamiliar with each other, reference and meaning
have to be made more explicit to assure effective comprehension. (2)
Transactional dialogue, it has the purpose to convey proportional or factual
information. In conversation between or among participants who are familiar
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with each other, in which they will produce conversation in factual
information. On the other hand, unfamiliar transactional dialogues is a
conversation between or among participants who are unfamiliar with each
other, references and meaning have to be made more explicit to assure factual
information.
g. Classroom Speaking Activity
Harmer (2004:271) stated that many classroom speaking activities which
are currently in use for learning language teaching can be inferred as follows:
1) Acting from script is classroom speaking activities that provide students have
written or dialogue from their course-books in front of the class. When
choosing who should come out to the front of the class, the teacher needs to be
careful not to choose the shyest student first.
2) Communication games are classroom speaking activities that persuade the
students to provoke communication between students frequently depend on
information gap, so that the learner has to talk to a partner in order to solve a
puzzle, draw picture (describe and draw), put thing in the right order (describe
and arrange), or find similarities and differences between pictures.
3) Discussion in the classroom activities which support the students who are
reluctant to give opinion in front of the whole class, particularly if they cannot
thing of anything to say and are not, any way confident of the language they
might use to say. One of the best ways to encouraging discussion is to provide
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activities which force students to reach decision or a consensus, often a result
of choosing between specific alternatives.
4) Prepared talk is popular kind of in classroom speaking activities where student
make a presentation on a topical their own choice. Such talks are not design for
informal spontaneous conversation, because they are prepared, they are more
„writing like‟ than a script. However if possible, students should speak from
notes rather then from a script.
5) Questioners are useful classroom activities, because by being pre planned, they
assure that both questioner and respondent have something to say each other.
Thus depend on how tightly design they are, they may well encourage the
natural use of certain repetitive language pattern and thus be situated in the
middle of our communication continuum. The result obtained from
questionnaires couther from the basis for written works discussion or prepared
talk.
6) Simulation and role play are classroom speaking activities which students
simulate a real live encounter (such as a business meeting, encounter in a aero
plane cabin, or an interview) as if they were doing so in the real world.
Simulation and role play can be used to encourage general oral fluency or to
train student for specific purpose. Harmer (2004: 274) stated that
characteristics of simulation and role play are; (1) reality of function, it means
the students must not think of themselves as the students but as real participant
in the situation; (2) a simulation environment, it means classroom is a like real
situation, the teacher says that the classroom is in airport check in area, for
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example; (3) structure, it means students must see how the activity is
constructed and they must be given the necessary information to carry out the
simulation effectively. Simulation and role play have some advantages, they
are: the first place students can be good fund those motivating can improve.
Second, the students allow hesitant students to be more forthright in their
opinion and behavior than they might be when speaking for themselves, since
they do not have to take the same responsibility for what they are saying.
Third, by broadening the world of the classroom to include the world outside,
they allow the students to use much wider range of language than some more
task-centered activities may do.
Based on the types of speaking activities mentioned above, the researcher
would like to take just on which appropriate with the condition of students‟
competence and the kind students‟ difficulty. In this case, pertinent to the
students‟ problem being faced is English speaking competence, so that the
researcher wants to give a solution which is able to help them. That is teaching
English speaking competence by using Jigsaw. Because it is a kind of language
teaching technique (one of cooperative learning models) that will be able to
facilitate the students in mastering English speaking competence. In this case
the students could work together in heterogenic team to learn about one topic
then they gather in expert group to get information each other then back again
to the main group/original group/jigsaw group and give report what they got in
the expert group. And finally they get presentation/report for group from
complete material.
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2. The Concept of Jigsaw (Cooperative Learning)
a. The meaning of cooperative Learning
Brown (2001: 47) defines that a cooperative learning is the students and
the teacher work together to purpose goal and objective. In accordance to that
statement Richard says that cooperative learning is an approach to teaching that
makes maximum use of cooperative activities involving pairs and small group of
students in the classroom (2001: 192)
Olsen and Kagan in Richard agree with the definition, and they define
cooperative learning as follows:
“Cooperative learning is a group of learning activity organized so that
learning is dependent on socially structured exchange of information
between students in groups and in which students is held accountable for
his or her own learning and is motivated to increase the learning of others”
(Richard, 2001:192)
Cambridge Advanced Learners‟ Dictionary (2008)) defines that cooperative is
willing to help or do what people ask.
Based on the statements above, it can be inferred that cooperative learning
is pairs or small group of students where they are situated to have a willingness to
help or do what they ask to do in achieving the learning objects. In learning,
process cooperative is dependent on socially structured and makes maximum
activities.
b. The Elements of successful Cooperative Learning
Olsen and Kagan in Richard (2001: 196) propose the key elements of
successful group-based learning in cooperative learning as follows:
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1) Positive independence occurs when group members feel that what helps one
member helps all and what hurts one member hurts all. It created by the
structure of cooperative learning task and by building a spirit of mutual support
with the group.
2) Group formation is an important factor in creating positive interdependence.
Factors involved in setting up groups include: (1) deciding the size of the
group: this will depend on the tasks have to carry out, the age of the students,
and the time limits for the lesson. Typical group size is from two to four; (2)
assigning students to group: group can be teacher-selected, random, or student-
selected, although teacher-selected is recommended as the usual mode so as to
create the groups that are heterogeneous on such variables as post achievement,
ethnicity, or sex; (3) learner roles in group; each group member has a specific
role to play in group, such as noise monitor, turn taker monitor, recorder, or
summarizer.
3) Individual accountability involves both group and individual performance, for
example, by assigning each learner a grade on his/her portion of team project
or by the calling on a learner random to share with the whole class, with group
member, or another group.
4) Social skills determine the way of the students to interact with each other as
teammates. Usually some explicit instruction in social skills is needed ensure
successful interaction.
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5) Structuring and structure refer to ways of organizing students‟ interaction and
different ways of the students to interact such as Round Robin in which each
student makes contribution in turn orally.
c. The Goals of Cooperative Learning
According to Johnson, Johnson and Holubee in Richards (2001: 192) state
that cooperative learning sought to do the following goals:
1) Raising the achievement of all students, including those who are gifted or
academically handicapped.
2) Helping the teacher build positive relationships among the students.
3) Giving the students the experiences they need for healthy social, psychological,
and cognitive development.
4) Replacing the competitive organizational structure of most classroom and
school with tem-based, high- performance organizational structure
Richard (2001: 193) states that cooperative learning has been embraced as
a way of promoting communicative interaction in the classroom and is seen as an
extension of the principles in Communicative Language Teaching. It is viewed as
a students-centered approach to teaching held to offer advantages over the teacher
fronted classroom method. Cooperative learning has some goals in language
teaching areas follows:
1) To provide opportunities for naturalistic second language acquisition through
the use of interactive pair and group activities.
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2) To provide the teacher with a methodological and one that can be applied in a
variety in curriculum setting.
3) To enable focused attention to particular lexical items, language structures, and
communicative functions through the use of interactive tasks.
4) To provide opportunities for students to develop successful learning and
communicative strategies.
5) To enhance students‟ motivation and reduce students‟ stress and to create
positive effective classroom climates.
Cooperative learning provide the students and the teacher to work together
for certain purposes in which the learning is students-centered; it mans all
activities make the students‟ active in learning. It gives a chance to slow students
to give important thing that they have discussed to share the information. There
are three concepts of cooperative learning. They are as follows:
1) Appreciation to the team or group: appreciation is given to the group which
able to achieve the goals.
2) Individual responsibilities: it means that the group is able to achieve the result
of all members.
3) The same chance to reach the goals in the teaching learning: it means that the
students give a better goal on their working.
d. The advantages of Cooperative Learning
Johnson in Richard states that cooperative learning may be contrasted with
competitive learning in which students against each other to achieve an academic
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goal such as a grade of “A” (20001: 195). From the perspective second language
teaching, Mc Groarty in Richard (20001: 195) offers six learning advantages for
ESL, in cooperative language learning classrooms. They are as follows:
1) Increase frequency and variety of second language practice through different
types of interaction.
2) Possibility for development or use of language in ways that support cognitive
development and increased language skills
3) Opportunities to integrate language with content-based instruction
4) Opportunities to include a greater variety of curricular material to stimulate
language as well as concept learning
5) Freedom for teachers to master new professional skills, particularly those
emphasizing communication
6) Opportunities for students for act as resources for each other , those assuming
a more active in their learning
e. The Models of Cooperative Learning
Slavin (1995: 5) identifies the following models of cooperative learning:
1) Students Teams-Achievement Division (STAD). In this technique the students
make a group of four which consider the ability, gender, and nation. The
teacher presents the materials then groups discus to make sure that all of the
members of group have been understand the material. Finally, each student
gets the quiz which other not permits to give helping.
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2) Jigsaw, in this technique the students work together in heterogenic team to
learn about one topic then they gather in expert group to get information each
other then come to main group and give what they got in expert group. Finally,
they get quiz for group from all materials.
3) Team Game-Ornament (TGT) Hopkin introduced TGT at first that the
technique gives the students materials from presentation teacher like STAD but
final step not using quiz but using tournaments
4) Team Accelerated Instruction (TAI) or team assisted Individualization. This
technique combine cooperative learning and individual in which the students
get a placement test then the students come forward depend on accelerated
themselves. The students check other students‟ answer and help each other to
solve the problem. Finally, the students get a test without helping from their
friend and every week the teacher account the score of each group and the
group which has the highest score will get the certificate or reward.
5) Cooperative Integrated Reading and composition (CIRC), this technique is a
program for comprehension reading and writing. The teacher teach reading like
traditional but the students placed in pairs and read different topic which work
with partner read each other. At last the students are proposed able to create a
book for themselves.
f. The Jigsaw Technique in Cooperative Learning
Jigsaw is one of the cooperative learning techniques with three-decade
track record of successfully reducing racial conflict and increasing positive
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educational outcomes in a Jigsaw puzzle, each piece-each student‟s part –is
essential for completion and full understanding of the final product. If each
learner‟s part is essential, then ach student is essential: and that is precisely what
makes the strategy so effective. Jigsaw technique is participating in the following
group learning activities:
1) Speaking-students will be responsible for taking the knowledge gained from
one group and repeated it to new listener in their original group.
2) Cooperation-all members of the group are responsible for the success of others
in the group.
3) Reflective thinking-for successfully completing, the activity in the original
group, there must be reflective thinking at several levels about what was
learned in the expert group,
4) Creative thinking-groups must be device new ways of approaching, teaching
and presenting material (http://www.jigsaw.org)
g. The Directions of Jigsaw
The Jigsaw strategy has many directions. The directions given are as
follows:
1) Define the group project on which the class will be working.
2) Randomly break the class into group of 5 – 6 students each, depending on the
size of class, assign a number (1 to 5-6) to students each group.
3) Assign each student/number a topic in which he/she will become an expert.
4) The topics could be related facets of a general content theme.
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5) Rearrange the students into expert groups based on their assigned numbers and
topics.
6) Provide the expert with the material and resources necessary to learn about
their topics.
7) The experts should be given the given the opportunity to obtain knowledge
through reading, research and discussion.
8) Reassemble the original groups
9) Experts then teach what they have learned to the rest of the group
10) Take turns until all experts have presented their new material
11) Groups present results to the entire class, or they may participate in some
assessment activity. (http://www.jigsaw.org)
h. The Ten Steps in Jigsaw
1) Divide the students into 5 or 6 persons Jigsaw groups. The group should be
diverse in terms of gender, ethnicity, race, and ability.
2) Appoint of student from each group as the leader. Initially, the person should
be the most mature in the group.
3) Divide the ways lesson into 5-6segments, for example, if you wants history
students to learn about Eleanor Roosevelt, you might divide a short biography
of her into stand-alone segments on: (1) Her childhood, (2) Her family life with
Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her
work in the white House as First Lady, and (5) Her life and work after
Franklin‟s death.
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4) Assign each learner to learn one segment, making sure students have direct
access only to their own segment.
5) Give students time to read over their segment at least twice and become
familiar with it. There is no need for them to memorize it.
6) Form temporary “expert groups” by having one student from each jigsaw
group joint other students assigned to the same segment. .Give students in these
expert groups time to discuss the main points of their segment and to rehearse
the presentations they will make to their jigsaw group.
7) Bring the students back into their jigsaw groups.
8) Ask each learner to presents her or his segment to the group, encourage others
in the group to ask questions for clarification.
9) Float from group to group, observing the process. If any group is having
trouble (e.g., a member is dominating or disruptive), make an appropriate
intervention. Eventually, it‟s best for the group leader to handle this task.
Leaders can be trained by whispering an instruction on how to intervene, until
the leader gets the hang of it.
10) At the end of the session, give a quiz on the material so that students quickly
come to realize that these sessions are not just fun and games but really count
(http://www.jigsaw.org)
Based on the steps above, the researcher will make it into the simple
ways as follows:
1) Divide the students into the small group which has 5 or 6 persons Jigsaw
groups randomly.
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2) Discuss and give the name of each group using alphabet A, B, C, D and so on
(depend on the sum of the group stated)
3) Appoint of student from each group as the leader
4) Assign each group a part of the topic in which will become topic discussion
and the topics could be related facets of a general content theme.
5) The expert group gathered in into one group of expert which appointed by the
teacher before as leaders.
6) The expert learned and shared how to build, develop each part of the topic into
good sentences/paragraph through discussion effectively. Give the opportunity
to each other to express their ideas/opinion using their own words until they
got a result of discussion which will be reported to the jigsaw groups.
7) The experts back to the original groups/jigsaw groups then reported teach what
they have learned/discuss to the rest of the group. Take turns until all experts
have presented their new material.
8) Groups present the results of discussion in front of the class, or they may
participate in some assessment activity.
3. The Concept of Motivation
a. The Definition of Motivation
In teaching and learning process, it is of coarse need to raise the students‟
motivation. Here the teacher has an opportunity to play an important role to raise
the students‟ motivation to be active and interested or enthusiastic in learning
activities. That is in harmony with Harmer (1998: 8) states that one of the main
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tasks for the teachers is to provoke interest and involvement in the subject even
when the students are not initially interested in. moreover, Ur (1993: 19) assert
that it is an important part of the teacher‟s job to motivate the learners.
In addition, Brown (1994: 152) says that motivation is an inner drive,
impulse, emotion or desire that moves one to a particular action. In more technical
terms, he explains that motivation refers to the choices people makes as to what
extent in that respect. Brophy (1998: 3) suggest a similar concept. He says that
motivation is theoretical construct used to explain the initiation, direction,
intensity, and persistence of behavior, especially goal-directed behavior. And
there is still another concept that is also similar to the previous ones suggested by
Elliot, Krratochwill, Cook, and Trevers (2000: 332). They define motivation as an
internal state that arouses one to action, pushes one in particular direction, and
keeps one engaged in certain activities.
Brown (2001; 72) says that motivation is drawn from a number of different
sources: motivation is the extent to which the teacher makes choices about (a)
goals to pursue and (b) the effort the teacher will devote to that pursuit. The
important factor in successful language learning is the learners‟ motivation. To
realize this condition the teacher should be able to create and increase the
students‟ motivation to get the success of the learning activity by shaping a
positive interest so the students will be motivated to learn. The word „motivation‟
is a noun which comes from the word „motivate‟. It means the need or reason for
doing something.
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Based on the statement above, it can be inferred that motivation is an
important part of the teacher‟s job to raise the students‟ inner drive, impulse,
emotion or desire for doing something. It arouses the students to action, pushes
the students in particular direction, and keeps the students engaged in certain
activities.
b. The Kinds of Motivation
Ur (1993: 276) states that there are two kinds of motivation that have an
important part in the classroom motivation. The first is intrinsic motivation that it
means the urge to engage in the learning activity. The second is extrinsic
motivation, means the motivation that is derived from external incentive. So the
former is the motivation which comes from the learners themselves to be actively
engaged in the learning activity, while the letter is the motivation that is from
outside the learners such as praise and reward from others.
The two kinds of motivation, „intrinsic‟ (the urge to engage in the learning
activity) and „extrinsic‟ (the motivation that is derived from external incentive)
have important parts to handle in the classroom motivation. Intrinsic motivation is
in its turn associated to what has been termed „cognitive drive‟ the urge to learn
for its own sake, which is very typical of young children and tends to deteriorate
with age.
Meanwhile there are also two kinds of motivation which are taken from
http://en.wikipedia.org/wiki/motivation: (1) Intrinsic motivation occurs when
people are internally motivated to do something because it either brings them
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pleasure, they think it is important, or they feel that what they are learning is
significant; and (2) Extrinsic motivation comes into play when a student is
compelled to do something or act a certain way because of factors external to him
or her (like money, or good grade).
c. The Source of Motivation
The motivation that brings the students to the task of learning English can
be affected and influenced by the attitude of a number of people. It is worth
considering what and who these are since they form part of the world around
students‟ feeling and engagement with the learning process (Harmer, 2004:
51).He points out some sources of motivation. They are as follows:
1) The society students live in: outside any classroom there are attitudes to
language learning and the English language in particular. All views of language
learning will affect the learner‟s attitude to the language being studied, and the
nature and strength of the attitude will, in its turn ,have a profound effect on the
degree of motivation the learner brings to class and whether or not that
motivation continuous.
2) Significant others: part from the culture of the world around the students, their
attitude to the language learning will be greatly affected by the influence of
people who are close to them. The attitude of parents and other siblings will be
crucial. If they‟re critical of the subject or activity, the learner‟s own
motivation may suffer. If they are enthusiastic students, however, they may
take the students along with them.
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3) The teacher: clearly a major factor in the continuance of a learner‟s motivation
is the teacher. It is worth pointing out that his or her attitude to the language
and the task of learning will be vital. An obvious enthusiasm for English and
English learning, in this case, would seem to be prerequisites for positive
classroom atmosphere.
4) The method: it is vital that both teacher and students have some confidence in
the way teaching and learning take place. When either loses this confidence,
motivation can be disastrously affected, but when both are comfortable with
the method being used, success is much more likely.
d. The Characteristic of Motivated students
Naiman et al, in Ur (1996:275) comes to the conclusion that the most
successful students are not necessarily those to whom a language comes very
easily; they are those who display certain typical characteristic, most of them
clearly associated with motivation, those are as follows:
1) Positive task orientation. Thee learner is willing to tackle the tasks and
challenges, and has confidence in his or her success.
2) Ego-involvement. The learner finds it important to succeed in learning in order
to maintain and promote his or her own self-image.
3) Need for achievement. The leaner has a need to achieve, to overcome
difficulties and succeed in what he or she sets out to do.
4) High aspiration. The learner is ambitious, goes for demanding challenges, high
proficiency, top grades.
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5) Goal orientation. The learner is very aware of the goal of learning or of specific
learning activities, and directs his or her effort towards achieving them.
6) Perseverance. The learner consistently invests a high level of effort in
learning, and it is not discouraged by setbacks or apparent lack of progress.
7) Tolerance and ambiguity. The learner is not disturbed or frustrated by
situations involving a temporary lack of understanding will come later.
B. Review Relevant Study
One of the techniques or models in cooperative learning and suggested for
developing the speaking competence is by using Jigsaw. It promotes positive
interdependence and also provides a simple method to ensure individual
accountability (http://www.jigsaw.org: 1). It also focuses on listening, speaking,
co-operation, and problem-solving skills. Hakkareinen in (http://www.jigsaw.org:
1) states that jigsaw technique is group work technique for learning and
participating in the group learning activities, one of them is: Speaking-students
will be responsible for taking the knowledge gained from one group and repeating
it to new listeners in their original groups.
Richard (2001: 193) states that cooperative learning have some goals in
language teaching, one of them is to provide opportunities for naturalistic second
language acquisition through the use of interactive pair and group activities.
Besides, jigsaw make the students work together for special purpose in which the
learning is students-centered; it means all the activities make the students active in
learning.
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Brown (2001: 100) states that group and pair activities are excellent
technique as long as the teaching-learning process is clear structured and defined
with specific objectives. Jigsaw technique encourages the students to use the
language acquisition through the use of interactive pair of group activities. While,
Mustopa (2009: 96) on his thesis with the title „The Effectiveness of Jigsaw to
Teach speaking Viewed from Students‟ Motivation” states that jigsaw technique
is one of the cooperative learning to teach speaking to make students have positive
interdependence.
C. Rational
In general, the students will be succeeded in their learning if they are
involved to participate into the teaching and learning process in the classroom. It
means that it will be impossible to reach a good students‟ achievement if they are
not involved in teaching and learning process actively and interactively. The
students who more participate in teaching and learning process, they will be better
and sooner to achieve what they are learning. So that the students‟ learning related
to their English speaking competence is very important.
The learning success can not be separated from the role of the teaching
which is done by the teacher in the classroom. It means that the teacher has a very
important role to create the class atmosphere or the class management in order
that the students are able o be interested and take apart in teaching and learning
process interactively and effectively. As suggested by Lewis (2005: 28) that how
classroom learning can be more effectively managed to produce desired outcomes
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of language learning, that is, for learners ought use the new language for a variety
of communicative purpose and contexts, so that the objective of teaching and
learning process can be reached optimally and successfully.
One of the students‟ successes in learning English especially English
speaking will depend on the teacher‟s role in handling, managing the class and
using the technique of the teaching in the classroom. Therefore, the teacher has to
be able to decide, to take and use the appropriate teaching technique to facilitate
the students‟ learning English. Here, one of the most appropriate teaching
techniques which can be applied by the teacher to defeat the students‟ problem
dealing with English speaking competence is Jigsaw.
According to some experts, Jigsaw has some definition, however the
researcher tries to make conclusion that it is one of cooperative learning
techniques which is used to improve fluency in the students‟ language, provides
the students‟ opportunities to express their own opinion. It promotes interaction
among the students in their group, so they can solve some problem themselves by
discussing in group, and also it can improve the students‟ motivation in teaching
and learning process.
As for the big students‟ problem which has been being faced, is their
speaking English competence is still low. It can be seen on the recorded mark that
the researcher got; mostly their speaking mark is still lower than the others or
under the determined school benchmark (KKM). Besides, based on the
researcher‟s observation, most of them are still shy, nervous, don‟t have bravery
to say or express thing in English orally and communicatively inside or outside
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the class. When the researcher asked them about the causes, some of them said
that they didn‟t accustom to use it in daily, so they feel shy and unconfident. They
were mostly afraid to make mistakes and to be laughed by their friends.
In another side, the researcher stressed the reading comprehension in
which the text had been stated in the students‟ book rather than created the
students to be more active, creative, interactive, and productive to use their own
English orally. They have to be asked not only to comprehend the grammar of the
text but also to practice retelling it with their own English. At last they are asked
to produce their own English words to say or express of certain thing. So they
must be creative, interactive, innovative, and productive.
Based the theories underlying the study and the problem which being
faced by the students, it seem that Jigsaw teaching technique has many
contributions to provide the students‟ motivation in learning English speaking.
Jigsaw teaching technique is expected to be able to improve all the indicators of
speaking (Pronunciation, Grammar, Vocabulary, Fluency, and Content).
While the students are doing the monologue, the teacher as the researcher
hears and searches them. If there is an error of grammar, the teacher will correct it
directly. In pronunciation before doing the monologue, the teacher as the
researcher gives them drilling of some words. In vocabulary the teacher as the
researcher gives the example of words used related to the topic. In fluency the
teacher as the researcher gives them some questions related to the topic and the
students are hoped to answer them correctly or there is a match between the
question and the answer. And in the content the teacher as the researcher gives
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them the main point what they should do in developing/creating a topic before
doing monologue.
Moreover, it can also help the students have fun and improve their
motivation but also to create a balance cooperative team works of the students‟
English competence trough the interaction among of them. From the explanation
above, the researcher assumes that the students who are thought English speaking
by using Jigsaw have better achievement than those who are not thought by
Jigsaw.
D. Action Hypothesis
Based on the previous description of the related theories and the basic
assumption above, the researcher can formulate the action hypothesis as follows:
1. The use of Jigsaw can improve the students‟ speaking competence in learning
English in Vocational High School because it will enable the students to
improve the speaking competence easily.
2. The use of Jigsaw can solve the recent problem and improve the class situation
and the students‟ motivation in English teaching learning process because it
can provide the interesting, interacting, creating and comforting atmosphere in
the classroom so that the students will be motivated to learn English
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to elaborate research
methodology including setting and time of the research, the subject of the
research, technique of colleting data, and technique of analyzing data. They would
be explained in the following parts:
A. Setting and Time
1. Setting
This research was carried out at SMK Wijaya Kusuma Surakarta. It was
located on Kutai Raya Street, Sumber Jetis, Surakarta. This school is exactly on
the out side of the town of Solo or it is included in the south of Solo Raya. The
school phone number is (0271) 716278. The school is about 700 meter from the
road. It has 3 floors (first floor for the third grade, the second for second grade,
and the third floor is for the first level). It is surrounded the rice field and housing,
so there is fresh air and good views that make this school very comfortable to
study.
SMK Wijaya Kusuma Surakarta has 9 classes (3 classes of first grade, 3
classes of second grade, and 3 classes of the third grade). Each class is large and
has the same size. The building is nice enough and looks strong. The other own
facilities are English laboratory, a multi media laboratory, music room, library, a
large teacher office, toilets, sport hall, parking area, guarding house, and yard.
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The class which will be observed is very comfortable for having teaching
learning process. It is large, has good air circulation and the inside situation of the
classroom during the teaching learning process being conducted by the teacher.
The students seem to be comfortable with their class and enjoy it. The class has
thirty six students, but it still easy to be controlled when the teaching learning
processes is being done.
2. Time
Meanwhile, the research was carried out for six months from June until
November 2011. The following was the time schedule of the research activity in
which the writer was conducting at SMK Wijaya Kusuma Surakarta in 2011/2012
Academic Year.
Table: 3.1 “Schedule of the Research Activities”
No Activities Time Note(s)
1 Pre-survey June, 2011
2 Making proposal July – August, 2011
3 Examining proposal August, 2011
4 Revising proposal August, 2011
5 Developing instrument September – October,2011
6 Collecting and analyzing data October – November, 2011
7 Writing report October, 2011 – January,2012
8 Examining Thesis February, 2012
9 Revising Thesis
10 Submitting the document
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B. The Subject of the Research
The Subject used by the researcher is the second grade of SMK Wijaya
Kusuma Surakarta. There are 36 students totally. They consist of a male student
and 35 female students. Most of them are from the middle to low economic
background. They sit randomly and are rotated each week. Generally they have
enough motivation and a tight cooperation one to another. Their English speaking
achievement is still low and they have a problem in communicating their own
English orally either inside or moreover outside the class.
They have to learn all the language skills which are included reading,
listening, speaking and writing. Of all the language skills they are learning, the
speaking skill is the most problem for the students. In one side, from the recorded
mark that the writer got, speaking skill was still low than the others. Beside some
of them got speaking mark under the school standard (benchmark) 6.8. In another
side, based on the writer‟s observation most of the students still feel shy, nervous,
and afraid to make mistakes and inferior to express and communicatively in their
daily activity using their own English orally. When the researcher asked them,
some of them said that they were not accustomed using it, so they felt
unconfident, frightened to make mistakes, and to be laughed by someone else
while they were really speak in English.
Based on the students‟ data, they come from different social status and
characteristics. The condition students‟ psychologies influence the teaching and
learning process. For instant, the students who are far from this school, moreover
from low economic family and low input, they tend to be more humble, low
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profile, not too bravery, shy and so on than the students coming from enough
psychological condition.
C. The Method of the Research
In this research, the researcher uses the action research method. Deals with
the action research, there are some definitions of action research. According to
Mills (2000: 5) action research is as a systematic inquiry done by teacher or other
individuals in teaching or learning environment to gather information about and
subsequently improve the ways their particular school operates, how they teach
and how they learn. Action research engages teachers in four steps process. They
are as follows:
1. Identify an area of focus
2. Collect data
3. Analyze and interpret data
4. Develop in action plan
In a similar way, Kemmis (1993: 44) proposes that action research is a
form of self-reflective inquiry undertaken by participant in a social situation
including education. In order to improve the rationally and justice of their own
social or education practice, their understanding of these practices and situations
in which practices are carried out.
Elliot (1991: 69) States that action research might be defined as the study
of the social situation with a view of improving the quality of action with it. It
aims as feeding practical judgment in concrete situation, and the validity of
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theories or hypothesis. It generates not so much on scientific test of truth, as on
their usefulness in helping people to act more intelligently and skillfully. In action
research theories are not validated independently and then applied to practice.
They are validated through practice.
To support those definitions above, here are the key points of action
research are as follows:
1. Action research is an action which is taken as a result of reflection on
phenomenon done by the researcher.
2. Action research always arises from some species problems or issuing arising
out of the searchers practice
3. Action research can be done by one person or individually but will be
rationally empowering when undertaken by participant collaboratively.
4. Action research starts with small cycle of planning, acting, observing, and
assumptions more clearly.
5. Action research is a systematically learning process in which people at
deliberately, though remaining open to surprise and responsive opportunity.
6. The reliability and the validity of the hypothesis are determined by usefulness
of the result in overcoming the problem.
7. The aim of action research is to improve the quality of the system in certain
social circumstances including educational system.
Based on the definitions above, the researcher makes conclusion that
action research in this study means the systematic study which has the aim to
overcome education problem or to change things related to educational problem
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done by the teachers or in collaboration of teachers and researchers by means of
their own reflection upon the effects of those actions.
In this case the classroom research the researcher does is an attempt aimed
to improve the secondary students‟ English speaking competence in learning
English. This practical action the researcher used is the technique using jigsaw as
the teaching technique. The reflection upon the effect the action can be known
while and after jigsaw teaching technique is presented. This reflection shows
whether the use of jigsaw can improve the students‟ English speaking competence
in learning English.
Figure: 3. 2 “The scheme of Action Research”
D. Procedure of Action Research
The researcher has to practice the action as spiral of steps that consists of
four stages. They are as follows:
1. Planning
In this stage, the researcher firstly identifies the problem referring to the
teaching and learning process that will be researched in this study. In this case, of
Reflecting Acting
Planning
Observing
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coarse the problem related to the students‟ English speaking competence in
learning English whether they really have difficulties in achieving it.
After having identified the problem, secondly the researcher makes a plan
about what kind of action will be carry out and prepares everything dealing with
the action research requirements such as the material that is going to be thought to
the class, make lesson plans, prepares some observation sheets to record the
students‟ activities, preparing teaching aids, and test instruments, etc.
In this case the researcher takes two cycles that are expected to overcome
the students‟ problem in learning English. Each cycle will be carried out four
meetings. At the end of cycle, the researcher analyses and evaluates it to have
improvement until to have the best solution of the problem. Cycle two is taken by
considering the result of the previous cycle. It can be taken to improve the result
or just to see the consistency of using jigsaw teaching technique.
2. Acting
The researcher acts the lesson plan in the classroom. The plan is acted step
by step in the classroom, based on the plan structured. In this acting, it will be
applied Jigsaw teaching technique to teach English speaking competence to the
second grade of SMK Wijaya Kusuma Surakarta. The steps are as follows:
a. Opening
The research as the teacher gives the motivation to the students by
involving them into a certain topic discussion which is closely related to their
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environment. For example the teacher asks them about their daily activities, their
experiences or their fact dealing with the topics that are familiar in their mind.
b. Main activity
In this stage, the researcher gave instructions and guided the students to
apply the Jigsaw teaching technique to deliver the material, give the time to each
group to discuss the part of the theme given, find the result of discussion in the
expert group, report to the origin group/jigsaw group, and the last is presentation.
Each cycle will be conducted in four meetings. Each meeting will be conducted in
90 minutes (2X45 minutes)
c. Closing
In this stage, the researcher gave summarizing of the topic given, ask the
students some questions relating the topic orally, gave the students assessment by
giving them a topic which will be presented for the next meeting before the core
activity (as the warming up).
3. Observing
The researcher makes the important records which occur during the
teaching and learning process. On this observation the researcher is helped by the
collaborator. So, she can give some inputs or suggestions to the researcher. She
notes the lack and superiority in the action of the lesson plan using Jigsaw as the
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teaching media through Communicative Language Teaching to make the data of
this observation completely.
4. Reflecting
After carrying the teaching and learning activities using Jigsaw through
Communicative Language Teaching (CLT) the researcher recites the occurrences
in the classroom as the effect of the action. After that the researcher evaluates the
process and the result of the action using Jigsaw technique through CLT in
teaching English. This evaluation benefits to decide what the research should do
in the next cycle.
E. Technique of Collecting Data
1. Type of data
There are two kinds of data, namely quantitative and qualitative.
Quantitative data in numbers form are taken from the test that are carried out
before and after the cycles are acted. Qualitative data, in the form of words are
taken from the result of the observation did by the researcher while the actions are
being carried out. The researcher asks her friend as her collaborator to observe the
classroom interaction and to collect needed information. The researcher needs to
make sure the collaborator understands the observation instrument and used it
effectively.
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2. Technique of Collecting Data
The techniques used by the researcher are test, observation, interview,
document analysis, and questionnaire. In this research, the researcher is an
observer who observes the students and does the research itself. While the object
of the observation are to know whether the use of Jigsaw in teaching English
improve the students‟ speaking competence and to know to what extent the
teaching technique of using Jigsaw in teaching English speaking can make the
improvement of motivation to the learning process and the students‟ speaking
competence. The researcher does the observation at each time teaching in the
class, Observation is carried out to process of implementation of Jigsaw in
teaching speaking. It notices the classroom events and interaction between
teachers and students and among the students in the classroom.
The researcher also uses a test to measure the students understanding in
learning English using Jigsaw through Communicative Language Teaching
(CLT). The test is in the form of monologue/production, and uses the scoring
rubric. The tests are held three times. First is pre-test, it is held before
implementing the jigsaw technique. The second is pos-test in the cycle I and the
third is in the cycle II.
Interview is to get information from the students. The researcher does the
interview in two sections, first it holds before implementing jigsaw, and the
second is during the cycles It covers their idea about the use of Jigsaw in teaching
speaking, and their motivation toward speaking, how effective in teaching using
Jigsaw. Interview covers their personal perception, opinion, and ideas related to
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the classroom action research. The data collected from: (1) the students: (2) the
teacher, and (3) the collaborator. It is held at two sections. First section is before
the implementation of jigsaw technique, and second during the implementation of
each cycle. Document analysis: it will be the written material sheets of classroom
observation, lesson plans, list of students‟ scores in speaking test. And the
researcher gives questionnaire after finishing the implementation of jigsaw.
F. Technique of Analyzing Data
The classroom action research in the researcher‟s study will be successful
if there is an improvement of the students „speaking competence and motivation
in learning English. To achieve this goal, before teaching the researcher gives pre-
test to know the students‟ knowledge about the teaching materials that will be
thought. In the end of these lessons, the researcher gives the post-test in order to
know whether the teaching and learning English using Jigsaw through
Communicative Language Teaching (CLT) can improve the students‟ speaking
competence.
The researcher also observes the students to make sure that Jigsaw
technique gives improvement to their speaking competence, by asking them some
questions. Based on their answers, at the same time the teacher can assess them
according to the speaking assessment norms have prepared before.
The quantitative data will be analyzed by using descriptive analysis; it
covers the highest and lowest scores, and also the mean to show the general data.
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They are used to analyze the result of the teaching and learning process and to
know the difference before and after the cycle.
Sugiono (2007:49) states that mean is obtained by adding all the score of
the students divided by the number of the students in group, and it can be
formulated as follows: M =
While qualitative data will be analyzed by using Constant Comparative
Method (CCM). CCM is a method for analyzing data by observing what the
students are doing during the process of learning activities. The teacher as
researcher is an active observer.
The procedure was as follows:
1. The teacher observed the activities as well as the behavior of students at the
field.
2. The teacher interviewed related people.
3. The teacher made student questionnaires.
4. The teacher examined written documents.
5. The teacher made decision from the information gained.
6. The teacher wrote a narrative.
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CHAPTER IV
THE RESULT of RESEARCH and DICUSSION
In this chapter, the researcher would like to present the research findings
as the answer for the initial problem which has been stated in the first chapter. It
involves introduction which consists of initial reflection and fact findings
analysis, then it‟s continued with cycle 1, and cycle 2 which include planning the
acting, applying the acting, observing and monitoring the acting, evaluating and
reflecting of the observation, revising the plan at every cycle. As the researcher
mentioned before that determining of taking the second cycle is based on the
consideration of the previous cycle result. They can be explained in the following
parts.
A. Introduction
The researcher, as a teacher whose experience of teaching English is more
than fifteen years, has sensitivity of the problems being faced by the students.
Based on the observation was held in SMK Wijaya Kusuma Surakarta especially
in the second grade, most of the students get difficulties in applying their own
English orally. It can be seen from their daily activity that there has almost never
been sound of English speaking among them either inside or outside of the class.
It is so important to be done by them as a result of learning English according to
curriculum based on competence which is being used. The following is the
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description of the initial reflection dealing with above problem and the fact
finding analysis as the continuity the initial problem.
1. Initial Reflection
As the researcher has stated before that the students in SMK Wijaya
Kusuma Surakarta, are facing the problem dealing with their own oral English.
Their English speaking competence is still low. The following are the indicator
problem: They seem to be doubt and nervous to express their own oral English:
they rarely even never use it in their daily communication either inside or outside
the class; They are afraid of making mistakes; They are afraid of being laughed by
their friends; They have no bravery to express their own English competence; and
so on.
All the students‟ difficulties above can be caused by some factors. One of
them is derived from the teacher. In this case the teacher has an important role to
support the students‟ English achievement in teaching and learning process. The
teacher usually explains the material of the lesson as the routine activity,
meanwhile, the students just listen to the teacher‟s explanation, and then take
notes, or even those who are slow learners sometimes have opportunity to take a
nap. Beside that, the teacher only gives exercises and then asks the students do
them in order to know their ability of understanding the material they have just
learned.
It is very important role as the teacher in teaching and learning process to
create the class to be conducive or not. In this case the role of the teacher is not
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only as an instructor who explain the lesson and gives the exercises but also
controls and searches the process of learning and evaluates the learners‟
performance. However, the teacher may be considered as an instructor but in
board sense, the teacher is expected to handle several roles. Sometimes the teacher
should act as a general observer, as facilitator to the communication, as the
organizer of the resources, as the manager of the classroom, as a communicator,
as an initiator and as a consultant (Richard and Rogers, 1986: 77)
While, Richard and Renandya say (2005: 213) that the teacher is the soul
source of input and feedback and often a dominating participant in the practice,
exemplifying a typical pattern of teacher stimulus followed by the students‟
response, further followed by teacher evaluation of students‟ response.
As English teachers often have two difficulty choices. In one side, the
teacher has to teach the students to have an ability to do the English examination
as well as possible. So that the students will be able to get a good even the best or
at least more than the target score. While, in another side they also have to teach
them how to master all the language skills involving listening, reading, speaking
and writing. It means that the teacher has to teach not only written but also spoken
language. Both of them should have the same treatment proportionally.
In teaching and learning process there is an assumption that the teacher
still dominates the class, whereas he/she should only be a facilitator in the class
rather than as a teacher himself/herself. It means that the students must be treated
as subject rather than as object of learning only, so that they have very important
role to interact at any kind of materials in the class. Besides he/she tends to be a
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little more neglect his/her obedience to teach the students about written language
rather than spoken language or English orally. He/ she tends to teach them about
written language rather than spoken one. The reason of doing this is that there is
an assumption that the succeeded students can be seen from the result of the test
which is held at the end of semester or a final examination. If the students‟ score
indicate good mark or minimum more than the target score, it will be regarded
that they are successful. On the other hand if not, it will be regarded failure. It
means that the students‟ score indicate bad/low mark than the target score, so here
the teaching and learning process doesn‟t indicate the progress optimally.
All the factors above cause the English teacher drills their students with
some written exercises continually rather then practices their own spoken English.
As a result, most of the students tend to be what the writer mentioned before such
as passive, shy, doubt, nervous and even afraid to make mistakes. They don‟t have
bravery to express things related to the topic discussed by using their own words
to show their English competence.
2. Fact Finding Analysis
Having realized that the most students in SMK Wijaya Kusuma Surakarta,
especially at the second grade were facing the difficulties concerning with their
English speaking competence, the researcher wanted to prove whether what had
been stated before was true or not. In this case the researcher interviewed the
student directly. Beside, the writer gave a pre-test. It was conducted to reinforce
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the above problem. The result of the activity above, it would be described as
follows:
At the beginning of this research, the researcher interviewed some of the
students to get the information in detail directly about how far their English
competence was. One day the researcher came to certain students, and then the
researcher spontaneously asked them in English. When the researcher asked some
questions, some could answer or respond it well, clearly, enthusiastically, fluency,
no shy no doubt, etc., but most of them couldn‟t, they just say like „Yes‟ or „No‟.
Not more, even though they keep silent no word uttered. Or some times, they
laughed it loudly while answering the questions
The English questions having been used for getting information from the
students are as follows: “What‟s your complete name? ; Where do you live?; How
do you go to school?; What is your hobby?; do you like English?; Why?; is
English difficult or easy?; do you have difficulties to speak English?; Do you
understand if I speak English?; Do you often speak English with your friends in
the class or out side?; do you feel shy if you speak English in front of the class or
the public?; etc.
From twenty students that the researcher quested, only three of them could
answer the questions well. While five of them could answer the questions but the
answer was not as complete as the researcher expected. On the other hand, the
twelve ones couldn‟t answer the question well. They only answered the questions
so simple like „Yes‟ or „No‟, not more. They seemed to be in doubt, shy, no
bravery, to express their own words in English. They might be afraid to make
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mistakes so it caused their fiend laugh it. It was right, when the writer asked a
certain students about their difficulties; she explained that one of the problems
was afraid to make mistakes.
However, the researcher paid attention to their response so enthusiastic.
For example, when the researcher asked for them to have chat together in English,
they seem as if they could speak English too. They always stated at her as if there
no problem with their English orally. It means that they actually understood about
what they had spoken one to each another, but they seemed getting difficulties in
responding orally. As the researcher stated before that they tend to be shy, doubt,
nervous, even afraid to respond the given expression directly and orally because
they didn‟t accustom to do before.
Furthermore, when the researcher asked them about their problem
disturbing them in responding English orally were s the initial notion that they
were seldom involved in English speaking interactively either inside or outside
the class. The following is a student‟s answer when the researcher asked her
reasons why she got difficulties to respond English.
„Sebenarnya saya memahami saat ibu guru berbicara dengan menggunakan
bahasa Inggris, tetapi saya mengalami kesulitan bagaimana menjawabnya dengan
mengguakan bahasa Inggris tersebut. Sebernarnya saya juga ingin sekali bisa
berbicara dengan menggunakan bahasa Inggris. Tapi ternyata susah, ya?
Kenyataannya jarang ada percakapan dengan manggunakan bahasa Inggris. Jadi
terus terang saya merasa, malu, takut ditertawakan teman-teman yang lainnya, dan
juga ndredek saat mencoba berhahasa Inggris”, (RR)
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Another student WD gave the following reason; “Kalau saya bisa
ngomong dengan bahasa Inggris rasanya senang sekali dan bangga, tapi kok sulit
juga ya. Maksudnya saya paham tapi susah untuk mengungkapkannya dengan
menggunakan bahasa Inggris. Pengin juga mencoba berbicara dengan bahasa
Inggris tapi pekewuh takut dikatakan kemayu atau keminter. Teman-teman
banyak yang pasif, padahal diantara mereka banyak yang pinter. Jadi saya ragu
tidak punya keberanian, takut salah dan ditertawakan teman yang pinter. Dan
kami berharap ada cara untuk membantu mengatasi kesulitan kami,bu” (WD)
And when the writer asked IPS why she was afraid express her own
English, she argued as follows;
“Terus terang bu, saya merasa kosa kata bahasa Inggris saya kurang, sehingga
saya tidak PD (percaya diri) kalau ingin berbicara dalam bahasa Inggris. Kalau
saja saya bisa jawab/ tahu, sering kali saya kesulitan menyusunnya sesuai dengan
tenses yang benar sehingga saya nggak jadi ngomong, takut salah
mengucapkannya, takut diketawakan teman-teman. Intinya tidak PD-lah, tapi
kalau sering ada yang ngaja komong seperti tadi denga bu guru, saya senang.
Sebab saya jadi tahu dan menjadi berani, walaupun belum bisa banyak nyambung
asal mencoba aja” (IPS).
From one to eight students whom the researcher asked, they have the same
problem like what have been stated by the three students mentioned above. And
then she tried to confirm the identical problem happened to the other students.
And then the researcher went to the classroom and asked them why they have
difficulties in English speaking. Some of the students were able to speak English.
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They were able to give the answer fluently and accurately. But most of them were
not able to give the answer fluently and accurately, they just give the answer
incompletely. They were doubt, afraid if their answer didn‟t match to the question.
Meanwhile there were so many passive students. If they were asked some
questions, they only give smile or keep silent on their own seat. And sometimes
they only give the answer „Yes‟ or „No‟.
The students‟ English speaking competence is still low. They had different
competence and bravery. Generally the students who were able to speak English
and understand it well, they are cleverer than the others. They were not only
clever but also bravery to express something using their own English orally.
Meanwhile, the others had an average competence even less than them. They
move their head to the right or to left waiting the stimulus from another one else‟s.
They look in doubt, shy and afraid to express their own English orally.
When the researcher thought them dealing with the speaking competence,
it can be explained as follows: as the curriculum stated that English must be
included four skills namely listening, reading, speaking and writing. The teacher
had tried to teach the student all these skills, but speaking competence hasn‟t
enough time because of the limited time for practicing, and less of environment
supporting. This condition caused the result of the students‟ achievement
especially in English speaking was not satisfying enough. There were many
students unwilling to speak using their own English because they felt shy, doubt,
afraid even more indifferently. They didn‟t show pay attention and tend to be
apathetic.
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In teaching speaking competence, the researcher usually gave the students
some expressions dealing with the topic and then asked them to act or practice it
in the form of dialogue in front of the class. The dialogue itself just is taken from
the students‟ book. Then the writer gave them the written exercises to do in group
or individually. Likewise speaking in the form of monologue, they also just read
from the written text without expression or gestures. In the most of supplied time
the researcher was used to drill them with some written exercises rather than
orally. By the hope that they would be able to do the English written test, this was
held routine at every the end of semester or at the final examination. Frankly
speaking the researcher would be happy if the students could do the test well and
got good mark even best score. Or at least, they would get more than target score
which had been determined by the English teachers. That was 6.8.
If the score which was reached by the students was less than the target
score, the teaching and learning process would be classified as the failure. In
conclusion, if the score was more than the target score, it would be classified as
the success one. Therefore as the English teacher, the researcher cared to give
drilling to the students with the written English exercises rather than English
orally.
As we know that someone believed that the success of someone in
teaching was measured from the result of the test score which was reached by the
students when they did the test. The higher score they got the cleverer students
they were. On the contrary, the least score they got the weakness students they
are. That explains there was the tendency of the teachers including the researcher,
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to give more written exercises than oral exercises. There was LKS ( lembar
kegiatan siswa) which become the students‟ assignment or home work to be done.
Based on the researcher‟s experience, the result of the written test was good
enough. Most of the students got higher score than the target score. It was
different from the daily speaking review mark; most of the students got lower than
the target score. From 36 students, no one who got mark more than 7. Those who
got the same as or more than 6.8 were 10 students (27.778%), and the other
students got less than 6.8 (72.222%). That indicated most of the students still got
difficulties in mastering English speaking competence.
The last fact that the researcher did to support the initial notion is giving
pre-test orally (monologue about someone‟s profession) to the students. It was
done to know the initial speaking competence of the students. In this case the
researcher asked her friend whose name is PL to test orally (monologue) the
students along with the researcher. It was hoped that the test was more objective.
It meant that scores would be calculated as objective as possible.
The test instruments had been arranged and prepared before by the
researcher. The questions which were given related to a profession. They were
pictures related to the profession and give the description orally. Because of the
limited time, each student only got three to four minutes.
The test went the following way; firstly, the researcher as the first tester
(T1) and her friend PL or her collaborator was as the second tester (T2) called a
student according to the smallest sequence number up to the higher one. And then
the tester shows him/her a picture before giving/telling the description of a
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profession. It meant that after the first number was over, and then it would be
continued to the following number. Beside they had also provided the scoring
scale categories as follows;
Table: 4.1 “Ur‟s Speaking Test Scale”
Accuracy Fluency
Little or no language is produced 1 Little or no communication 1
Poor vocabulary, mistakes in basic
grammar, may have easy strong
foreign accent
2 Very hesitant and brief
utterances sometimes difficult
understand
2
Adequate but rich vocabulary, makes
obvious grammar mistakes, slight
foreign accent
3 Gets idea across but hesitantly
and briefly
3
Good usage of vocabulary, recessional
grammar slips, slight foreign accent.
4 Effective communication in
short turn
4
Wide vocabulary appropriately used,
virtually no grammar mistakes, native
like or slight foreign accent
5 Easy and effective
communication uses long turn
5
Meanwhile the result of the pre-test conducted by the researcher and her
collaborator indicated that the total score of the students‟ were; those who got the
same as or more than 6.8 were 9 students (25 %), while who got less than 6.8
were 27 students (75 %) from the total of the students in that class were 36
students. having looked at the above fact finding, the researcher concludes and
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believes that the students really get difficulties in mastering the English speaking
competence. Therefore the researcher is eager to help the by giving a solution.
The solution the researcher is going to offer is teaching English speaking by using
“Jigsaw”. It is one of teaching technique to improve or enhance the students‟
English speaking competence.
Based the above problem, the researcher then prepared a plan of improving
the students‟ English speaking competence into 2 cycles. Each cycle consists of a
series of steps, namely; planning the action, applying the action, observing and
monitoring the action, evaluating and reflecting the result of the observation, and
the last is revising the plan.
B. The Implementation of the Action
The theme of the first cycle is about the profession of a receptionist, water,
manager, bell boy, and clerk. And the second cycles is about profession of a
director, secretary, accountant, librarian, and chef. Meanwhile, to reach the
purpose of teaching and learning process, as stated before that the researcher make
the procedure to use “Jigsaw” as the teaching technique in improving the students‟
English speaking competence. The description of the research implementation can
be explained as the following parts:
1. Cycle I
In this part, the researcher did a set of activities which consisted of
planning the action, implementing the action which included four meetings (three
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meetings of applying jigsaw technique and a meeting for post-test) in which each
meeting consisted of opening the class, main activity, and closing.
a. Planning the Action
Before implementing the action, the researcher gave the students a pre-test.
This test was aimed to know how well their initial speaking competence of their
English speaking competence in any kinds of situation. The test was also given at
the end of the first cycle as the post-test to know the progress or the difference
between the previous and after implementation the action to the students in the
classroom.
After finding the reality that the English spoken learning failure, it caused
the students got difficulties in applying their own English orally and
communicatively either inside or outside the class. In this case the researcher tried
to improve them by choosing teaching technique that could be a solution for this
problem. Teaching technique that was applied was “Jigsaw”. The researcher was
sure that by using jigsaw, the students would get improvement in their English
speaking competence. It was be able to develop speaking ability, promote
interaction among the students, and increase the students‟ motivation to learn in
achieving their English speaking competence.
In the first cycle, the theme was “profession of a receptionist, waiter,
manager, bell boy, and clerk”. The researcher as a teacher prepared the material as
well as possible and lesson plan by using Jigsaw in teaching English speaking.
The form of the material was monologue of description profession and then
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followed by some steps to be done by the students that had been arranged in the
form of small groups (jigsaw groups and expert group).
b. Acting
For implementation the action, the researcher divided the action into three
stages namely; opening (warming up), main activities (making small groups
(jigsaw groups and expert group), and closing. These three stages were conducted
in two cycles. First cycle was conducted in 450 minutes which was divided into
five meetings (pre-test, three meetings for implementation, and post-test). And
each meeting was conducted in 90 minutes (2 X 45). And the second cycle was
conducted in 360 minutes which was divided into four meetings (three meetings
for implementation, and post-test)
The lesson plan and the material dealing with the topic had been prepared
before implementing the action. The researcher ruled as the researcher and
observer and also as a teacher who taught in the class. Meanwhile, the theme
which was going to teach for the first time was about profession of a receptionist.
1) First Meeting
In this part the researcher did a set of activities dealing with the teaching
and learning process as mentioned before. Among of them were as the following:
opening the class opening (warming up); making small groups (jigsaw groups and
expert group); discussions (in jigsaw groups and in expert group); production
(some of the small group present the topic had discussed), and closure (the teacher
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gave the summarization of the topic had discussed, then gave the students
assignment for the next meeting ended with taking a leave. The detail information
is explained in the following part:
a) Opening the Class
It was exactly at 07.15, the bell rung. Then the researcher as the teacher
went to the second floor and entered class. Here the researcher used the English
laboratory. It was a large room and comfortable enough for implementing the
action. The teacher directly went to the teacher‟s desk in front of the room
facing the students and also did observation all the activities that happened in
this class. The teacher greeted them friendly and they gave response
enthusiastically.
After greeting the teacher then checked the students‟ attendance one by
one and asked them to raise their hands when the teacher called him/her and
saying „Yes Mom‟, or „Present‟. Meanwhile, for the absent student, the teacher
asked them to report by saying “Sorry Mom, She/he is absent today”.
Fortunately, for the first meeting all of the students were complete. The total of
them were 35 students. They consisted of 1 male student and 34 female ones.
Then to create the class condition warm and live the teacher gave them
some questions dealing with the profession. In this case the teacher gave them
the question for certain students individually and randomly. The questions had
been given were as like; what is your father/mother?; where does he/she work?;
what is his/her duty?; what tools does he/she need in doing his/her work?; and
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so on. The teacher moved on from one student to another randomly to give
some question as stated before.
When the researcher opened the class, the students responded her excitedly
and enthusiastically. It meant most of them replied the teacher‟s greeting well.
Although there were also some part of them didn‟t. But they responded her
well though they didn‟t show their high spirit. Perhaps they had low profile
appearance, so that they didn‟t seem to be enthusiastic like the other one.
As for their good responding, it could be seen from their welcoming of the
teacher. They behaved politely and nicely when the teacher greeted them to
open the class; they also joined the class interactively. For example; when the
teacher greeted them to „Good morning every body?‟ the teacher said. „Good
morning, Mom‟, the students responded together. Then the teacher continued
her greeting „How are you today‟, „I‟m fine, and you?” they returned to ask,
“I‟m fine. Thank you” the teacher said.
Meanwhile, when the researcher warmed up the class, most of them to be
ready and strive to answer what the teacher asked. However there were also
some students who looked un-ready to answer the teacher questions. For
example when the teacher asked a certain student as like; “Hai mbak ANH,may
I ask you. What‟s your father? Or what‟s your father‟s job/profession?” the
teacher asked. “My father‟s job is a farmer”, she answered it. The teacher
asked the same question to MYT, “My father is a bricklayer”, MYT said.
“Where does your father usually work, ANH?” the teacher said. “In the rice
field” the student ANH answered. And you MYT, “Where does your father
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work?” the teacher said. “In a project” MYT answered, and so on. As the
writer stated before that the writer moved on from one student to another to
give light question dealing with profession randomly. And finally the teacher
showed the picture to the students with the question “What is he?” All of the
students said that it was a receptionist.
b) Main Activity
In this part the researcher told the topic they were going to learn on that
day using „Jigsaw‟ as the learning technique. The theme was profession as a
receptionist. It was not strange for them because it might actually be related to
the work which was found in company, institutions, schools or other public
areas. In this case the researcher decided to take it by the hope that they would
get easier topic so they would enjoy the teaching and learning activities in the
class. The researcher was sure that they were mostly confused of what didn‟t
know well.
First of all the researcher divided the students into four small groups (A,
B, C, and D). One group consists of 7/8 students and randomly in term of
gender, and ability. Next, the teacher appointed one student of each group to
be the leader of the group. The leaders of each group gathered to be the expert
group. Then the researcher gave them the topic “A Receptionist”, after that
the researcher gave the time and asked the groups (ABCD) to discuss it.
The researcher guided the expert group to survive the students dealing the
topic. The researcher gave them the main vocabularies written on the slide and
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they could ask the researcher if they got difficulties. Then the expert group
began to discuss about the main point description of a “Receptionist “. After
getting the main point of their segment then they rehearsed the presentation.
Each member of the expert group should remember the result of the discussion,
and then they went back to the original group/jigsaw group. They reported the
result of the discussion from the expert group to his/her original/jigsaw group.
And they became the model of each group members in doing monologue, so
they paid much attention the given model.
When the expert group presented the result of the discussion about the
description of “A Receptionist”, most of the group members paid much
attention to him/her attentive fully but some part of them didn‟t. They looked
making a little conversation but the researcher didn‟t know what they talked
about, whereas the others concern their learning well. Finally, it was time to
make presentation. The teacher asked some of the leader of the group make
presentation in front of the class and ended by announcing what group is the
best.
The following is the chart in which the students hand to practice individual
presentation or monologue using Jigsaw and the topic was “A Receptionist”
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Figure: 4.2. “The Steps to do in Jigsaw in the first cycle”
When BDW of the member of the group A came foreword to have
presentation, she seemed to be doubt and shy to express her own English
because her sound was so weak or low to hear. At that moment the teacher had
reminded her to speak louder and clearer. “We don‟t hear your voice, please
speak louder”, the teacher said. BDW looked at the teacher and nodded while
saying “Ya ,bu” she said. One of her friend who sat on the back also
said,”Nggak denger, yang keras” she said. Then she tried again to repeat it
from the beginning, but reality she also felt awkward or un-easy to do, she
Grouping the students based
on the alphabet they got
(group A, B, C, and D)
Choosing the leader of each
group to be the expert
Discussing about the
profession stated on the
picture given
Show a picture
Sharing each other to find
completed information and
read the result
Remember the result of the
discussion
The expert group back to
their origin group/jigsaw
group (A, B, C and D)
Reporting the result of the
discussion to the group
members (from A to A, from
B to B, C to C, and D to D)
Each members of the group
understanding,
remembering what the
expert reported or informed
Prepare the students of each
group to have presentation
Presentation in front of the
class
Counting all students by
saying A, B, C, and D
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always looked up to remember what words would be said and often stopped
without saying anything. And finally she said,”Sudah ya bu”. She gave up and
backed to her group again.
While BDW had presentation in front of the class, the other students did
various activities. There were some students paid attention seriously, some
others making notes about the material, some others did a little conversation
with their close friend, and some others prepared their mastering of the
material and prepared for the next turn. Then after BDW turn was over, those
who didn‟t do presentation yet, gave her applaud loudly. She seemed to be free
from her burden, and she could smile freely to her friend.
The next turn was AES from group B. she looked ready, bravery and
confident to have presentation. She began to talk about the topic given; her
sound was louder and than BDW. She spoke loudly but the meaning is not
clear because she often made mistakes in pronouncing and effected to the
different meaning, and caused the content was not match with the topic.
Perhaps she did a little mistake all of her friends appreciated to her and gave
her applause at the end of her talk.
After the second turn, some off the students tried and shared to their friend
about the material. Some of them asked about how to pronounce certain words,
some others asked about the structural of the sentences, and some others still
enjoy chatting with their close friend. At that moment, there was a student who
seemed to be ready to give presentation for the next turn and then the teacher
called her to prepare it.
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It was the third turn, and WTN was ready to talk about the topic in front of
the class. She began to speak but at the middle of her speech she forgot what
she would say for the next. She became nervous, afraid, shy, burden and so on
which would influence her performance automatically. She just smiled and
smiled only. But she didn‟t remember what she said and gave up, and then she
went back to her place.
Next, it was the last turn from the last group D, and RES was ready to
come forward giving the description of a receptionist. She looked more ready
and confident to do. At the same time, there was a sound from the back “la ini
jawarane, wis mesti ok” said another friend on the back, WDM. Then a
member of group A responded in English “Good” while she was showing her
mother thumb. And the other ones only smiled nicely. Perhaps, she was a
clever student, so that they were welcomed by the other friends‟ applause.
When she were practicing monologue in front of the class, the teacher also
observed them that there was not any problem. It meant that she could practice
it well. Almost her friends applauded her merrily the end of her monologue.
The teacher also joined to applaud her. The class looked merry and exciting.
No one was sad at that moment. They seemed to be happy to joint the class
enthusiastically. It could be seen from their expression showing happy.
As the researcher stated before that at every end of monologue, the teacher
asked the other ones to give applause. With the hope that, they would be
motivated and creating the comfortable class. Consequently, the class would be
a little noisy but would be interesting and exciting, not boring. The students
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would be excited and interested in join the class. Hereby they would develop
their speaking competence.
c) Closing
In this part, the researcher ended the class by saying see you letter.
However, before closing it, the researcher gave all the students a chance or
assignment to make description of a profession of a waiter and would be
presented for the next meeting before the main activity. After giving the
assignment the teacher also reminded the students to study harder at home and
prepared the following meeting as well as possible. The material for the
following meeting was still the same topic as that day, but they had to produce
their own words by themselves, and they had to role interchangeable. “Do you
know what I mean?” the teacher asked them.”No, no mom”, some of the
students answered. “Okay, let me speak in Indonesia to get clear
understanding. Perhatikan semuanya nanti pada pertemuan berikutnya, setiap
kelompok harus mewakilkan satu anggotaya secara bergantian tidak hanya satu
orang itu terus pada setiap kali ada kesempaan maju. Do you understand
know?”, the teacher confirmed, “O…yes, mom, I understand” some students
answered, “Any questions?”, the teacher asked to give the students a chance to
ask the difficulties. “No, Mom”, they answered. Then the teacher closed the
class. “Well, if there is no question, let me end this lesson. Thank you very
much for your great attention. Thank you, and see you”. The students
responded “See you, mom”.
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2) Second Meeting
In this part the students were hoped so much to practice their own English
words by using Jigsaw technique and performed the material given in the form of
monologue. As the researcher asked in the first meeting that the students had to
arrange their English understanding about the material given to be a presentation
description, then they had to present it in front of the class. In this case the
students just repeated the previous lesson with the same theme or a profession.
The steps for the second meeting were opening (warming up), main
activity, and closure, and they would be explained in the following parts:
a) Opening the Class
What the researcher did in this part was not quite different from the
activity in the first meeting. Firstly the researcher greeted students, checked the
students‟ attendance, motivated the students, and prepared the students to
attend the class teaching and learning process. Before the lesson began, the
researcher asked the students if they had an assignment, and then gave them a
chance to present it in front of the class. And then, one of the students came up
and began to speak dealing with the topic given at the end of the last meeting,
namely “a waiter”. After finishing the student‟s presentation the researcher
checked the students‟ memory by giving some question about the last material
given.
Meanwhile, when the researcher gave them questions to check their
memory about the previous material, they mostly could answer them well.
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They seemed having mastered the previous material well. It could be seen,
when they answered the question, there were not misunderstanding. The
questions could be answered correctly and acceptably by all the pointed
students. Even the class looked a life because of the life communication
between the researcher and the students.
b) Main activity
In this part the researcher told the topic they were going to learn on that
day using „Jigsaw‟ as the learning technique. The theme was profession as a
manager. It was not strange for them because it might be actually related to the
work which found in accompany, institutions, hotels or other public area. In
this case the researcher decided to take it by the hope that they would get easier
topic so they would enjoy the teaching and learning activities in the class. Then
the researcher asked the students to make small group or jigsaw group and
instructed them to be the small group with the same member and the researcher
pointed one of the students as a leader. They were active and quick to find their
group A, B, C, and D.
When the researcher showed a picture of a profession, the students joined
her attentively and enthusiastically. It could be seen from their appearing spirit
while joining the class. They looked excited and interested in joining the class
activities. They didn‟t look to be bored and lazy. Even, at that time there had
been a student who bravely asked a question, as like, “Excuse me, mom”asked
the student (AZT from group A) while rising her hand. “Yes, what can I help
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you, AZT?” the teacher responded. “Maaf, bu. Apa ini disuruh mendiscripsikan
seperti yangkemaren?” the student (AZT) continued her question. Then the
teacher explained her,” Right, that‟s good question. Well, listen to me please.
I‟d like to explain AZY‟s question. Are you ready to listen at me?”The teacher
confirmed. “Yes, mom”, they answered. After that the teacher continued her
explanation that on that day the class would have the same activities like they
had done before, but different topic. And finally, one of the members of the
group had to present the material which was discussed orally. “Okay, any
question else?” “No”, the students answered. “Okay, let‟s do and join the
discussion in your group” Asked the researcher.
The students on their group looked more relax and were not afraid to give
their own opinion about the profession of a manager. They could share the
vocabularies, meaning and pronouncing to their friend in the same group or the
other group. Most of them were active to look for the information about the
topic given, but there were some of the students still kept silence, didn‟t have
any idea what to do, and passive.
The researcher then guided the expert group in discussion, showed them the
picture again, and gave them the main vocabularies dealing with the profession
given. The expert group began to discuss the description of a “Manager “.
After getting the result of discussion one of the expert groups read it. They
should remember the result of the discussion. After making the result of the
discussion, they went back to the original group/jigsaw group. They reported it
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in front of their group members as became the model of each group in doing
monologue in the next session, so they paid much attention to them.
When the expert group presented the description of “A Manager”, most of
the group members were so enthusiastic to him/her attentive fully but some
part of them didn‟t. They looked making a little conversation but the writer
didn‟t know what they talked about, whereas the others concern their learning
well. After finishing expert presentation was over, then the researcher asked
each group to make presentation. Before doing the presentation the researcher
asked some of the leader of the group to take lottery to determine the turning of
presentation. Each group represented one of the members to take the lottery
which had been provided by the researcher. One by one the lottery had been
taken and at that time the class was noisy, because after taking lottery some of
them were happy and yelled loudly of getting the last turning. A moment then,
the teacher asked them to do the presentation in front of the class and each
group represented one of the members. The turning of the presentation was
based on the lottery they had, it was as follows; first turning was from group A,
second turning was from Group D, third turning was from Group C, and the
last turning was from group B.
When the students practiced the learning activities using Jigsaw, they
seemed enjoying their activities. It could be seen from their appearance not to
be burdened. They looked happy, and excited to do it, such as from the first
group A, WTN, could present, she didn‟t seem to be doubt and shy to express
her own English. She did it freely without any burden. She still had a little
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mistake at pronunciation and fluency. Even though, she got a loud applause
from her friend at the end of her presentation. After finishing her presentation
she returned to her place and to be continued to the second group. While WTN
had presentation in front of the class, the other students did various activities.
There were some students paid attention seriously, some others making notes
about the material, some others did a little conversation with their close friend,
and some others prepared their mastering of the material and prepared for the
next turn. .
The second turn was ANH from group D. she looked ready, bravery and
confident to have presentation. He began to talk about the topic given; his
sound was louder than RES. He spoke loudly the meaning was clear. He did it
freely without any burden; his pronunciation was good enough and used the
appropriate gesture. He almost did it perfectly, so he got a loud applause from
her friends and then she returned again to her seat.
It was continued by the third turn, until the last turn or group four. The
turns presentation from third group to the fourth group, there were not serious
problem. They took their turn well. Only a little problem found on some
students as having been found like the above mentioned.
Almost their friends applauded at the end of their presentation. It was
aimed to create the students‟ and the class not to be afraid. Besides, they would
be motivated and the result of the activity would be better. It meant that there
ought to be any better progress than before. At least, their willingness to master
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their English orally would be higher tighter. Finally, they were hoped that they
could use their own English mastering into their real daily life.
c) Closing
Having finished all the activities on that day, then the researcher/the
teacher ended the class by saying thanks for the students‟ attention in joining
the class actively and attentively. The researcher hoped so much that the
students could apply their English mastering. Besides, the researcher also
reminded them to prepare the next meeting. The teacher also gave all the
students a chance or assignment to make description profession of “A Bell
Boy” and it will be presented for the next meeting before the main activity.
And finally, the researcher/the teacher said good bye to the students for leaving
the class.
3) Third Meeting
In this part, the students were hoped so much to practice their own English
words orally dealing the topic which had given as the assignment and performed it
in the form of monologue at the opening class (warming up), core activity
(explained the material using Jigsaw), and the last was closure
The steps for the third meeting were opening (warming up), main activity,
and closing. And they would be explained in the following parts:
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a) Opening the class
What the researcher did in this part was not quite different with the activity
in the first meeting. Firstly the researcher greeted students, checked the
students‟ attendance, motivated the students, and prepared the students to
attend the following teaching and learning process. But, before the researcher
began the lesson, the researcher asked the students if they had an assignment
and then gave them a chance to present it in front of the class. And then one of
the students, FOS, came up and began to speak about a profession of “A Bell
Boy”. She could try to give the description of it although it‟s only need three
minutes to present it. After finishing her presentation the researcher checked
the students‟ memorization by giving some question about the last material
given. The class seemed to be ready. However on the back part, there were
students who made a little conversation but they didn‟t disturb the class.
When the teacher gave them questions to check their memorization about
the previous material, they mostly could answer well. They seemed having
mastered the previous material well. It could be seen, when they answered the
question, there were not misunderstanding. The questions could be answered
correctly and acceptably by all the pointed students. The class looked a life
because of the life communication between the researcher and the students.
b) Main activity
In this part the researcher told the topic they were going to learn on that
day using „Jigsaw‟ as the teaching technique. The theme was profession as a
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clerk. This profession was also not strange for the students because it might
actually relate to the work which found in a company, institutions, hotels or
other public area. The researcher was sure that they were mostly confused what
a clerk is. Then the researcher gave the real example around the school at the
administrative office and also gave them a picture of this profession by the
hope they could be easier to have description about it. After that the researcher
began the lesson and applied the jigsaw technique.
First of all the researcher divided the students into the small group (one
group consists of 7/8 students). The groups are diverse in term of gender, and
ability, and asked the students to discuss finding the predicate of each member
using the capital letter A, B, C, and D. after that the students gathered and
joined to the group based on their predicate they have got (A, B, C, or D)
named “Jigsaw Group”. Next, the teacher appointed one student of each
group to choose the leader of the group to be the expert group. Then the writer
gave them the topic “A Clerk”, after that the teacher gave the time and asked
the groups (A, B, C, D) to discuss it.
The researcher guided the expert group in discussion to survive the
students about the description dealing the topic. The researcher showed them
the picture dealing with the topic. They could ask the teacher if they got
difficulties, the expert group began to discuss about the main point of the
description of a “Clerk“ given by the teacher. After getting the main point of
their segment and to rehearse the presentation they would make to the other
Jigsaw group. Each member of the expert group should remember the result of
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the discussion, and then the expert groups go back to the original group/jigsaw
group. They report the result of the discussion from the expert group to the
original/jigsaw group. And they became the model of each group members in
doing monologue, so they paid much attention the given model.
When the expert group presented the result of the discussion about the
description of “A Clerk”, most of the group members paid much attention to
him/her attentive fully but some part of them didn‟t. They looked making a
little conversation but the writer didn‟t know what they talked about, whereas
the others concern their learning well. Finally, it was time to make
presentation. The researcher asked some of the leader of the group make
presentation in front of the class and ended by announcing what group is the
best.
When the student followed the steps arrangement of Jigsaw, they seemed
enjoying their activities. It could be seen from their appearance not to be
burdened. They looked happy, and excited to do it, such as group A, KPT, could
present, she didn‟t seem to be doubt and shy to express her own English. She did
it freely without any burden. She spoke at good pronunciation and fluency. So,
she got a loud applause from her friend at the end of her presentation. After
finishing her presentation she returned to her group and be continued to the other
group.
While KPT had presentation in front of the class, the other students did
various activities. There were some students paid attention seriously, some others
making notes about the material, some others did a little conversation with their
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close friend, and some others prepared their mastering of the material and
prepared for the next turn.
The next turn was SBR from group D. she looked ready, bravery and
confident to have presentation. She began to talk about the topic given; her sound
was loud and clear. It meant that she spoke loudly the meaning was clear. Her
pronunciation was good enough and used the appropriate gesture. So she got a
loud applause from her friends and then she returned again to her seat. Then it was
continued to the third turn, and FOS from group C was ready to talk about the
„clerk‟ in front of the class. She began to speak but at the middle of her speech she
still forgot what she would say for the next. “Emm”, she uttered her voice. Not so
long she reminded the words to say. She was fluent to express her own English
words. She made the preparation well. She didn‟t make hesitation at the middle of
her speaking, made the main point of talking clearly. Her friends gave her a loud
applause. Next, it was the last turn from group B, and YET was ready to speak the
description of „a clerk‟. She looked ready and confidence to do. She could present
it well. It meant that she was fluent enough in speech, good enough at
pronunciation, using the correct structure in arranging the vocabularies into
sentences and also used the appropriate gesture.
When there were practicing monologue in front of the class from each
group the researcher also observed them that there was not any problem. It meant
that they could practice it well. Almost their friends applauded at the end of their
presentation. It was aimed to create the students‟ and the class not to be afraid.
Besides, they would be motivated and the result of the activity would be better. It
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meant that there ought to be any better progress than before. At least, their
willingness to master their English orally would be higher tighter. So, they could
apply their own English mastering into the real daily life.
c) Closing
Having finished all the activities on that day, then the researcher ended the
class by saying thanks for the students‟ attention in joining the class actively and
attentively. The researcher hoped so much that the students could apply their
English mastering. Besides, the researcher also reminded them to study prepare
the next meeting with the evaluation test dealing with the previous topic. And
finally, the researcher said good bye to the students for leaving the class.
4) Fourth Meeting
In this part, the teacher would evaluate the students orally. The activities
consisted of opening (warming up), core activity, and the last was closure (ending
the class). The following were detail information:
a) Opening
Before going on the routine duty, the teacher as the researcher had to greet
the students by saying to them “good morning every body” at first. Then the
researcher continued to check the students attendance one by one to make sure
that all the class members had been complete or not. On that day, there were no
absent students. They were complete 35 students.
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Then the researcher explained what they were going to do on that meeting.
On that occasion, the researcher would give a test to evaluate what the students
had learned before. The test was in the form of orally or spoken test. In the spoken
test the students would be called one by one to come forward, and then he/she was
asked to describe/tell about a certain profession which he/she had learned before
orally. Meanwhile, the other students had to wait out side the class patiently. Each
student would have three or four minutes maximally for his/her presentation.
Having finished joining the interview, he/she could leave and go out side the class
and he/she was asked to call his/her friend for the next turn.
b) Main Activity
First of all, the researcher would call the student who got turn to have
presentation. The role of turn was arranged systematically from the student
number one, two, three, and until the last number student. In holding the test, the
researcher was helped by the collaborator as the second scorer/scoring rater. She
also was the English teacher at the researcher‟s school where the observation was
held. She helped to call the first number to face the teacher in front of the class.
When the students join the spoken test, there were some students seemed
to be nervous. Then the others looked more ready to have the test. Perhaps they
had asked their earlier friend first. So they could make better preparation however
the all seemed preparing their turning seriously. Those who didn‟t get the turning,
they tended to behave calmly of thinking.
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After the researcher was sure that all the students got presentation
(speaking test) which were arranged into their sequence number, the researcher
gave comment or suggestion about the students‟ presentation which had done
whether they were good or not for getting the next better presentation.
c) Closing
Having done all the activities, the teacher closed the class by saying thanks
to the students „attending to join he class well. But before closing the class the
researcher didn‟t forget to remind them to study harder, in order that, they could
master their English speaking competence at once. Besides, the researcher also
gave a chance to ask the difficulty things, that they didn‟t understand yet. Then
the researcher explained the following topic that they were going to study as well
for the next meeting. Finally, the researcher said good bye to the students for
leaving the class.
c. Observing and Monitoring the Action
Observing and monitoring are really very important to do because it can be
used as one of the indicators to know every student‟s progress of the
implementation. Both of them have been done by the researcher during the
implementation of the action while the students were doing their activities. By
observation and monitoring the teaching and learning process in the first cycle, the
researcher knows how far the effectiveness of teaching related to the teaching
approach and technique the researcher used. In this part, the researcher would like
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to describe about what the researcher observed and noticed for the teaching
learning process which was on going at every meeting. In this case, the researcher
makes the description of the researcher‟s teaching process and the students‟
activity at every meeting
The researcher‟s teaching process and the students‟ activity could be
described as follows: Firstly, that jigsaw technique could improve the students‟
speaking competence in learning English. When the researcher opened the class,
and greeted the students they could responded it well. Then the researcher
checked their attendance one by one, some of them raised their hand while saying
“Yes, present” or “Yes mom”, or only raising their hands without saying
anything.
In handling the materials, the researcher didn‟t stay at one place only but
the researcher often moved from one place to another one, and from one group to
others group. However, the researcher‟s sound was loud and clear enough made
the students caught up what she had informed. But some of the students had a
little difficulty to understand what the researcher had informed. Then the
researcher repeated it once more again until they got clear.
However, the students joined the class well. It meant that they were calm,
no much noise, although there were still students who made a little conversation
but they didn‟t disturb the others. As the teacher the researcher sometimes remind
them, as like “Hallo, Do you join me?” then spontaneously one of them responded
“Yes, mom”. In that moment, the students who sat in the front rows, they turn
their heads to the source of the sound or their friends while smiling at them. Or
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sometimes, the teacher walked toward the place where the certain students made a
talk or noise, so that he/ would be quite.
Meanwhile when the researcher offered a chance to ask the difficulties
they got, suddenly a student raised her hand and asked, as like: “Excuse me,
Mom”, she said. “Yes, what can I do for you, Mbak?” the researcher responded.
“How many paragraph should we make, mom?” she said. Then the researcher
praised her and explained about what she asked in detail as possible as had stated
before. Besides, the researcher had to make sure that the students had understood
about the material presented that day. In this case, there were no many students
yet who interacted bravely by asking their difficulties to the teacher.
In practicing discussion their task in the first cycle, the student of each
group had done well. However they tend to imitate from friend to friends in one
group or friends from another group. They didn‟t produce their own words by
themselves yet, whereas, they were hoped to practice speaking by using their own
words. Because they had got explanation or rehearse the material from the result
of discussion which had reported from the expert group members, the students
had description of what they should be presented. When the teacher closed the
class, there were not questions from them although the teacher had offered the
chance to ask their difficulties. The researcher asked them whether they enjoyed
the class activity or not. Then they responded that they enjoyed it much. Most of
them said that they felt happy to practice their English speaking by this technique
(Jigsaw).
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Secondly, jigsaw in teaching English speaking can improve the students‟
motivation. When the researcher opened the class, the researcher had tried
striving to teach the students well. It meant that the researcher had tried striving to
teach the students as well as possible by breaking a little tense situation. So that
the students could join the class enjoyable, relax, and excited. However, it was not
easy to do because the class was from the heterogeneous students and various
types of students. While the students seemed to be a little less free. It could be
seen from their behavior appearance when they were joining the class. They still
seemed to be a little doubt, shy, afraid even laugh with the funny sound or thing.
Meanwhile, when the researcher presented the materials, some of them
seemed to respond it seriously and enthusiastically but some didn‟t and some were
common, whereas the researcher tried to teach them well. The students joined the
class well. It meant that they were calm, no much noise, although there were still
students who made a little conversation but they didn‟t disturb the others. As the
teacher the researcher sometimes remind them, walked toward the place where the
certain students made a talk or noise, so that he/ would be quite.
When the researcher asked the students to discuss in their own group,
some students did the task given enthusiastically; some of them had a little talk
with their close friend, and some students who were castled in the air. In this case
the teacher reminded them to focus on their task and prepare the presentation
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d. Evaluating and Reflecting the Result of Implementation
Reflecting the result of the implementation in the first cycle will answer
the question as; what are successful already? What are not successful yet?; why
they are happened?; and in what way should they be solved?
a. Things are successful already
Some of the activities which were done in the first cycle are already
successful. They are as follows:
1) Enhancing the students‟ production of what they had learned before which was
held in the fourth meeting.
They could improve their English speaking competence. After comparing the
result of pre-test of which the mean was 63, 53 and the result of post- test in the
first cycle of which the mean was 67, 78, it can be concluded that there is a
better progress than before. It means that the students‟ achievement had
improved at about 6, 68 %
2) The influences of Jigsaw teaching technique in the first cycle as follow:
a) The class has become more active.
In this case, the students have activities which could be done individually or in
their group to discuss or to express their ideas to get complete information
through discussion. They did discussion twice, in their jigsaw group and in the
expert group that made the class active.
b) The students‟ motivation has improved.
The students paid much attention to the turns of presentation and became the
model to motivate them to perform the presentation as well as possible.
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c) The students‟ interaction has been enhanced.
The students who used to feel shy, nervous, afraid, inferior to make mistakes
formerly, then they began to have bravery to ask and respond someone else‟s
questions or statement, although sometimes they used Indonesian in
communication. Their being shy, nervous, afraid, inferior to make mistakes had
decreased though not all.
d) The cooperation among the students in the group seemed to be closer than
before, because they always completed one to each another in doing and
finding the result of discussion and finally preparing the presentation in front o
the class.
e) They seemed to have fun and to be comfortable.
The students felt that they had free atmosphere to express their own English
orally, so they had could study English freely based on the given guidance by
their researcher. The class had been a little chaos but it was positive and
product able.
b. The things are not successful yet
There are some activities which are not successful yet in implementing
during the first cycle. For example:
1) The students‟ speaking competence still has the weakness in some indicators
like pronunciation, fluency, and organizing. The mean of them are still under
the benchmark or 68 (The mean of pronunciation is 66, 29, the mean of fluency
is 66, 70 and the mean of organizing is 67, 71).
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2) The use of Jigsaw teaching technique has not been able to affect the students‟
psychological mind optimally for all students. For example:
a) There were some who were still a little passive
b) There were some who were still felt doubt to express their mind.
c) There were some who still mispronounced the word(s)
d) There were some who still use wrong sentence structure
e) There were some who still confused at their presentation in weak voice.
f) There were some who were still felt a little inferior to express their minds
g) There were some who imitated their fiends.
c. Why have they happened?
Based on reflecting and analyzing the implementation of the first cycle, it
showed that the main source of the students‟ difficulties was caused by some
thing like:
1) The implementing roles in the action were not optimal yet.
The researcher at first time implemented the jigsaw technique, so her role in
action had not been optimal yet. Besides, the existence of the researcher had
not been accepted fully by the students in their class, because she might look
seriously than her daily.
2) Jigsaw teaching technique was a new technique for the students to do it.
They had never done it before. They weren‟t accustomed to doing it yet before,
so they needed much time to get a habit to do it.
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3) The students tended to behave calms, humble.
It happened to those who came from out side town, or those who came from
the low economic status.
4) For the low learners, they tended to imitate the description from their friends
and sometimes they imitate their friends who had presented it before. They also
seemed to be a little passive, shy, nervous, and not confident to express their
own ideas orally.
d. In what way should they be solved?
Although there had been a better progress especially in production
achievement which could be seen from the result of post- test in the fourth
meeting, it was necessary to see the consistency of the significant validity of the
teaching speaking competence using Jigsaw. To gain a better progress, it was
necessary to conduct learning action in the second cycle. In the learning activities
in the second cycle, the action plan had to be improved and completed by
considering something which was necessary to do interactive, create more active
and interactive class.
Something which was necessary to be improved and perfected in the
second cycle as the improvements of the lack in the first cycle was as follows:
1) Enhancing the role of the teacher to keep the class actively and interactively.
It means that the teacher had to move or walk from one student to another by
giving a light and easy guidance or explanation, with the hope the students
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attended the class more actively. The teacher had to keep the class to be in
joyful atmosphere.
2) Familiarizing the Jigsaw teaching technique to the students and explaining the
guidance steps as clearly as possible.
Before doing the main activity, the researcher gave the explanation of jigsaw
and the instructions or guidance steps clearly. By the hope the students knew it
well then they could do the activities optimally.
3) Supporting the students to perform their appearance in front of the class as well
as possible.
The researcher gave the students advices that it was unnecessary to shy, afraid,
inferior to make mistakes in presenting their performance in front of the class,
regarded your friends in front of you as you yourselves. In this case the
researcher and her collaborator made some discussion and advice to determine
the solution. The decisions were as follows:
Table: 4.3 “The students‟ problem & its solution
Students‟ problem Solution
A little passive Give a high motivation, fairly approach to
support their spirit
Doubt to express their mind Support them not to worry to make mistakes,
give strong motivation
Mispronouncing the word(s) Lead them to pronounce the difficulty
word(s) many times, give some more
exercise.
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Misuse the structure of the
word(s) or sentence(s)
Guide them and explain it into the right
structure, then give them some more
exercises
Low sound in speaking Support them to express and produce sound
more loudly and also remind them not to be
afraid to make mistakes
Feel inferior Support them to behave commonly, give
comprehending about the existence of the
students in the school
For the above purpose, the researcher had to arrange the group in the
class. It was done to get better group arrangement in the second cycle than in one
cycle. Besides, researcher had to be more freely in teaching so that there was no
gap between the teacher and the students. It was necessary to be done to create the
teaching and learning atmosphere in the classroom that would be more
comfortable.
2. Cycle 2
In this term, the researcher prepared some steps to do the activities
consisting of namely planning the action, implementing the action which included
four meetings and each meeting consisted of opening, main activity, and closing,
the following were the detail information about the above part:
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a. Revised Planning the Action
Based on the result of reflecting and evaluating the action implementation
in the first cycle, the researcher then revised and arranged the action plan for the
second cycle. This action plan was aimed at eliminating the weaknesses in the
first cycle. The solution which the researcher offered were as follows: (1)
familiarizing and motivating the students who were a little passive to be more
active and interactive by involving them to interact in discussion. For example, by
giving the solution as mentioned in table 4.3; (2) enhancing the role of the teacher
as the facilitator rather than the instructor in the teaching learning activities by
giving some words as vocabularies dealing with the topic as the references which
could be used by the students; (3) enhancing the role of the teacher as motivator
by showing the importance to master oral English. Besides, the teacher strived to
help the students to over come their difficulties; and (4) enhancing the role of the
teacher a resource person who was ready to help the students every time when
they got difficulties related to the material given at that time.
The learning action plan for cycle two was arranged as follows:
1) Explaining the understanding of Jigsaw again and its guidance steps to do in
more real situation.
In this case the researcher explained again about the jigsaw technique and its
steps in real situation or using the students as the example in order they easier
understood when they did the earning activities.
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2) Determining the material which would be conducted in the cycle two.
In this case, the theme for the second cycle was the description of a “Director,
secretary, librarian, Accountant and chef”
3) Making scenario of learning activities using Jigsaw and its guidance steps.
In this case the researcher made a draft to apply Jigsaw and its guidance steps,
then divided the material into some segment to be discussed for each group.
Besides, the researcher also gave pictures of professions to get the description
of profession easier.
4) Preparing the facilities which were needed to make description for
presentation.
It was so necessary to give the illustration of the situation, and to make the
students easy to express their own words. In this case the researcher besides
gave them a picture of profession also made questions to make the students
easy to find main idea and the words needed to improve the main idea. The
questions liked: “where does he/she usually work? What is his/her duty? What
tools does he/she usually need or use to support his/her work?” and so on.
5) Making a lottery to determine each of group.
Before time for presentation, the researcher made a lottery using a piece paper
written from number 1 to 4. Then each member of groups chose one of them. It
means that the group which got number 1, it would become the first turn for
presenting
6) Give the student a chance to choose the description profession which the
students had known better, especially at the post test session whether he/she
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presented the description of a secretary, receptionist, manager, clerk, director,
accountant, waiter, or bell boy
b. Implementation the Action
This second cycle was principally not quite different with the first cycle.
The researcher also divided the action into three namely; opening (warming up),
main activities (presentation the material though Jigsaw steps), and closing. The
three steps were conducted in four meetings which the meetings as presenting and
practicing the material using Jigsaw. The fourth meeting was carried out to
evaluate the result of teaching learning process which had been done. The four
meetings were conducted in 360 minutes, and 90 minutes for each meeting (2 X
45 minutes).
1) First Meeting
In this part the researcher did a set of activities dealing with the teaching
and learning process which consisted of opening the class (warming up); main
activity, and closing (the teacher gave the summarization of the topic had
discussed, then gave the students assignment for the next meeting ended with
taking a leave. The detail information will be explained in the following part:
a) Opening the Class
The researcher firstly gave greeting them friendly and they gave response
enthusiastically. After greeting the teacher then checked the students‟
attendance one by one. They could raise their hands when the researcher called
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him/her and saying „Yes Mom‟, or „Present‟. Fortunately, for the first meeting
all of the students were complete. The total of them were 35 students. They
consisted of 1 male student and 34 female ones.
After checking the students‟ attendance, the researcher reminded their
memorization about the previous lesson by giving them some questions
randomly dealing with the theme had given before. When the teacher did this,
the students tried to answer well. Most of them could answer the researchers‟
questions acceptable. They seemed understand what they had learned in the
first theme. It could be seen when the researcher offered chance to ask whether
there was still difficulties or not. Even though there was no question.
b) Main Activity
In this part the teacher told the topic they were going to learn on that day
using „Jigsaw‟ as the learning technique. The theme was profession as “A
Director‟. It was a profession which actually related to the work which found in
a company, institutions, or other public area. In this case the researcher decided
to take it by the hope that they would get easier topic so they would enjoy the
teaching and learning activities in the class. The researcher was sure that they
were mostly not confused what a director is.
Then the researcher explained jigsaw technique and its steps. The students
seemed to pay much attention seriously. The class was quite enough. There
was no noise. Next, divide the students into the small group (one group
consists of 7/8students). They are diverse in term of gender, and ability, and
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asked the students to discuss finding the predicate of each member using the
capital letter A, B, C, and D. The class changed to be a little noise, after that
the students gathered and joined to the group based on their predicate they have
got (A, B, C, or D) named “Jigsaw Group”. Next, the researcher appointed
one student of each group to choose the leader of the group to be the expert
group. Then the researcher divided the topic “A director” into some segments
and each group would get one segment to discuss in their group. The four
segments are (definition, category, duty, and rank/level), then they discussed
and shared each other. After having discussed in their group the researcher
asked the leaders of each group gathered and join into the expert group.
The researcher guided the expert group in discussion to survive the
students about the description dealing the topic, the researcher showed the
picture again and also gave them some questions dealing with the topic written
on the slide to make the main idea of the description easily. They could ask the
teacher if they got difficulties, the expert group began to discuss and shared
one to another to get completed description profession of a director. Then they
rehearse the presentation, each member of the expert group should remember
the result of the discussion, and then the expert groups went back to the
original group/jigsaw group. They report the result of the discussion from the
expert group to the original/jigsaw group. And they became the model of each
group members in doing monologue, so they paid much attention the given
model.
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When the expert group presented the result of the discussion about the
description of “A Director”, most of the group members paid much attention
to him/her attentive fully. They looked concern their learning well. Finally, it
was time to make presentation. The researcher then made a lottery to determine
what group was the first turn. The researcher asked one of each group took a
lottery, and chronological turns were from group A, B, C, and D. The teacher
then asked some of the leader of the group to prepare presentation in front of
the class. At the end of the presentation would be announced what group was
the best.
The following is the chart in which the students had to practice individual
presentation or monologue using Jigsaw and the topic was “A Director”
Figure: 4.4 “The Jigsaw steps in cycle two, first meeting”
.
Small group A, B, C, and D
Give the segment of the theme to
each group
Discuss and share each other to
find more information
Showing the picture
Read the result of discussion
(twice) Read and remember the result
ofdicussion
The expert group back to their
original group/jigsaw
Report the result of the discussion
to his/her group
Make lottery, and ask the
students to take one of them Prepare the turns for presentation
Announce the best group and give a rewords
Choose a leader of each group to
be the expert
Rehearse, discuss and share each
other
Divide the students into small
groups
Call the turns from the lottery
number 1 to 4
Presentation in front of the class
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When the researcher asked the first turn to come foreword to present, the
class applauded, to support them in presenting in order to avoid the tense
situation. Then NLZ of the member of the group A had presentation, she could
do it well. At the end of her presentation, the class applauded her again. The
class looked life and exciting.
After that the researcher pleased the second turn, third turn, and until the
fourth turn. In general, each group member could present the topic well.
However, only the third turn, SLA, from group C still felt doubt to pronounce
some words. She had difficulty to pronounce them, but finally she had been
able to pronounce them well. It was time for announcing the best group, and it
was NLZ from group A. the researcher then asked the other group hadn‟t got
best, could prepare well for the next meeting.
c) Closing
Having finished all the activities on that day, the researcher ended the
class by saying thanks for the students‟ attention in joining the class. The
researcher hoped so much that they could apply what they had learned. At least,
they could know the description profession of a director. However, before closing
it, the teacher gave all the students a chance or assignment to make description
profession of “A Secretary” and will be presented for the next meeting before the
main activity. After giving the assignment the teacher also reminded the students
to study harder at home and prepared the following meeting as good as possible.
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2) Second Meeting
In this activity, the students were hoped so much to practice their own
English words by using Jigsaw technique and performed it in the form of
monologue. As the teacher asked before that they had to arrange their English
understanding to be a presentation description, then they had to present it in front
of the class. So in this case they just repeated the previous lesson with the same
theme.
The steps for the second meeting were opening (warming up), main
activity, and closure. And they would be explained in the following parts:
a) Opening the class
What the researcher did in this part was not quite different with the activity
in the first meeting. Firstly the researcher greeted students, checked the
students‟ attendance, motivated the students, and prepared the students to
attend the following teaching and learning process. But, before the researcher
began the lesson, the researcher asked the students if they had an assignment
and gave them a chance to present it in front of the class. And then one of the
students came up and began to speak dealing with the topic given at the end of
the last meeting, namely “A Secretary”. After finishing the student‟s
presentation the researcher checked the students‟ memorization by giving some
question about the last material given.
Meanwhile, when the researcher gave them questions to check their
memorization about the previous material, they mostly could answer well.
They seemed having mastered the previous material well. It could be seen,
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when they answered the question, there were not misunderstanding. The
questions could be answered correctly and acceptably by all the pointed
students. Even the class answered the questions relax and friendly. It meant
that they did it with nice smile at the teacher mostly. They responded it as if
they were talking with their friends.
b) Main Activity
In this part the teacher told the topic they were going to learn on that day
using „Jigsaw‟ as the learning technique. The theme was profession as an
accountant. It was not strange for them because it might actually related to the
work which found in accompany, institutions, hotels or other public area. In
this case the writer decided to take it by the hope that they would get easier
topic so they would enjoy the teaching and learning activities in the class. The
writer was sure that they were mostly confused what is a receptionist, her
duties, what the characteristics are required.
The researcher then started the activity and began to divide the students
into the small groups like as the previous meeting using jigsaw technique. The
four small groups were formed. Then the researcher gave them a picture of “An
Accountant”, after that the researcher divided the topic into some segments
and gave them. Then the researcher gave time and asked the groups (A, B, C,
and D) to discuss it.
Having discussed in the small group, the researcher appointed one of
the groups to be the leader and the combined them into the expert. Then the
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researcher guided the expert group in discussion to survive the students about
the description dealing the topic, the teacher showed them the picture dealing
with the topic. They could ask the teacher if they got difficulties, the expert
group began to discuss about the main point of the description of an
“Accountant” given by the teacher. After getting the main point of their
segment and to rehearse the presentation they would make to the other Jigsaw
group. Each member of the expert group should remember the result of the
discussion, and then the expert groups go back to the original group/jigsaw
group. They report the result of the discussion from the expert group to the
original/jigsaw group. And they became the model of each group members in
doing monologue, so they paid much attention the given model.
When the expert group presented the result of the discussion about the
description of “An Accountant”, most of the group members paid much
attention to him/her attentive fully but some part of them didn‟t. They didn‟t
look making a little conversation, they others concern their learning well.
Finally, it was time to make presentation. After they took a lottery the teacher
called asked one of the members of the group present it in front of the class.
They seemed more ready in their presentation. While doing this activity, the
researcher also observed to the students‟ pronunciation, grammar,
comprehension, fluency and content. Finally the researcher ended by
announcing what group is the best.
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c) Closing
Having presented all the groups and announced the best, the researcher ended
the class. Before it the researcher gave the students assignments to describe a
profession of a librarian, and they had to present it in the next meeting.
Timewas up then the researcher said leaving “thank for your attention and see
you” the students. They responded friendly and happily.
3) Third Meeting
In this meeting the students were hoped so much to practice their own
English words by using Jigsaw technique and performed it in the form of
monologue. As the teacher asked before that they had to arrange their English
understanding to be a presentation description, then they had to present it in front
of the class. So in this case they just repeated the previous lesson with the same
theme.
The steps for the second meeting were opening (warming up), core
activity, and closure. And they would be explained in the following parts:
a) Opening the class
The teacher greeted students, checked the students‟ attendance, motivated
the students, and prepared the students to attend the following teaching and
learning process. But, before the teacher began the lesson, the teacher asked the
students if they had an assignment gave them a chance to present it in front of
the class. And then one of the students came up and began to speak dealing
with the topic given at the end of the last meeting, namely “A Librarian”. After
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finishing the student‟s presentation the teacher checked the students‟
memorization by giving some question about the last material given. They
mostly could answer well. They seemed having mastered the previous material
well. It could be seen, when they answered the question, there were not
misunderstanding. Even the class looked alive because of the life
communication between the teacher and the students.
b) Main activity
In this part the researcher told the topic they were going to learn on that
day using „Jigsaw‟ as the learning technique. The theme was profession of a
chef. It might actually relate to the work which found in hotels or restaurant.
Then the researcher asked the students to make small group as they had done
before. After the four small groups were formed, the researcher saw them the
picture and gave them a segment to each group. They started to discuss the
segment given. The researcher moved from one group to another to observe
them whether they had difficulty or not.
Next, the teacher appointed one student of each group to be the leader of
the group and gathered them to be an expert group. Then the researcher asked
them to rehearse of each segment then discuss it to get completed information
about the description profession of a chef. To make them active the researcher
gave them some questions related to the topic. They could ask the teacher if
they got difficulties.
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Having got completed information as the result off discussion, read it. The
other member of the expert group should remember the result of the discussion
had been read. Then the expert groups went back to the original group/jigsaw
group. They report the result of the discussion from the expert group to the
original/jigsaw group. They became the model of each group members in doing
monologue, so they paid much attention the given model.
Then the teacher asked the groups to present it in front of the class. To get
the turn one of the group took a lottery. The presented as the lottery they got
from number one to four and at the end of their presentation almost all their
friends gave them applause. Generally they could present it well, and then the
researcher announced what the best group is. Group C was become the best
group.
c) Closing
Having finished all the activities on that day, then the researcher/the
teacher ended the class by saying thanks for the students‟ attention in joining
the class actively and attentively. The researcher/the teacher hoped so much
that the students could apply their English mastering. Besides, the researcher
also reminded them to prepare the next meeting. The teacher gave
announcement that there was an oral test for the next meeting and the students
could choose one of the best topics for them. Once again the researcher
reminded them to study hard and prepare best for the oral test. And finally, the
researcher said good bye to the students for leaving the class.
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4) Forth Meeting
In this part, the teacher as the researcher only gave an evaluation to the
students orally. Oral test was given to know their understanding about the material
they had just learned before, their pronunciation, their vocabularies, their fluency,
their grammar, and their organization. The teacher gave the students three up to
four minutes to have presentation orally. The orally test was conducted
systematically from the student number one, two, three, and until the last number
student, and it will be helped by the collaborator as the second scorer/scoring
rater.
As for the teacher‟s activity in this sessions were only opening the class,
doing the evaluation, and closure. The following were detail information:
a) Opening
The researcher had to greet the students by saying to them “good morning
every body” at first. Then the researcher continued to check the students‟
attendance. After that the researcher asked them how they feel on that day. And
finally the researcher reminded them that they would have an English test
orally. So the teacher hoped that they were ready
b) Main Activity
In this part the researcher asked the students to stay outside first, and then
would be called them one by one to come forward, and then he/she was asked
to describe about a certain profession which he/she had learned before orally.
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Meanwhile, the other students had to wait out side the class patiently. Each
student would have three or four minutes maximally for his/her presentation.
First of all, the researcher would call the student who got turn to have
presentation. The role of turn was arranged systematically from the student
number one, two, three, and until the last number student. In holding the test,
the researcher was helped by the collaborator as the second scorer/scoring
rater. She also was the English teacher at the researcher‟s school where the
observation was held. She helped to call the first number to face the teacher in
front of the class.
When the students join the spoken test, all the students looked more ready
to have the test. Perhaps they had asked their earlier friend first. So they could
make better preparation however the all seemed preparing their turning
seriously. Those who didn‟t get the turning, they tended to behave calmly of
thinking.
After the researcher was sure that all the students got presentation
(speaking test) which were arranged into their sequence number, the researcher
gave comment or suggestion about the students‟ presentation which had done
whether they were good or not for getting better presentation.
c) Closing
The researcher said thanking to all the students for their attendance and
their great attention to join the orally test in the class. The teacher hoped them
so much that everything that they had done and learned in their test could give
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some advantages for their English communication with others. Finally the
teacher left the class, and said good bye and see you. Then the students
responded the teacher‟s leaving by saying see you and thank you, mom.
c. Observing and Monitoring the Action
In this cycle, the monitoring was carried out during the implementation the
action. In general, the teaching and learning process had going better than the first
cycle. There was not any problem faced by the students related to the English
speaking learning.
When the students got difficulties, they directly asked to the teacher to
solve their problem. So they got a solution at once, and they could improve their
mistakes immediately. When they still felt shy, inferior, even afraid to express
their mind in English, the teacher immediately supported and motivated them to
wakeup from unlucky behavior or attitudes.
By applying this technique (Jigsaw), the students would own a habit to
speak up, although it had to be started from what they could be said or not
complete sentence. Otherwise it would be difficult to have an English speaking
habit. Normally, if someone accustomed to speak up English, they will be able to
achieve their English fluency.
In the second cycle the students began to have a habit to express their own
English speaking with others in their jigsaw group. It really supported and
motivated them to achieve spoken English. It can be seen from their paying
attention and participation of the teaching and learning activity. There had been
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any life interaction between the students and the teacher and others. They also had
a closed relationship among them because in participation the discussion they had
to express their opinion the have orally. So willy-nilly, they had to cooperate one
to each other to have good result for presentation.
Their vocabularies were also improved or enhanced more then before
because besides they had to keep remember the sentences of about a description of
a profession, they also had to seek the new one when they had to arrange/ give the
description of profession by themselves. Meanwhile their pronunciation had been
improved because the teacher led them to pronounce their difficulty words more
than once and the students themselves usually asked their teacher if they got some
difficulties words, while their fluency had been more fluent because they often
spoke up many times.
The quality of teaching and learning process in the cycle two was
significantly increased. The students who were usually not active in the previous
cycle began to be more active and responsive in this cycle. They become active in
expressing their ideas using their own English orally and pronouncing the
difficulties words, so that they could have a fluency in expressing their own
English speaking.
Most of the students began to be active either in paying attention to the
teacher‟s instructions or explanation or in answering the teacher‟s questions.
When the teacher began to give the instructions, no students neglected it. They all
paid much attention to the teacher‟s explanation. When they practice their
presentation or doing monologue in front of the class, they were excited to do it.
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And when the researcher gave them a chance to quest their difficulties, they also
used the chance to ask their problems.
Actually there was no problem for the fast learners. However, for the slow
learners‟ categories, as stated in the previous cycle they would have difficulties to
follow the lesson which needed creativity and innovation. In the second cycle the
teacher had given the more attention to support in achieving the materials
presentation and bravery to express their ideas in English. For those who were just
keeping silent during the class activity and passive, the teacher led and gave them
more chances to practice in their jigsaw groups before coming their turn. The
teacher tried to pass and support them to study better.
By observing the students activities in every action, it could be stated the
treatment or implementation. Which had been carryout by the researcher using
Jigsaw was still suitable to improve the students‟ English speaking competence.
The obvious evidence could be seen from their achievements which were reflected
by their score after each action test.
The result of the observation showed that the students‟ motivation got
improvement. There were some motivated students indicators appeared, some
students who were not active in the lesson decreased. Their confident in learning
and expressing their own English orally increased. Many of them were willing to
tackle the task well. They were consistent in making effort, and willing to over
come the difficulties.
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Based on the reflection, it can be concluded that the second cycle had
given a better result in improving the students‟ motivation in learning English
especially English speaking competence although some low students had to be
accustomed to doing more, so that they would get optimal result in their learning
English orally.
d. Evaluating and Reflecting the Result of Implementation
The result of teaching and learning process of English speaking
competence using Jigsaw as a teaching technique shows increases from cycle one
to cycle two. The improvement was significant especially in improving the
English speaking competence. It could be seen from the researcher before in
which psychology the students had been supported and motivated to master the
English speaking. Besides, it also could be seen by comparing the previous post-
test in cycle one to the post-test in cycle two. The result of the mean score that
they got from the second cycle was as follows; the mean of the post-test in the
first cycle was 67.78 and the mean of the second cycle was 74, 07. The mean of
the post-test in the second cycle was better than pre-test, and post-test in the first
cycle.
The result of the observation showed that the students‟ motivation got
improvement. There were some motivated students indicators appeared, some
students who were not active in the lesson decreased. Their confident in learning
and expressing their own English orally increased. Many of them were willing to
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tackle the task well. They were consistent in making effort, and willing to over
come the difficulties.
Based on the reflection, it can be concluded that the second cycle had
given a better result in improving the students‟ motivation in learning English
especially English speaking competence although some low students had to be
accustomed to doing more, so that they would get optimal result in their learning
English orally.
C. Discussion
In this part, the researcher would like to discuss what the researcher found
before conducting the research and what the researcher found after conducting the
research. Before conducting the research the researcher found that the students of
SMK Wijaya Kusuma Surakarta in the second grade were facing the problems in
which their English speaking competence was low.
The indicators of the problems were as follows; the students felt shy to
express their own oral English competence; they seemed in doubt and nervous to
express their own oral English; they seldom even never used their own English to
communicate to another one in the daily communication either in the class or
moreover outside the class; they were afraid to make mistakes either dealing with
the structure of the grammar, pronunciation, intonation, or others, supposed they
were afraid if their friends would laugh it because their sounds were incorrect
spelling/funny and so on.
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Besides, the data of the mark report showed that their speaking
competence was lower than the passing grade standard which determined by the
school. It was 6.8 as the passing grade standard in the second grade of SMK
Wijaya Kusuma Surakarta. Based on their daily mark were taken, no one who got
mark more than 7. Those who got the same as or more than 6.8 were 10 students
(27.778%), and the other students who got less than 6.8 (72.222%), from totally
36 students.
One of the causes of the students‟ failure was derived from the teacher. In
this case, a teacher had a very important role to support the students‟ English
achievement in teaching learning process. Based on the researcher‟s observation,
what the researcher did in the classroom was that the researcher still taught with
the routine activities without considering that it would make them bored and lost
their attention in teaching and learning process. Consequently, the students would
not able to catch the lesson easily because their lost interest and participation as
stated by Douglas „Routine activities in learning can make the students bored. As
a result, their motivation and participation in learning will decrease‟ (1987:p.48)
Meanwhile, Richards and Renandya says (2005: 213) that the teacher is
the teacher is the sole source of input and feedback and often a dominating
participant in the practice, exemplifying a typical pattern of teacher stimulus
followed by student response, further followed by teacher evaluation of students‟
response.
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In English teaching and learning process, the teacher has to be able to
choose and use not only the appropriate approach but also teaching technique
which is suitable with their assumptions related to the nature of language and the
teaching learning process. He/she is not only be able understand what they are
learning in the class but also express their own English orally. In here, the teacher
has very important role in managing and creating the class lively and
meaningfully.
To solve the above problem, the teacher should apply the right teaching
technique which increases the students‟ interest to the learning process in the
classroom. To reach this purpose it is necessary to use “Jigsaw” as teaching
technique that is expected to help the students to understand the material given
easily especially English speaking competence.
As the researcher stated in chapter two that “Jigsaw technique” was choose
as one of the teaching learning activities to create a situation for learners to
interact in the language, thereby making the language more meaningful. At that
situation the learners are introduced to the different styles of listening
remembering, discussing, writing, and presenting. The reason for using Jigsaw
technique is participating in the following group learning activities, they are as
follows:
1. Speaking-students will be responsible for taking the knowledge gained from
one group and repeated it to new listener in their original group.
2. Cooperation-all members of the group are responsible for the success of others
in the group.
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3. Reflective thinking-for successfully completing, the activity in the original
group, there must be reflective thinking at several levels about what was
learned in the expert group,
4. Creative thinking-groups must be device new ways of approaching, teaching
and presenting material (http://www.jigsaw.org)
From the theory above, it‟s obvious known that the use of Jig saw teaching
technique has many contributions to encourage the students‟ interest and
motivation in learning English speaking. Moreover it also helps the students to
grasp the speaking competence easily because they train to speak up with
others especially in the class with their friends/teacher. Having carried out the
research in which the researcher as the teacher use Jigsaw teaching technique
in teaching English speaking to the second grade of the vocational students,
their English speaking competence are increased. The following is the table
describing the students‟ score result in each test which is taken from the end of
each cycle.
Table: 4.5 “The result of each test in every cycle.
Pre-Test Cycle I Cycle II
Total Score 2287 2440 2666,5
Mean Score 2287/36=
63,53
2440/36=
67,78
2666,5/36=
74,07
(The more detail information can be seen at the appendix)
According to the table above, the researcher sees that the test results from
the first cycle to second cycle get a better progress. It means that the students‟
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achievement improve significantly. The influence of the action or the process
effects using Jigsaw teaching technique are as follows:
1. The class has become more active.
In this case, the students have activities which could be done individually or in
their group to discuss or to express their ideas to get complete information
through discussion. They did discussion twice, in their jigsaw group and in the
expert group that made the class active.
2. The students‟ motivation has improved. The students paid much attention to
the turns of presentation and became the model to motivate them to perform
the presentation as well as possible.
3. The students‟ interaction has been enhanced.
The students who used to feel shy, nervous, afraid, inferior to make mistakes
formerly, then they began to have bravery to ask and respond someone else‟s
questions or statement, although sometimes they used Indonesian in
communication. Their being shy, nervous, afraid, inferior to make mistakes had
decreased though not all.
4. The cooperation among the students in the group seemed to be closer than
before, because they always completed one to each another in doing and
finding the result of discussion and finally preparing the presentation in front o
the class.
5. They seemed to have fun and to be comfortable.
The students felt that they had free atmosphere to express their own English
orally, so they had could study English freely based on the given guidance by
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their researcher. The class had been a little chaos but it was positive and
product able.
However the problem which rose during the use of Jigsaw teaching
technique in teaching English speaking are as follows:
1. The class was noisy.
2. The low students need more attention and appropriate approach to support their
motivation and interest.
3. As the teacher must have an ability to manage the class as well as possible.
4. As the teacher must have creativity and innovate to create the interesting
activities.
5. As the teacher must not either stay on her chair or stand on one place.
6. As the teacher must not dominate the class.
7. As the teacher must not correct the students‟ mistake directly.
8. As the teacher must give the instruction of the role clearly.
9. As the teacher must be more patient to give more explanation especially for
the low students, and so on.
To overcome the above problems, the teacher must have ability to:
1. Give high motivation, fairly approach to support their spirit.
2. Manage the class as well as possible.
3. Say and support then not to worry to make mistakes in learning English
speaking
4. Drill and lead them to pronounce the difficulty word(s)
5. Explain the right structure of grammar and also give the exercises.
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6. Not stand up on one place, but try to walk around from one place to another or
move on from one student to another especially while they were discussing.
7. Create the class atmosphere as well as possible.
8. Explain the difficulties at the end f the activity.
9. Give the students chance to learn freely.
10. Give the instruction as clearly as possible
11. Give summary of the topic given at the end of the activity, etc.
12. Give the exercises as the homework to enlarge their understanding about the
material given the end of the learning activity.
Having been given some solutions as mention above, it has been a better
progress from the implementation of cycle one up to two. It means the quality of
teaching and learning activity was significantly increased. The students who were
usually not active in the previous time, they began to be more active participating
in the teaching and learning process. For example; when the teacher gave some
explanation dealing the topic given or instruction of the role, the students all paid
much attention to the teacher‟s explanation; when the teacher asked them to
practice presentation/monologue in front of the class they were very excited to do
it; and when the teacher a chance to ask their difficulty, they also use it to ask
their problems bravely.
At the end of the second cycle, the researcher has distributed the
questionnaire dealing with the implementing of the action using Jigsaw teaching
technique to the students, to know how far the influence of this technique
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accepted by them in teaching English subject especially English speaking. The
result as follows:
1. When the students are asked how they think about learning English speaking
using jigsaw. All of them (100%) agree with the use of jigsaw. The reasons are
varieties for instance, jigsaw make them happy, relax, creative, and easy to
achieve the materials. They are not easy to be bored because the have to
present their understanding about the topic given in the form of monologue.
2. When the students are asked whether they feel that there is a better progress in
learning English using jigsaw, they respond that there is. All of them agree
with the use of jigsaw because willy-nilly. They have to make preparation of
presentation. They also have to their gesture/body language in doing
presentation/monologue. They also feel excited to learn English speaking
because they can learn freely to develop their opinion.
3. When they are whether they are supported with the use of jigsaw. All of them
(100% from 36 students with this teaching technique. The reasons are that they
are led to speak up in English. They aren‟t bored the activity is enjoyable.
4. When the students are asked whether they are shocked or get trouble with the
use of jigsaw. They respond that they don‟t feel any trouble. On the other hand
they feel that there is a better contribution in learning English especially
English speaking. They enjoy learning English using jigsaw.
5. When the students are asked whether the use of jigsaw can be adopted in the
learning speaking skill. They answer that it can be accepted. It can enhance the
capability to achieve the speaking competence. By this technique, it can make
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them more active to practice their own English orals anther relationship among
them will be more tight because they always cooperate one to another.
According to the data above, the researcher concludes that teaching
technique using “Jigsaw“ really gives contribution in improving and enhancing
the students‟ English achievement especially English speaking competence.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Although at the beginning, the learners had doubts, were afraid, and lack
of confidence, however the result of the research shows that the use of jigsaw can
improve the students‟ English speaking of the second grade students of SMK
Wijaya Kusuma Surakarta. It can be seen from their participation not only paying
attention to the class teaching and learning process but also interacting to the
presented topic which was discussed in the expert group/jigsaw group with the
teacher‟s instruction/guidance. The have become more active and have been
excited to join it. Besides, when the researcher as the teacher evaluate them to do
test orally, the result was good enough. The mean of the score from pre-test and
from the cycle one to the following, cycle two always has better progress. This
condition shows that teaching English speaking by using “Jigsaw” give a high
contribution to encourage the students‟ English speaking competence.
The result shows that:
1. The students speaking competence improved.
The students weren‟t doubts, afraid, shy and lack of confidence in their
presentation. They could interact to the presented topic which was discussed in
the expert group or jigsaw group with the teacher‟s instruction or guidance.
The have become more active and have been excited to join it. Besides, when
the researcher as the teacher evaluate them to do test orally, the result was good
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enough. The mean of the score from pre-test and from the cycle one to the
following, cycle two always has better progress.
2. The students‟ motivation in the learning improved.
The students‟ attitude inside the class during the English teaching and learning
process was more cooperative. They become more intensive in following and
paying attention to the lesson. Besides, they are more active, excited, and
creative in joining the learning.
B. Implication
The result of the research shows that teaching English using “Jigsaw” can
improve the students‟ motivation in learning English, especially on the second
grade students. It is not only improving their motivation, but also improving their
achievement.
Based on the result, jigsaw technique is a good technique in improving the
students‟ motivation and achievement in learning English. The result was
suggested to be the literature and the training in improving the quality in applying
the effective technique toward improving the students‟ motivation and
achievement in learning English.
C. Suggestion
Having concluded the result of the students‟ activities in every cycle, the
researcher would like to propose some suggestions for English teachers, students,
and other researchers. The suggestions are as follows:
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1. For English Teachers
Before conducting the teaching and learning process especially English to
the vocational students, the teacher should learn how to enhance their ability in
teaching English and to establish a good atmosphere in the class, so that the
students feel and ease with their English class. For example by giving them a
warming up to refresh the students‟ mind and then bring them the new material
which will be given.
They must also be creative to use various teaching technique in teaching
English speaking, by the hope that the students are interested in joining the
teaching and learning process. Once more again they should be more patience to
face all various types of the students‟ characteristics.
2. For The Students
English is one of the foreign languages which they must master it well.
Study English is not something difficult if the students have high motivation to
learn it. They can study English inset only in the class but also everywhere, such
as by watching English movie film or cartoon film, English fragment video. At
home the students should always be active in learning English.
3. For the Researchers
The researcher is aware that this research is not end of the problems being
studied. The result of the study doesn‟t prove yet that output of this research is
absolutely good for all time.
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The researcher hopes so much that the finding of the study will be used as
a starting point of the future research on similar problems. There are so many
other teaching techniques of English teaching that can be taken as object of the
research studies to find out the effectiveness of teaching.