28
by Elliot Aronson and his students at the University of Texas and the University of California. In cooperative learning strategy, Jigsaw is a teaching technique used
in small group instruction. Students of a normal- sized class 26 students – 33
students are divided into competency groups of four to six students, each of which is given a list of subtopic to research. Individual members of each group
then break off to work with the “experts” from other groups, researching a part of the material being studied, after which they return to their starting body in the role
of instructor for their subcategory.
48
Jigsaw is also appropriate for students of many ages, because the structure of any jigsaw technique can be modified to fit the needs of different ages, grade
levels, or content area. jigsaw also provides the opportunities for the teacher to asses the students wh
o work as an indvidual and asses the students‟ performance while they were in group. Implementing jigsaw in the classroom gives the
opportunity for the teacher to observe students‟ critical thinking.
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9. Step in Jigsaw’s Implementation
Based on Aronson 2008, there are ten considered important in the implementation of the jigsaw classroom. Those are the steps in implementing
jigsaw at the classroom: 1
The groups should be diverse in terms of gender, ethnicity, race and ability and the students are divided into 5 or 6 persons in jigsaw group.
2 The teacher has to appoint one student from each group as the leader.
Initially, this person should be the most mature student in the group. 3
The material is divided into 5-6 segments one for each member. 4
Each student is designed one segment to learn. Students should only have direct access to only their own segment.
5 Give students should be given time to read over their segment at least
twice to become familiar with it. Students do not need to memorize it. 6
Temporary experts group should be formed in which one student from each jigsaw group joins other student assigned to the same segment.
48
Richards, op. cit., p. 196.
49
Jeanine M. Dell‟ Olio and Tony Donk, Models of Teaching New York: SAGE
Publication Inc,. p. 277.
29
Student in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to
make to their jigsaw group. 7
After that, The Students may come back to their jigsaw group. 8
Students present his or her segment to the group. Other members are encouraged to ask question for clarification.
9 The teacher needs to float from group to group in order to observe the
process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group
leader should handle this task. The teacher can whisper to the group leader as to how to intervene until the group leader can effectively do it
themselves. 10
At the end of the sessions, 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.
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Based on the step in Jigsaw, The writer believes that teaching verbs can be implemented by applying Jigsaw technique, because jigsaw is very flexible one
and the teacher can make some creative ways to use jigsaw to address other subject as well. The teachers did not have to follow
jigsaw‟s steps based on Elliot Aronson, because the steps in Jigsaw same like all effective models of teaching, it
can be modified in a number of ways to meet the specific needs of students and jigsaw can be used to address many content areas.
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Therefore, the writer believes that jigsaw can be implemented in some activities based on the Indonesian
student s‟ need.
10. Teaching Verbs by Using Jigsaw
Teachers in their lesson plans is hoped to explain how the materials are taught step by step. Here are the procedures of teaching verbs by using
cooperative learning, specifically by using jigsaw:
50
Elliot Aronson, The Jigsaw Classroom: Jigsaw in Easy 10 Steps, 2013. www.jigsswa.orgsteps.htm accessed on 16
th
November 2013 at 18:43.
51
Jeanine Dell‟ Olio and Tony Donk, op.cit., p.247.
