10. At the end of the session, a quiz on the material should be given so students realize that the sessions are not just for fun and games, but that they really
count.
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In the following is the simple description of jigsaw technique:
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Home Teams Five or six members grouped heterogeneously
Expert Teams
Each expert team has one member from each of the home teams
Figure 2.3
D. Previous Relevant Studies
1. A journal entitled “Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts” written by
Mona Roozkhoon, Mohammad Sadegh Bagheri, and Mortaza Yamini, an active journal of Islamic Azad University, which was published on April 30,
2013, Volume 2, Number 1.
The objective of the research was to examine the effects of using KWL charts strategy on EFL learners’ comprehension of culturally unfamiliar texts.
The researcher conducted this research to forty two intermediate EFL learners
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Elliot Aronson, Jigsaw Classroom. http:www.broward.k12.fl.uscistrategies-and-
suchstrategiesjigsaw.html . Retrieved on October 1 2014.
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Richard I. Arends, Learning to Teach, Ninth Edition, New York: McGraw Hill, 2007, p. 353.
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
with all the participants were female and native speakers of Persian in Bahar Language School in Shiraz. The participants were divided into two group,
experimental group and control group. The method used was a quantitative research and the design used was an
experimental. The instrument used was a test. The pre-test was given in order to check their reading comprehension before treatment. Then, the post-test
was given to the participants to see whether the application of KWL charts had any effects on EFL learners’ comprehension.
The result of this research showed that there was no significance improvement on EFL learners’ performance on reading quizzes while using
KWL charts and KWL charts did not have any positive effect on Iranian EFL learners’ comprehension.
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2. A journal entitled “The Integration of The Know-Want-Learn KWL Strategy into English Language Teaching for Non-English Majors” written by Zhang
Fengjuan from Soochow University, Chinese Journal of Applied Linguistics, Published on August 2010, Volume 33, Number 4.
The objective of the study is to address the integration of the KWL strategy into English courses in ELT for non-majors. The questions considered
included: 1 how can we integrate the KWL instructional schema into ELT for non-major? 2 what are response will learners make to this integration?.
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The method that used in this study was experimental. The instrument used was test and questionnaire. Questionnaire was about students’ evaluation of
the KWL schema. As to written work, the mean score of the experimental group was 12.2470 and that of the control class was 11.8677. The result
showed that there is a significance difference with the calculation of t-test result is 2.161 and p = 0.034 0.05. It is showed that the KWL strategy had
brought improvement in comprehension and writing performance. The
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Mona Roozkhoon and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts,
English Linguistic Research, Vol. 2, No. 1, 2013, p. 72.
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Zhang Fengjuan, The Integration of The Know-Want-Learn KWL Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol.
33, No. 4, 2010, p. 78.
questionnaire survey showed about 75 of the participants circled “4” and “5”, indicating that they were in favor or strongly favor of KWL strategy.
Based on the previous relevant study, the first study result that there is no effect in teaching reading by using K-W-L technique toward EFL learners.
Meanwhile, from the second study result that there is an improvement in both students’ reading comprehension and writing by using K-W-L technique.
Hence, the researcher is going to conduct K-W-L Plus technique with design of experimental study in teaching analytical exposition text compare with the
use of jigsaw technique.
E. Conceptual Framework
In reading a text, students meet many difficulties. For example, sometimes they tried hard to get the main idea especially in reading analytical exposition text.
Teacher to facilitate students’ learning activity use some strategy to support their learning, one of the techniques in cooperative learning is jigsaw.
In this study, the writer previously assumed that Jigsaw as one of cooperative learning techniques is better than KWL Plus in teaching reading
analytical exposition text. It is because jigsaw techniques can motivate students learning in social group. They can interact with other students in a group and
share their knowledge. Meanwhile, KWL Plus uses students’ schemata or their metacognition skill to comprehend a text. In applying KWL Plus students’ prior
knowledge is important to make a connection to the text given.
First Class is taught by using KWL Plus
Second Class is taught by Jigsaw
The score from both
classes are compared
Post-Test Pre-Test
