Problem of Speaking Speaking

and yet bear a high level of personal responsibility. It helps develop teamwork and cooperative learning skills within all students and a depth of knowledge not possible if the students learn all of the material on them own. Finally, since students are supposed to report their own findings to the home group in jigsaw learning, it quite often discloses a student’s own understanding of a concept as well as reveal any misunderstandings. The Jigsaw technique is different from other techniques, especially with Grammar translation. In Grammar Translation Method the point of teaching is grammatical and vocabulary like Brown said “The Grammar Translation Method requires few specialized skills on the part of teachers. Tests of grammar rules and of translations are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to tap into communicative abilities, so students have little motivation to go beyond grammar analogies, translations, and rote exercises.” 18 it means Grammar Translation Method is not to concentrate in communication learning. The students only focus on understanding of grammar and translation of sentence. the most fundamental reason for learning the language is give learners access to English literature, develop their minds mentally through foreign language learning, and to build in them the kinds of grammar, reading, vocabulary and translation skills necessary to pass any one of a variety of mandatory written tests required at High School or Tertiary level. It is very contradict with Jigsaw Technique which is focus in communication in learning. Jigsaw Technique is cooperative learning which guides students for interact actively and positively in group. It is allowed creativity in learning. The understanding of grammar and translation is not be a main focus in here but not mean not to learn in Jigsaw technique, the understanding of grammar and translation is learnt naturally on the practice of communication. The last difference among Grammar Translation Method is center of learning of Jigsaw are students, the teacher just give facility to student to understand naturally. 18 Sylva Duchá čková, Methods And Approaches In Foreign Language Teaching, Masaryk University Brno: Department Of English Language And Literature,2006, p. 9.

2. Procedure of Jigsaw

In the Application Jigsaw technique students are separated from their own groups and form new groups with the other students who are responsible for preparing the same subjects. These groups, called “groups of experts” try to make other students understand the subject; they make plans about how they can teach the subject to their friends, and prepare a report. Afterwards, they turn to their own groups and teach their subjects to them with the help of the reports they have prepared. In the last stage, stage of completing, teachers can perform some activities with individuals, small groups or the whole class in order to unify students’ learning. For instance, shehe can make one of the home groups or individual students make presentations in the classroom on their subjects. In the evaluation stage, the study is completed by making the evaluation proposed by the cooperative learning method. 19 Furthermore in the implementation of Jigsaw Technique there are seven steps according to Jin Xiao 20 . These are seven steps in applicant of Jigsaw technique : Step 1: Choosing a passage, the teacher chose material for learning by students. Step 2: Dividing the students into jigsaw groups. In class, the teacher first divided the students into jigsaw groups since the sample passage chosen by the teacher consisted of material, but sometimes into 4- or 5 person groups depending on the material chosen for the activity. The groups would be better if diverse in terms of language proficiency, personality and gender. Then the teacher appointed one student from each group as the group leader, and each student in a jigsaw group was given an assignment sheet 19 Abdullah Sahin, Educational Research and Review : Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course, Turkey: Ataturk University, 2010, p. 778. 20 Qiao Mengduo and Jin Xiao, Jigsaw Strategy as Cooperative Learning Technique: Focusing on the Language Learners, Chinese: Harbin Institute Technology,2010 p. 116.