b. Fairness with Assessment and Evaluation In Jigsaw activity, teachers cannot assign marks or grades to personal or social
development because it may teach self-serving shrewdness and promote competition amongst students within the class.
c. Contrived Interdependence Students’ certainty in the worth of their own contribution and in the worth of
the contributions of other group members cannot be developed instantly that makes artificially created interdependence is a thing that teacher cannot easily
make.
C. Concept of Effectiveness
The word effectiveness is a noun form of the word ‘effective’ which etymologically means
producing the result that is wanted or intended producing a successful result. European Environment Agency defines effectiveness as “to
what extent has the measure achieved its intended objectives, in relation either to outcomes, andor impacts”.
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Evaluations of effectiveness must be based upon comparing the effects of a measure i.e. outcomes andor impacts to its explicitly stated objectives. These
objectives may be expressed in general or specific terms, but the most useful evaluations of effectiveness require objectives to be expressed as clearly as
possible. Evaluations of effectiveness can be undertaken only in relation to the
explicit objectives of a policy, evaluations of utility seek to identify all the effects of the measure, intended and unintended, in relation to a wide range of issues –
social, economic, environmental, cultural etc - with a view to arriving at some judgment about its contribution to overall social welfare.
In short effectiveness can be defined as a measure of the ability of a program, project or task to produce a specific expected or intended effect or result
that can be qualitatively measured. In this case, the term ‘effectiveness’ will be
34
European Environment Agency, Defining Criteria for Evaluating the Effectiveness of EU Environmental Measures, 10 November 1999, European Environmental Agency, 2 April 2014
http:www.eea.europa.eupublicationsremdefining.pdf
used to know the effectiveness of Jigsaw technique on students’ ability in reading exposition text.
D. Concept of Ability
Ability is defined by David F. Lohman in his paper as “level of performance on a particular task or class of tasks”.
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The etymological definition of ability is the physical, mental, or legal power to perform something.
Widgor and Garner 1982 define ability as systematic observation of performance on a task.
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There are thus as many different abilities as there are tasks that can be administered and on which performance can somehow be
observed and scored. Since everyone could fail to accomplish a task, or could succeed at it, individual differences are not a necessary component of this
definition of ability To sum up, ability can be defined as the physical, mental, or legal power to
do something, in this case to do a task, or to receive information which human have which can be increased by learning.
E. Theoretical Framework
Reading is an activity or process in which the readers make an effort to get information from what they read. Students’ purpose when they read a text is to
comprehend the meaning and interpret the ideas from the text, so they can get the actual information and message that the writer tries to convey. Based on the idea
above, it can be concluded that reading is a skill that English language learners need to acquire, due to the nature of reading as a skill to develop one’s knowledge
and language skill. In order to problems such as, vocabulary problem, grammatical problem,
insufficient opportunity to develop social skill, and so on, teachers may use jigsaw
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David F. Lohman, Issues in the Definition and Measurement of Abilities, Iowa: The University of Iowa, 1997, p. 2.
36
A. K. Widgor W. R. Garner Eds., Ability Testing: Uses, Consequences, and Controversies. Part 1. Report of the Committee, Washington D.C.: National Academy Press,
1982, p. 9.
