Procedure of Jigsaw Jigsaw Technique

may be dominated by smart students, not everyone has an equal voice in a group. One person may dominate the group while others feel left out. Some students do not trust the abilities of others in the group which results tension and refusal to cooperate. Third is the problem of students are becoming bored. 22 It usually happens to many students in jigsaw situation. They become impatient, bored, or resentful of the slower students. Moreover, because their ability to ctach information are so quick, some students tend to be among the most easily bored if the activities are moving too slowly for them. The last problem of the jigsaw classroom is noisy. The students are scattered around the room. Everybody is talking at the same time. A non-jigsaw teacher might be thought that the jigsaw teacher must be an undisciplined person, unskilled, and ineffective for overcoming such as how students learn in such noisy atmosphere. All the problems above do occur in implementing the Jigsaw technique if the jigsaw teacher who is not creative enough to tackle and handle the problems. There are several tactics a teacher can do to solve the problems. For example, the teacher involves the students in the expert group. This is one of the strategies for helping some students. In this way, poorer students are helped by their peers who have the same topic. Meanwhile the others students eliminate their boredom by teaching others. By developing activity in a class some students can turn into exciting challenge otherwise slower students are faced experience by this activity for solving problem. In addition, to reduce the noisy class, the jigsaw teacher should maximally acts as a facilitator, moves around the class, from Jigsaw group to Jigsaw group, listening, observing, and keeping alert for many problems arise.

C. Teaching Speaking Using Jigsaw Technique

First activity that writer will be held is the teacher helps the student in building their background knowledge about the will be learned. Such as shows some text, the title of the text and asks some questions. 22 E Slavin, op .cit. , p. 19. After that, the students may have some references in their mind about text that they will read. The next step is 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. 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. The next step is forming “expert groups”. The teacher asked the students to move to the “expert groups”, each of which was dealing with one paragraph of the reading passage. Again, the teacher appointed one student from each “expert group” as the group leader, and the leader organized the group to discuss the assigned paragraph, including summarizing the main idea and comprehension of all sentences. By means of a variety of practices, such as listening, reading, repeating, asking answering, reciting, and retelling, every student was supposed to gain a through understanding of the paragraph. After that, students returning to their jigsaw groups. Since each member of the “expert group” might now have become an “expert” on the assigned paragraph, the researchers asked all the students to return to their original jigsaw groups. Now each student in a jigsaw group had unique information, so the members of each jigsaw group had to teach each other their assigned paragraphs respectively. And the last is the researchers required all the students to conduct creative writing about the passage they had just learned in order to check their understanding of the whole passage and tell the review in the class.

D. Previous Study

The writer has found a relevant study which related to this research. That journal was written by Hersulastuti with the title implementing jigsaw technique in speaking class of describing someone: a reflection. In this research, Hersulastuti used jigsaw as a technique. Her classroom consisted of 28 students, and she divided it intofive or six group. The first group consist of six students that studied using jigsaw technique. Hersulastuti gave the picture in each group, each member had a different picture. After that they formed expert group to discuss the picture. And the last they back to main group to discussing every picture and make resume for oral test from her. The result of this research was identified the strengths and the weaknesses of this technique. Some of the strengths were: It could break the „gaps’ of the students-lecture relationship. Most of the students considered speaking was the most difficult subject in their study. They often felt nervous when they had to perform any tasks in front of the class, they found uneasy knowing that any aspects of their performance were assessed by the lecture. It was different when they worked together in groups. They could perform freer, and because they often involved in discussion with the lecture made them less worried and obtained more self confidence. This matter influenced the quality of their competence, the atmosphere of learning was much better because the students found another interesting way in speaking class. They participated actively into the learning, since everyone had to exchange the information in expert groups and then present it in their home team, made them more productive, and created better interactions among the members, although some mistakes occurred „here and there’, but they felt excited as well, they also helped each other when they found any difficulties in their presentation. All those positive things are in line with the principle of what makes speaking class successful. 23

E. Conceptual of Framework

Speaking is one of important skills in English, because it is a tool for interactive process of constructing meaning that involves producing and receiving and processing information. Talking about speaking, many research results showed that the ability of Indonesian students to speak and communicate in English was very low. It can be seen that some of students still have difficulties in communicate in the class. As one of the importants skill, it should be mastered by 23 Hersulastuti, Implementing Jigsaw Technique in Speaking Class of Describing Someone: Refclection , Klaten: Unwidha, September 2010 p. 78.