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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.
50
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.
51
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.
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The first step is pre-elimenary study, the teacher opens the class by greeting the students and asking how they are doing. After that, the teacher
emphasizes on the students that they are going to learn verbs of vocabulary, specifically learning regular and irregular verbs for the next four meetings.
Before learning the verbs, the teacher applies a fun activity which is called “Word Puzzles”. Word puzzles is one of the activity that the teacher can do
when the teacher want to implement jigsaw technique in the classroom.
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In this case, the teacher gives the clue cards to every student and each of the students has
different clue cards, thus the students in the group have to share their clue cards in order to finish the word puzzle.
The second activity is core study. The teacher applies the jigsaw technique and then the teacher divides the students into some groups. Each of the groups
must consist of 5-6 students. In this case, the teacher has already designed the material before he teaches in the classroom. After that, the teacher gives the
students a text because one of very effective way in introducing a new vocabulary is through listening or giving a student to read a text.
53
Thus, the teacher gives their students a text in order to find out the vocabulary verbs in the text.
When the students get the text, the teacher asks the students to read the text and the students have to find out and underlined the verbs in the text. In home
group, the first student will only find out the verbs in paragraph one, the second student will only find out the verbs in paragraph two, and the third students will
only find out the verbs in paragraph three and etc. After that, the teacher asks the student to make an expert team. The first student will meet the others first student,
the second student will meet the others second students, and etc. When they are in the expert group, the students do the task together and they can share with the
expert group. After the students do and discuss the tasks, they may come back to the home group and then they have to share what they got from the expert group.
In the last activity, the teacher will appoint out some students to be an explainer then the teacher gives a task and they have to do the task individually.
52
Kessler ed, op. cit., p. 139.
53
Roger Gower. et al., Teaching Practice: A Handbook for Teachers in Training, Thailand: MacMillan Education, 2005, p. 147.
