18 several small groups that make the cooperation and have the responsibility for
their friends in their group and also the responsibility for themselves.
2.2.2.1. The Steps of JIGSAW Technique
Citing Aronson 1975, Miftahul Huda 2011 made the several steps of jigsaw learning:
1. Students are divided into small groups which consist of five members each
group. 2.
Each group is given the same big material which is divided into five parts. Every member of each group gets the different parts of the materials. For
example the big material is about Narrative text which is divided into theme, characters, conflict, setting, and plot. In every group the first member learns
about the theme, second member learns about the characters, etc. 3.
After reading and learning their own part on their own group, they are grouped again with the members from other groups which get the same part
of the materials. For example the first member of the group A, who gets the “theme” part, is grouped by the member of group B, C, etc. who get the part
“theme” too. This groups which consist of the members who get the same part are called the expert group.
4. In the expert group, students discuss and work together to get the best way
to understand the part of material and also how to explain it to other members of their own group.
19 5.
Students are asked to gather again with the original group. They have to explain about their own part which has been discussed in the expert group to
other members of the group. 6.
After every student explains about the part which has been learned in the expert group to other members of the group, they are tested individually by
teachers by using the individual quiz. The result of the individual quiz is used to measure the students
’ understanding about the materials. Citing Rusman 2008, Fadhly 2010 makes the steps of the jigsaw learning:
1. Students are grouped into one until five students each group.
2. Every student is given the different part of the materials.
3. The members of all groups in the class who got and learned the same part of
the materials meet in the new group which is called the expert group to discuss their own part together in order to get deeper understanding about
their part. 4.
After finishing the discussion as the expert, they have to back into their original group and have to explain and teach other members on the group
about the part which has been learned in their own expert group. 5.
Every group presents the result of the discussion in front of the class. 6.
Teachers give the evaluation According to Ali Göçer 2010:442 Students in the jigsaw learning are divided
into groups of 5 - 6 per each. Each group which is given a subject is divided into smaller parts equal to the number of its members so that each student is given a
section. After the students learn their own sections, they regroup, and each
20 member teaches hisher section to the other members of the group. They exchange
questions and make sure that the subject is understood completely. Integrity is achieved by having all the group members make their presentations, so as to bring
all pieces together. According to Hisyam Zaini et al 2008:56 there are six steps on the jigsaw
learning: 1.
Choose the materials that can be divided into several parts. 2.
Divides students into several groups according to how many parts of the materials. For example if there are 30 students in the class and the materials
are divided into five parts, divides students become five groups 3.
Every group is given the different materials. They have to read, discuss and understand the material on their own group.
4. Every group sends the representative to other groups to explain the material
which has been discussed in their own group. 5.
Back to the normal class situation, teachers ask students if there is the problem which cannot be solved in the group and discuss it together.
6. Give the students several questions to measure their comprehension
individually. According to Silberman 1996 there are five steps or procedures of jigsaw
learning: 1.
Choose the materials which can be divided into several segments or parts. 2.
Calculate the number of the students and the parts of the materials. Divides students into several groups based on the total of the students and the parts
21 of the materials. For example if there are twelve students and the materials
are divided into three parts, so students are divided into three groups, four students in each group.
3. After grouping students, make the jigsaw learning group. Every group has
the representative from each group on the class. 4.
Ask every member of the jigsaw learning group to teach or explain the material which has been learned before to other members in the jigsaw
learning group. 5.
Give the explanation to whole class about the problem which cannot be done in the group discussion.
From the last two steps of jigsaw learning stated by Hisyam Zaini et al 2008 and from Silberman 1996, it can be concluded that those two steps are similar but
there is one difference between them. According to Hisyam Zaini et al 2008:56 there must be the comprehension test or the questions which is given to students at
the end of jigsaw learning in order to know the understanding and the result of students in the materials that is given in the class. However, Silberman does not
state that the comprehension test must be given to the students. It is only the variation or additional steps to help teachers to measure the comprehension or the
understanding of students. In this study, steps of Jigsaw from Silberman 1992 are used by the researcher.
These steps do not contain the comprehension test, it is only the additional steps to help teachers to measure the comprehension of students.
22
2.2.2.3. The Advantages of Jigsaw
