18 background. Therefore, it will improve the students‟ communicationwith others
and the students can complete the information one another.
5. Jigsaw
The researcher divided the explanation of the jigsaw technique in three parts. They are definition, rules and activities, and benefits.
a. Definition
The original jigsaw teaching was first developed and implemented by Aronson and his colleagues 1978. Jigsaw is one of technique in the cooperative
learning method. Aronson 2002 describes jigsaw below: The jigsaw structure encourages listening, engagement, and empathy by
giving each member of the group an essential part to play in academic activity. Group members must work together as a team to accomplish a
common goal; each person depends on asll the others as cited in BergerHanze, 2007, p. 30.
It concludes that each student has responsibility to expert the material. The students are given a different part of the material in the group. Each partof the
material is related to the others. Therefore, the students have to rely on their teammates in order to complete the information of the material.
Hakkarainen 1992 elaborates the name of jigsaw technique “students are
organized like pieces in a jigsaw to form different kind of groups, where each student piece must be part of the solution to the jigsaw puzzle” p. 3. It
signifies that the jigsaw technique makes all the students involve in the group discussion. Silberman 1996 adds
“jigsaw learning is a widely practiced
19 technique that is similar to group-to-group exchange with one important
difference: Every single student teaches something” p. 111.
b. Rules and Activities
In the jigsaw classroom, the teacher provides one unit that is divided into several parts as many as the group members. Then, the students are divided into
several groups of five or six. The first group formed is called home group. Every member of the group has different parts. They have responsibility to learn their
parts. Then, the students move to a new group which is called expert group to gather with the other friends who have the same parts.
In the expert group, the students help each other to learn the material and prepare presentations for their home group friends. After each student has
mastered their material in the expert group, they returned to their home group to teach their parts. Aronson andPatnoe 1997
state “this process made it imperative that the children treat each other as resources” p. 8. All group members are
responsible for learning all the materials. In addition, Aronson and Patnoe 1978 state “students who grasp the material quickly are vital resources in helping
slower students learn the material” p. 42.
Aronson andPatnoe 1978 add that if the students are not listening attentively to each other, they are not going to be able to learn what the other
students are contributing p.32. Furthermore, Aronson andPatnoe 1978 state that if the speaker in a group senses that she is not being listened to with interest
or appreciation, she is likely to feel rejected and to lose the motivation and
20 commitment to do well at teaching p. 32. Therefore, each student is the
important aspect.In this activity, Stipek 1993 state s “teacher move among the
groups, offering assistance, encouragement, or direction where it is needed” p. 205.
After every student learning the material one another in home group, the teacher gives a quiz which covers some questions about the materials. The quiz is
used to kno w the students‟ understanding about the material which was discussed
in the groups. In addition, Hakkarainen 1992: 4 reveals that the jigsaw technique is a
group work method for learning and participating in the follo wing group learning activities:
1 Listening - Students must listen actively in order to learn the required material and be able to teach it to others in their original groups.
2 Speaking - Students will be responsible for taking the knowledge gained from one group and repeating it to new listeners in their original groups.
3 Cooperation - All members of a group are responsible for the success of others in the group.
4 Reflective thinking - To successfully complete the activity in the original group, there must be reflective thinking at several levels about
what was learned in the expert group. 5 Creative thinking - Groups must devise new ways of approaching,
teaching and presenting material.
c. Benefits
