A 9
th
grade disable reader’s K-W-L worksheet on killer whales
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K Know W Want
L Learned
They live in oceans. They are Vicious.
They eat each other. They are mammals.
Description Food
Location Why do they attack people?
How fast can they swim? What kind of fish do they eat?
What is their description? How long do they live?
How do they breathe? D – They are the biggest
member of the dolphin family.
D – their weigh 10,000 pounds and get 30 feet long.
F – they eat squids, seals, and other dolphins.
A – they have good vision underwater.
F – They are carnivorous meat eaters
A – they are the second smartest animal on earth.
D – they breathe through blow holes.
A – they do not attack unless they are hungry.
D – warm blooded. A – they have echo-location
sonar. L – they are found in the
oceans.
Final category designations developed for column L, information Learned about killer whales: A = abilities, D = description, F = food, L = location.
Figure 2.1
The last in K-W-L plus strategy explains how far students can learn from their reading. A written component which features concept mapping and
summarizing increases students’ independent learning to think critically. A map is a graphic outline to organize text information. Otherwise, making summary can
help students improve comprehension.
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The following are the example of mapping and summarizing.
42
Carr and Ogle, op. cit., 1987. p. 628.
43
Carr and Ogle, op. cit., 1987, pp. 628- 629.
The 9
th
grade’s concept map
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Abilities 2 Description 1 Kill for food Warm blooded
Detect pebble sized aspirin Dolphin family tablet in 30 feet of water Second smartest animal
Find food in cloudy water next to man Echo-location Born alive
10,000 lbs 30 feet long
Blow holes
Location 4 Food 3 All oceans small dolphins
Sea worlds carnivorous 400 lbs. salmon daily
1 Through 4 indicate the order of categories the student chooses later for writing summary.
Figure 2.2
The summarization looked like this:
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Killer whales are warm blooded mammals and part of the dolphin family. They are the second smartest animal next to man. Killer whales
are born alive. They are 30 feet long and weigh 10,000 pounds. They breathe through their blow holes.
They are able to kill for food. They can detect a pebble the size of an aspirin in a 30 foot tank. Killer whales also can feed in very cloudy
water using echo-location. They eat as much as 400 pounds of salmon a day.
They are located in all oceans. From the explanation above, K-W-L Plus is a useful strategy that can be
applied in the classroom by students in group or individually. This strategy helps teacher to organize the learning activity sequentially by following the steps. Then
for the students, they can evaluate their reading ability.
44
Carr and Ogle, op. cit., 1987, p. 629.
45
Carr and Ogle, op. cit., 1987, p. 630.
Killer whales
C. Jigsaw Technique
a. The understanding of Jigsaw Technique
In cooperative learning method, there are many kinds of techniques used in teaching and learning process. Those are used as a tool of learning of education
and various subjects. One of the cooperative learning techniques is jigsaw. Jigsaw was developed by Elliot Aronson and his colleagues at the University of Texas.
In applying jigsaw technique, each group consists of five to six heterogeneous members in which the materials are given to the students and each
student has to understand the material. Student, who have the same part of the text, gather with the other students. After they got deeper comprehension, they
come back to their jigsaw and explain it to the other members of the jigsaw group.
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Jigsaw requires learners to communicate with each other in order to fill in missing information and integrate it with other information.
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In this technique the teacher is not the provider of knowledge but the teacher asks students get the material in other resources. Jigsaw technique is
efficient way to learn students are active participants in the learning process. Meanwhile, according to Sholomo, Jigsaw is widely technique that is
similar to group-to-group exchange with one important difference; every single student teaches something. Each student learns something which when combined
with the material learned by others forming a coherent body of knowledge or skill.
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Based on the theory above, students have more opportunities to express their thought, and manage information obtained and can improve communication
skills, each member of the group responsible for the success of the group and completeness of the material being studied, and can deliver to home group.
46
http:jigsaw_ Reading_Rockets.htm retrieved on September, 12
th
2014.
47
Mahnaz Kazemi, “The Effect of Jigsaw Technique on the Learners’ reading Achievement: The Case of English as L2”, MJAL Journal, 4:3, Iran: Autumn 2012, p. 173.
48
Shlomo Sharan editor, Handbook of Cooperative Learning Methods, London: Praiger Publisher, 1999, pp. 202.
From the statement above, it can be concluded that jigsaw technique is a technique of cooperative learning that emphasizes the establishment of expert
groups and these groups presenting the results of their discussion on each group member. Thus, in jigsaw technique, students are required to be experts in a
particular matter and were able to present its expertise in the group. Jigsaw technique differs from other techniques in cooperative learning. It is because in
jigsaw technique, the materials are divided into segments and each student in home group has different segments.
b. The Stages of Jigsaw Technique
According to Clark in Shlomo’s book, she conducted four generic stages in the process of Jigsaw approach.
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a. Stage 1: Introduction In this stage, the teacher organizes the class into heterogeneous “home”
group. Then, the teacher introduces the topic, text information or the material to be learnt. The teacher should explain how students learning will be assessed
through learning experience. b. Stage 2: Focused Exploration
In this stage, students recognize to form focus group. During this stage students need encouragement to think out loud in order to clarify their ideas and
build understanding together. c. Reporting and Reshaping
In this stage, student returns to their hoe group to take turns describing the ideas generated their focus groups. Meanwhile, during the reporting stage the
member of groups should pose a question.
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Ibid., p. 35.
d. Integration and evaluation The last stage is integration and evaluation. In this stage, the teacher ask
the students to help the students reflect on how they worked together and about the materials they have learnt.
According to Aronson, there are ten steps in implementation of the jigsaw in the classroom:
1. Students are divided into a 5 or 6 person jigsaw group. The group should be distinct in terms of ethnicity, gender, ability, and race.
2. One student should be appointed as the group leader. This person should initially be the most mature student in the group.
3. The day’s lesson is divided into 5-6 segments one for each member 4. Each student is assigned one segment to learn. Each student should only have
direct access to their own segment. 5. Students should be given time to read over their segment at least twice to
become familiar with it. Students do not need to memorize it. 6. Temporary experts group should be formed in which one student from each
jigsaw group joins other students assigned to the same segment. Students 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. Students come back to their jigsaw group. 8. Students present their 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. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.
