THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN TEACHING SPEAKING OF THE EIGHTH GRADE STUDENTS AT THE SECOND SEMESTER OF SMP NEGERI 1KRUI IN 2015/2016 ACADEMIC YEAR - Raden Intan Repository

THE IMPLEMENTATION OF JIGSAW TECHNIQUE

  1KRUI IN 2015/2016 ACADEMIC YEAR ( AThesis ) Submitted as A Partial Fulfillment of the Requirements for S1-Degree By MARNI YUNIAR RIKA 1011040100

Advisor : IwanKurniawan, M.Pd

Co-Advisor : Septa Aryanika, M.Pd

Study Program : English Education TARBIYAH AND TEACHER TRAINING FACULTY

ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG 2017

  

ABSTRACT

THEIMPLEMENTATION OF JIGSAW TECHNIQUE IN

TEACHING SPEAKING OF THE EIGHTH GRADE STUDENTS

AT THE SECOND SEMESTER OF SMPNEGERI 1 KRUI IN

2015/2016 ACADEMIC YEAR

  

By:

MARNI YUNIAR RIKA

  In English learning there are four skills consist of listening, speaking, reading, and writing. Speaking is one of the most difficult aspects for the students to master. Speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of contexs. This research is about the implementation of jigsaw in speaking class at second semester of the eighth grade of SMP Negeri 1 Krui. The objective of the researcher is to know process and problem of teaching and learning speaking by using jigsaw.

  This research was descriptive qualitative research, and research subject was the eighth grade students of SMP Negeri 1 Krui. The researcher chose class VIII A as the sample because the students of this class had various ability especially in speaking. The total sample of this resrearch was 30 students. The techniques of collecting data were observation, interview, and questionnaire. From the data analysis, the researcher found that in teaching speaking using jigsaw at SMP Negeri 1 Krui as follows: 1. first, during teaching learning process was done in two meetings,the teacher prepared the material first to be taught, built good relationship or made talk with the students before starting lesson, then explained purpose of the learning. 2.

  Second, the teacher’ problems in teaching speaking by using jigsaw were the teacher could monitor students’ activity and limit time to teaching and learning speaking by using jigsaw. 3.Third

  , the students’ problems in learning speaking by u sing jigsaw were the students’difficulty to share opinion because they had limited vocabulary. In addition, some students felt unconfident, because they were afraid of making mistakes.

  

DECLARATION

  I hereby declare that this thesis is completely my own work. I am fully aware that I have quoted some statements ideas from various sources and they are properly acknowledged in the text.

  Bandar Lampung, Agustus 2017 Declared by, Marni Yuniar Rika

  

DEDICATION

  Prise and gratitude to ALLAH the almighty for His abundant blessing to me, and then from my deep heart and great love, this thesis is proudly dedicated to:

  1. My beloved father Mr. Thamrin and my mother Mrs. Nurlena who always pray and give me support and guidance to be success in my study and my life.

  2. My beloved brother Okta Pirma Wijaya, Yudi Yansah, Rian Agusmanand my lovely sister Hartina Lestari. And all my big family for your supports, motivation and love to me.

  3. My beloved friends all the students of English Education Study Program especially Adela, Vivi, Lely, Laila, Novi, Umil, Ade Irma, Ade Sumista, Syukron, and Marisa.

  4.My beloved teachers from elementary school to senior high school.

  5. My beloved almamater and lecturers at UIN Raden Intan Lampung who have made me grown up and given motivation for my self development.

  

MOTTO

The Moses said : My loard, enlarge my chest, easy right is all none of my

business,and than take off the stiffness of my tongue, that they understand my speech.

  1

  (QS. Thaha: 25- 28)

  1 ^th Abdullah Yusuf Ali, the meaning of the Holy Qur’an, Amana Pubications, Maryland, 10

CURRICULUM VITAE

  The name of the researcher is Marni Yuniar Rika. She was born in Gunung Kemala

  th on March17 , 1991. She is the first child of five children of Mr. Thamrin and Mrs.

  Nurlena. At present, she lives in Gunung Kemala Krui Pesisir Barat. The researcher began her study in SDN 2 Gunung Kemala and graduated in 2004. In the same year, she continued her study to SMPN 2 Krui and graduated in 2007. After that, she continued her study to SMAN I Krui and graduated in 2010. Next, in the same year she continued her study to IAIN Raden Intan Lampung as a student of English Study Program of Tarbiyah and Teacher Training Faculty.

  

ACKNOWLEDGEMENT

  Praise be to Allah, the Almighty God, the Most Merciful and the Most Beneficent, for blessing me with His mercy and guidance to finish this thesis. The peace is upon our prophet Muhammad SAW, with his family and followers. This thesis entitled

  ‘the implementation of jigsaw technique in teaching speaking of the eighth grade students at the second semester of SMP Negeri 1 KRUI in the academic year of 2015/2016

  ’ is submitted as a compulsory fulfillment of the requirements for S1 degree of English Study Program at Tarbiyah and Teacher Training Faculty, the State Institute of Islamic Studies (UIN) Raden Intan Lampung. When finishing this thesis, the researcher obtained so much help, assistance, support and many valuable things from various sides. Therefore, the writer would sincerely thank to: 1.

  Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty, IAIN Raden Intan Lampung with his personnel, who has given an opportunity and forbearance to the researcher when on going the study until the accomplishment of this thesis.

  2. Meisuri, M.Pd, the chairperson of English Education Study Program of IAIN Raden Intan Lampung.

  3. Iwan Kurniawan, M.Pd, the advisor who has always patiently guided, helped and given countless time for the researcher to finish this thesis.

  4. Septa Aryanika, M.Pd.,the co-advisor who has guided the researcher a lot until the finishing of this thesis.

  5. All lecturers of English Department in IAIN Raden Intan Lampung who have taught the researcher since the first of her study.

  6. The headmaster,Yusirwan, S.A.G,M.M. The English teacher, Nurmaini, S.Pd., and all students of the eight grade of SMPNegeri 1 Krui for allowing carrying out the research in their institution and for giving the contribution while she was conducting the research there.

  7. All her friends in IAIN Raden Intan Lampung. Finally, the researcher is fully aware that there are still a lot of weaknesses in this thesis. Therefore, the researcher sincerely welcomes criticisms and suggestions from the readers to enhance the quality of this thesis.

  Bandar Lampung, 2017 The Researcher Marni Yuniar Rika

  

TABLE OF CONTENTS

Pages COVER ................................................................................................................ i ABSTRACT ......................................................................................................... ii APPROVAL......................................................................................................... iii ADMISSION ......................................................................................................... iv DECLARATION ................................................................................................. v MOTTO ............................................................................................................... vi DEDICATION ..................................................................................................... vii CURRICULUM VITAE ..................................................................................... viii ACKNOWLEDGEMENT .................................................................................. ix TABLE OF CONTENTS .................................................................................... xi LIST OF TABLES .............................................................................................. xiv LIST OF APPENDICES..................................................................................... xv

  CHAPTER I INTRODUCTION A. Background of the Problem ...................................................................... 1 B. Identification of the Problem .................................................................... 5 C. Limitation of the Problem ......................................................................... 5 D. Formulation of the Problem ...................................................................... 6 E. Objective of the Research ......................................................................... 6 F. Uses of the Research ................................................................................. 7 G. Scope of the research ................................................................................ 7

CHAPTER II FRAME OF THE THEORIES, THINKING ANDHYPOTHESIS

A. Concept of Teaching English as a Foreign Language ............................... 8 B. Concept of Speaking ................................................................................. 10 1. Language feature .................................................................................. 11 2. Mental and social processing ................................................................ 12 C. Concept of speaking Ability ...................................................................... 13 D. Activities to Promote Speaking ................................................................ 14 E. Concept of Teaching Speaking ................................................................. 20 1. The basic Principles of Teaching Speaking .......................................... 20 2. Problem of Teaching Speaking............................................................. 23 F. Approach, Method and Technique ............................................................ 25 G. Concept of jigsaw ...................................................................................... 26 H. Advantages and Disadvantages of Using Jigsaw ...................................... 29 I. Procedure of Teaching Speaking Through Jigsaw .................................... 30

  CHAPTER III RESEARCH METHODOLOGY A. Research Design ........................................................................................ 33 B. Research Subject ....................................................................................... 33 C. Data Collecting Technique ....................................................................... 34 1. Observation ........................................................................................... 35 2. Interview ............................................................................................... 36 3. Questionnaire ....................................................................................... 38 D. Research Procedure ................................................................................... 40 E. Credibility ................................................................................................. 40 F. Data analysis ............................................................................................. 41 CHAPTER IV RESULT AND DISCUSSION A. General Description of the Research Place ............................................... 43 B. Research Procedure ................................................................................... 48 C. Process of Teaching Speaking Through Jigsaw Technique ...................... 49 D. Research Report ........................................................................................ 54 E. Discussion and Findings ............................................................................ 57 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ................................................................................................. 60 B. Suggestion ................................................................................................. 61 REFERENCES ....................................................................................................

APPENDIXES .....................................................................................................

  LIST OF TABLES

  Table 1: The Speaking Score of the Eighth Grade Students of SMP Negeri 1 Kruiin 2015/ 2016 Academic Year ........................................................ 3

  Table 2:Class Distributon of the eighth grade students of SMP Negeri 1 Krui in2015/2016 Academic Year .................................................................. 34 Table 3:The Specification of Observation ............................................................ 36 Table 4: The Specification of Interview................................................................ 38 Table 5:The Specification of Questionnaire ......................................................... 39

  

LIST OF APPENDIXES

Page

  Appendix 1Observation Report............................................................................. Appendix 2 Interview Report ................................................................................ Appendix 3 Instrument of Questionnaire .............................................................. Appendix 4 List of Students ..................................................................................

CHAPTER I INTRODUCTION A. Background of the Problem Language is a set of rules, which is used as a tool of communication. Language is a

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  system for the expression of meaning. Furthermore, it is generally known that no communication takes place without a language. People can transfer information or messages and express their ideas and feelings with a language. Besides, they require a language to interact with other people from different countries. They use a language in common in order that they can express their feelings, opinion, and thoughts. English is an international language used by most of people throughout the world. They use it to communicate with other people from different countries. In addition, English is widely used in some fields such as education, economics, politics and trade. In addition, Brown says that language is a system of arbitrary, vocal symbols which allow people in a given culture of or other people who have learned the system

1 Ag.BambangSetiyadi,Teaching English as a Foreign Language,Yogyakarta:GrahaIlmu,

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  of that culture, to communicate or to interest. English plays a big role for human being especially to face modern life in the globalization era.

  In Indonesia, English is taught as one of the compulsory subjects which is taught from juniorhigh school to university. By learning English, the students are expected to be able to communicate in English both in written and oral forms.Language is a set of rules, which is used as a tool of communication. Language is a system for the

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  expression of meaning. Furthermore, it is generally known that no communication takes place without a language. People can transfer information or messages and express their ideas and feelings with a language. Kayi states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal

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  symbols in a variety of contexts. It is one of the important skills that the students have to master. Through speaking, they can transfer information and ideas, and maintain social relationship by communicating our ideas to others. The ability to communicate is the primary goal of foreign language instruction that speaking is put ahead on the other skills. In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently.

2 H. Douglas Brown, Principles of Language Learning and Teaching, London: Longman,

  1994, p.4 ₃ Ag.BambangSetiyadi,Teaching English as a Foreign Language,Yogyakarta:GrahaIlmu, 2006, p.10 ₄ HayriyeKayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, 2006, The intenet TESL Journal, Vol.XII, No.11. _th

  A common problem for foreign language teachers is dealing with a passive class where the students are unresponsive and avoid interaction with the teacher and other students. English students tend to have difficulties to speak English in a simple form of dialog or even to tell their ideas and utterances in English. Ur states that there are some problems in speaking activities. They are inhibition, nothing to say, low or

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  uneven participation, and mother-tongue use. The example is that the students are inhibited about trying to say something in a foreign language in the classroom. They are worried about making mistakes. Another reason is because they lack motivation to practice the target language in daily conversation. Some factors that can be the causes of the low speaking ability in Indonesia are:

  1.English in Indonesia is considered as a foreign language. It is not used in daily activity.

  2.Learning English is not stressed in speaking ability but more focused on structure and vocabulary.

3. Students are shamed and afraid of making mistakes.

  6 4.

  English is not considered as a necessity. Based on the preliminary research from interviewingthe English teacher of SMP Negeri 1Krui, Nurmaini,S.P.d., it was obtained that the students

  ’ speaking ability was low. They felt unmotivated to learn English especially in learning speaking. The students

  ’ score can be seen in table below:

5 Penny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996,

  p.121 ₆

  

Table 1

StudentsSpeaking Score at theSecondSemester of the Eighth Grade of

SMP Negeri1Kruiin 2015/2016Academic Year

  No. Score Number Of Students Percentage

  1 58 35.36% ≥70 2 <70 106 64.64%

  164 100%

  

Source: Document of Students’ score forEnglish Test at the Eighth Grade Students of SMP Negeri

  1Kruiin 2015/2016Academic year

  Based on the table above, it can be seen that the students’ speaking ability is still low, because many students still got the score below the KKM of the school. Nurmaini,S.P.d. said the KKM for the eighth grade of SMP Negeri 1 Krui was 70. It was found that the possibility was they did not know how to speak appropriate with the structure of presentation and the style.

  Based on the interview between the researcher and the teacher, it was found that the teacher said that she ever used the jigsaw technique in speaking class, but it did not improve their speaking ability because there were a lot of students below the standard value. The students are still passive in the class, the students are not self confident to speak, the students are afraid of making mistake.The technique of jigsaw is about how the delivery of lesson where the teacher gives students the chance to gather opinion, make conclusions or formulate various alternative solutions. Based on the problems faced by the teacher in teaching speaking and that faced by the students in mastering speaking, the researcher would like to do a research regarding to the teaching technique used by the teacher that can support his teaching of English especially for teaching speaking to the students. Thus, the researcher usedJigsaw as a teaching technique for teaching speakingat the second semester of the eighth grade ofSMP Negeri1Krui. The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the jigsaw(puzzle). The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw, each piece--each student's part is essential for the completion and full understanding of the final product. If each student's part is essential, then each

  7 student is essential; and that is precisely what makes this strategy so effective.

  In the research,the researcher observed the implementation of Jigsaw towards students’ speaking ability. Therefore, the researcher entitled thisresearch: The Implementation of Jigsaw Technique in teachingSpeaking at the Eighth Grade of SMP Negeri 1 Krui in the Academic Year of 2015/2016.

B. Identification of the Problem

  Seeing the background of the problem above, the researcher identified the problems of the research:

  7 ElliotAronson,Jigsaw Classroom, Retrieved rom:http://www.jigsaw.org. (2011-2012),Posted _nd a.

  The students’speaking ability was low.

  b.

  The students were not motivated to learn English especially in learning speaking.

  c.

  The students’ English score was mostly below the standard.

  C. Limitation of the Problem In this research, the researcher focused on the implementation of Jigsaw technique.

  and the problems faced by the teacher and the students in teaching speaking by using jigsaw technique at thesecond semester of the eighth grade students of SMP Negeri1Krui in 2015/2016 in the academic year.

  D. Formulation of the Problem

  In ther research, the researcher formulated some problems as follows: 1.

  How is the process of implementation of jigsaw technique inteaching speakingat the second semester of the eighth grade of SMP Negeri1Kruiin the academic yearof 2015/2016by using Jigsaw? 2. What are the problems faced by the teacher in implementation of jigsaw technique in teaching speaking at the second semester of the eighth grade of

  SMP Negeri1Kruiin the academic year of 2015/2016? 3. What are the problems faced by the students in implementation of jigsaw technique in teaching speaking to the second semester of the eighth grade of

  SMP Negeri1Kruiin the academic year of 2015/2016?

  E. Objectivesof the Research

  Based on the formulation of the problems above, the objectives of the research are: 1.

  To describe the implementation of jigsaw technique in teaching speakingat the second semester of the eighth grade of SMP Negeri1Krui.

  2. To describe problems faced by teacher the implementation of jigsaw technique in teaching speakingat the second semester of the eighth grade of SMP Negeri 1 Krui.

  3. Todescribe problemsfaced by the student the implementation of jigsaw technique in teaching speakingat the second semester of the eight grade of SMP Negeri 1 Krui.

  F. Uses of the Research

  From the statements above the researcher expects the result of the research can be used:

  1. For the students, to contribute the students of SMP Negeri 1 Krui in speaking especially in jigsaw technique.

  2. For the teacher, to give contribution in implementation of jigsaw technique in teaching speaking at the second semester of the eighth grade of SMP Negeri 1 Krui.

  3. For the readers, to give information of the reader about teaching speaking by using jigsaw technique in SMP Negeri 1 Krui.

G. Scope of the Research

  The researcher determined the scope of the research as follows: 1.

  Subject of the Research The subject in this research wasthe eighth grade students of SMP Negeri1Krui in 2015/2016academic year.

  2. Object of the Research Object of the research was the implementation ofjjigsaw tehnique in teaching speakingat the second semester of the eighth grade of SMP Negeri1Krui.

  3. Place of the Research The researcherwas conducted the research at SMP Negeri 1Krui.

  4. Time of the research The research was conducted at the second semester of 2015/2016 academic year.

CHAPTER II FRAME OF THEORIES AND THINKING, AND HYPOTHESIS A. Concept of Teaching English as a Foreign Language English is a foreign language describing situations where students were learning

  1 English in order to use it with any other English speakers in the world. Setiyadi states

  that language teaching is influenced by ideas on the nature of language (language theories) and the learning conditions (learning theories). Differences in language theories may affect the selection of the teaching materials and differences in learning theories may affect the teaching methods. A method that is based on the assumption that we learn another language as a child learns his native language (L1) will differ from one based on the assumption that learning a foreign language is not the same as learning mother tongue. It may be argued that the actual teaching of English in Indonesia may differ from the English teaching in Malaysia or teaching English in the United State of America, where the people should learn English in the condition

  2 where the language is used for communication in their daily lives.

  1 Jeremy Harmer, The Practice of English Language Teaching, Malaysia: Pearsion Education Limitied, 2007,p.19 ₂ Ag.BambangSetiyadi, Teaching English as a Foreign Language,Yogyakarta: Graha Ilmu, Ed. I, English as a foreign language has different characteristics from the mother tongue. Although the students have learned it for years, but they still get difficulties in mastering and using it in daily communication. Therefore, it is supposed to a hard work for the teacher to help them learn and master the language. Based on the statement above, the researcher assumes that in teaching English as a foreign language the teacher should prepare the material instructions and application of techniques well. Since language teaching and learning can be regarded as a process, the first role is to facilitate the communication process between the participants and the various activities. In addition, teaching means facilitating learning, enabling the learners to learn, setting the condition for learning and showing and helping someone to learn how to do something. Teaching also means giving instructions, guiding in study of something, proving with knowledge, causing to

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  know or understand. Therefore, it can be said that teaching is a process that should be done by the teacher, based on the experiences, knowledge, and materials.

  Wilkins says that teaching English as a foreign language is one in which the target language is not the mother tongue of any group within the country where it is being learned. It means that the students who learn English as a foreign language have little opportunities to use their English in real life situation. As it is known that the objective of teaching a foreign language is to provide the students with the skills which enable them to communicate orally with the speakers of other nationalities ₃ H.D. Brown, The Principle of Language Learning and Teaching, New Jersy:Prentice Hall,

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  who also learn this language. In other words, it can be said that teaching English as a foreign language means teaching the target language, not the mother tongue in which the students have limited time to learn or communicate in English in their daily life.

B. Concept of Speaking

  Siahaan states that speaking is the spoken productiveskill. It is the skill of speaker to

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  communicate information to a listener or a group of listeners. Speaking is one of the four basic skills in learning a language besides listening, reading, and writing. In Oxford Advanced Learner’s Dictionary, speaking means to say words, to say or to talk about something or to have a conversation with somebody in words, etc, while

  6 speech means the power of the action of speaking, a manner or way of speaking.

  Thus the main purpose of speaking is to send the message to another one or to be able to communicate about something by using a language and understood by someone who becomes the listener. In other words, it can be said that speaking is expressing ideas, opinions or feelings to another person in words or sounds of articulation in order to inform, to persuade, and to entertain. Besides, Lado states that speaking is the ability to express oneself in life situation, or the ability to report acts or situation in precise words, or the ability to converse, or

  4 ₅ D.A. Wilkins, Lingusitics in Language Teaching, London: Longman, 1980, p.7 ₆ SanggamSiahaan, The English Paragraph, Yogyakarta: Graha Ilmu, 2008, p.2 AS Hornby, Oxford Advanced Learner’s Dictionary of Current English, London: Oxford

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  express a sequence of ideas fluently. When they are engaged in talking to each other, it is sure that they are doing communication. There is certain generalization that they can make about the majority if communicative events and these have particular relevance for the learning and teaching process. It is clear that to be able to speak well, a person should know the elements of speaking; they are grammar, vocabulary, pronunciation, fluency, and comprehension. In other words, the researchercan conclude that speaking is an act of expressing ideas, feelings, and opinions by using speaking elements; they are pronunciation, grammar, vocabulary, fluency, and comprehension.

C. Concept of Speaking Ability

  Speaking is the process between speaker and listener and it involves the productive skill and receptive skill understanding. To be good at speaking, the students must have the mastery of pronunciation, fluency, grammar, vocabulary, and comprehension. This is supported byLittlewood who states that success is measured not only in the functional effectives of the language, but also in the terms of the

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  acceptability of the forms that are used. Based on the preceding statement, it can be said that speaking ability is the ability to express ideas, thought, feelings and opinions orally.

  7 R. Lado,Language Teaching a Specific Approach,New Delhi: Grow Hill Publishing Company, 1991, p.240 ₈ William Littlewood, Communicative Language Teaching, Cambridge: Cambridge University Additionally, speaking ability is one of language abilities to be learned and mastered by the students in learning a foreign language. By practicing speaking the language learned, the students will more easily master it. Speaking is limited to the ability to conduct a simple conversation on some subjects, while speaking skill is a difficult one to access with precision since it is a complex skill to acquire. In communicating with other people, it is important to know the situation whether it is formal or informal. Besides, it is also important to know that the language used, in this case English, can be standard or non-standard so that they can communicate effectively.

  Furthermore, it can be concluded that students’ speaking ability is their ability to express their ideas, opinion, thought, experiences and feelings using English with good mastery of grammar, vocabulary, pronunciation, fluency and comprehension. It can finally be indicated with scores gained by the students from the test given.

D. Activities to Promote Speaking

  There are many activities to promote speaking. As Kayi infers from many linguistics on hers in the internet on teaching English as A Second Language (TESL) Journal

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  there are thirteen activities to promote speaking, which are:

  9 Hayriye Kayi, Teaching Speaking Activities to Promote Speaking in a Second Language,

The Internet Journal. Vol.XII,no 11 2006,

_nd

  1) Discussions

  After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose so that students do not spend their time chatting with each other about irrelevant things.

  2) Role Play

  Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. In short, it can said that through role play the students are to make a conversation based on the information and they are to speak who they are and what they think or feel. The benefit of this activity is that the students can practice speaking based on the information provided by the teacher. However, they sometimes have a difficulty and feel uncomfortable to play a role of someone else.

  3) Simulations

  Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is simulation, the students practice communicating their ideas or opinions with others using media to make the situation more realistic.

  4) Information Gaps

  In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.

  5) Brain Storming

  On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. In other words, with this activity the students practice generating and organizing ideas or opinion before they speak or write. The strength of this activity is that the students are trained to generate and organize their ideas before they are about to speak. On the other side, the weakness of this activity is that they need some time to think over a topic and it seems to distract their communication.

  6) Storytelling

  Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.

  7) Interviews

  Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

  8) Storycompletion

  This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on. speaking ability by completing a story read by the teacher or others. The strength of this activity is that it makes the students more aware and attentive to follow and complete a story read by the teacher. On the contrary, the weakness of this activity is that the students only have to speak based on the story or they are to only complete the story based on the clues. In other words, they are not allowed to speak out of the clues.

9) Reporting

  Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news.

  Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

10) Playing Cards In this game, students should form groups of four. Each suit will represent a topic.

  For instance:Diamonds Earning money, Hearts Love and relationships, Spades An unforgettable memory, Clubs Best teacher.Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: the topic "Diamonds: Earning Money" is selected, here are some possible questions:Is money important in your life? Why? Or What is the easiest way of earning money? Or What do you think about lottery? However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.

  11) Picture Narrating

  This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.

  12) Picture Describing

  Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. The strength of this activity fosters the creativity and imagination of the learners as well as their public speaking skills.

  The weakness of this activity, picture describing tends to make the students limit their ideas of speaking on the picture they have.

  13) Find the Differences

  For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures. In other words, with Find the Difference the students practice speaking speak through pictures of events in which they have to find the differences or the similarities.

  From the explanation above, the researcher used some activities in implementing jigsaw in teaching speaking they were, playing cards, discussion and story telling.

  Because in playing cards the students should form groups of five. Each suit will represent a topic. Each students in a group will choose a card, then each student will write 4-5 questions about that topic to ask the other people in the group. In discussion the students may to arrive at a conclusion, share ideas about an event or find solutions in their discussion group. In story telling students can briefly summarize a tale or story they heard from some body before hand. Story telling creative thinking, it also help students express idea.

E. Concept of Teaching Speaking

  1. Basic Principles of Teaching Speaking Teaching speaking is the way for students to express their emotions, communicative needs, interact to other persons in any situation, and influence the others. For this reason, in teaching speaking skill, it is necessary to have understanding involved in speech. Harmer states that there are three reasons for teaching speaking, they are as

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  follows: 1.

  Speaking activities provide rehearsal opportunities-chances to practice real ₁₀ life speaking in the safety of the classroom.

  2. Speaking tasks in which students try to use any or all of the language they know provide feedback for both teacher and students.

  3. The more students have opportunities to activate the various elements of language.

  Teaching speaking means teaching how to use language for communication, for transferring ideas, thought or even feelings to other people. The goal of teaching speaking skill is to communicate efficiently. Students should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to achieve the social and cultural rules that apply in each communication situation. Teaching speaking is to train students to communicate. Therefore, language activities is speaking class should focus on language use individually. This requires the teacher not only to create warm and humanistic classroom atmosphere, but also to provide each student to speak, therefore, it is clear that language is very important. The teacher teaches speaking by carrying out the students in certain situation when the ideas have an oral command of the language need to describe the topic.

  11 There are three steps of lesson methodology of speaking:

A. Pre-activity

  ₁₁ GoiernoDechile, The 3-Step Lesson Methodology Programa Ingles, AbrePuertasUnidad de _th

  In the first step, before a teacher starts the lesson, the teacher must start the class quickly and efficiently. This can be a challenge, so being well prepared.

  Key strategies of pre-activity are: 1.

  Checking the attendance list 2. Knowing more about the students 3. Doing daily or weekly activity 4. Telling about agenda 5. Brainstorming the students 6. Motivating the students.

  B.While-activity

  While-activity in speaking lesson consists of three steps, they are: 1.

  Modeling a.

  Teacher introduces vocabulary and structures b. Teacher models learning outcome c. Teacher engages students.

  2. Guided Practice a.

  Students practice learning outcome as a class and/or in pairs b. Teacher provides help and feedback.

  3. Independent Practice a.

  Students demonstrate learning outcome individually or in pairs.

  b.

  Teacher assesses learning outcome. Be sure to stop independent practice 5 minutes before the end of class to give time for closing. Many teachers skip this step, but research shows that reflecting on the lesson is very beneficial for students learning.

1. Reflect on the learning outcome 2.

  Recap main point 3. Reviews any errors 4. Relate to future learning

  Related to the explanation above, it is clear that teacher must be able to encourage the students to explore themselves to develop speaking ability. It can be practiced by trying to interact with others in the class. Therefore, they can be challenged to expose their ability in speaking supported by the teacher. In this case the teacher may also give the opportunity to explore the students by giving a theme and the students was practice using jigsaw technique.

2. Problems of Teaching Speaking

  Speaking is one of the important skills in English as a foreign language. It shows the best influence when seeing goal of speaking learning process, especially in English as a foreign language. The goal of English teaching is to make students able to

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  communicate well. There are some problems in teaching speaking: 1.