Developing Soft Skills Trough the Jigsaw Learning Model - Repository Universitas Ahmad Dahlan
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Bahastra
Jurnal llmiah Bahasa dan Sastra
Pelindung/Penasehat
Rektor Universitas Ahmad Dahlan
Pimpinan Umum
Jabrohim
Ketua Dewan Editor
Rina Ratih SriSudaryani
Sekrefaris
Sudarmini
Dewan Editor
:A.Yumartati, Nursisto, Kasiyarno, Umi Rokhyati, R.Muh.Ali, Nur Sahid,
Bustami Subhan, Adnan Zaid,
Dwetopir
Editor Eksklusif
Tirto Suwondo, Jabrohim
RMuh
lvlitn Bestari (Reviewe r)
Prof. Dr. Suminto A.Sayuti (UNY)
Prof. Dr. Sudiro Satoto (UNS)
Kekerur
Adrninistrasi dan Si rkulasi
Nuri Fanuddin
SebuehX
Penerbrf
Universitas Ahmad Dahlan
AryaAl
Alarnat Redaksl & Sirkulasi
Jln. Pramu ka 42 Telp. 37 1 1 20 Yogyakarta e-mail :jurnal bahastra@gmail.com
lzin Terbit
Surat Keputusan Menteri Penerangan Republik Indonesia Nomor
1 1
Rekomendasi
O8/SI(DITJEN PPG/STT I 1987
Direktur Jendral Pendidikan Tinggi
Departemen Pendidikan dan Kebudayaan
Manajeu
ffinieull
Mutyom-
Nomor. 1121D5.51U I 1987
/SSN
0215-4994
The Impo
Percetakan
Gress Press
Ida Puspit
Jln. Dongkelan Yogyakarta
Telp. 0274-2643064
Implikad
Sebagai X
$mardi.--
================
--
Jumal Bahastra diterbitkan oleh Universitas Ahmad Dahlan Yogyakarta. Pengelolaan oleh Jurusan pendidikan
Bahasa dan Sastra lndonesia FKIP Universitas Ahmad Dahlan Yogyakarta. Terbit dua kali
setahun. Jurnal ini
hanya memuat tulisan ilmiah, baik berupa hasil analisis, laporan penelitian, kajian dan penerapan
teori,
maupun pembahasan pustaka, dalam bidang bahasa dan sastra serta pengajarannya.
___====--
Sistre d.l
Prima
Crus
Ftnffiikt
Mcnceril
Ati Imrm
Arnon Rotem (2010) wrote that an
architect needs to be familiar with a wide
range of technologies, methodologies,
undlrstand the software lifecycle, has design
experience, etc., which are categorized as
"hard skills". The hard skills are important'
However, it doesn't stop there if he/she wants
to be a good architect. Someone needs to
master "soft skills" such as leadership'
communication skills, and hunan relation'
It is important to develop language
learner's soft skills in order they are also ready
to become preferred emptroyees when they
graduated from university'--Ther€ are some
iays to build their soft skills up' One of the
ways is through learning process in the class
,oo* applying the Jigsaw learning model' It
the
provides^ soft skills development
itudents through its activities.
to
What Are Soft Skills?
MalaYsian Institute of Higher
Leaming interprets soft skills as incorporating
aspects of generic skills which include nonacademic sfitls such as leadership, teamwork,
The
;i
communication,
and lifelong learning
Plotkin (
:
,
l
2010 ) stated that
(Roselina,'2009)soft skills are beiug sensitive to the needs of
others, wanting to be of service to others,
being courteous, being appreciative, being a
hard worker, being dependable, ffid being
honest. Soft skills are the conrbined product of
a person's aptitude and values.
Vast research and expert opinions have
been sought in the effort to determine the
specific toft tkillt to be implemented and used
il higher institution of learning. Roselina
(2009i identifies seven elements of soft skills'
'it.y ut (t) communication skills, (2) critical
thinting and problem solving skills, (3) team
work, (+; tlttong learning and information
management skills, (5) entrepreneurship skill,
(6) ettrics and professional moral, and (7)
leadership skill.
Ichsan and Ariyanti (2005), adapting S'
Obrein's Winning Characteristic, splits the
soft skills into slven aspects' They are: (1)
Communication skills, (2) Organizational
LLz
skills, (3) kadership, (4) Logic, (5) Effort, (6)
Group skills, aod (A Ethics which can be
abbreviated into one acronym: COLLEGE.
The first
is
communication skills'
1
organi
.Srabes
fu€e
Communicatioo is a process whereby symbols
generated by people are received and proposed
to by other people ( Catchart and Samovar,
198ti: 252).\\ere are some elements involved
in communication, such as people, message,
channels, noise, contex! feedback, and effect
(Gamble, 1984: 8-11).
mdivz
Trqt
Ichsan and Ariyanti (2005) divides
I
communieation skills into two; oral and
written communication' Oral communication
skill has some branches such as personal
communication skills, presentation skills, and
group discussion skill. Some important
Eutot.t of a good personal communicator is
least ambiguity, courageous to ask for
clarification, and responsive to others' gesture
and intonation (Ichsan and Ariyanti, 2005)'
Presentation skill has a big role both in
academic and work environment. It becomes
essential when someone offers an idea or
reports a project progress. An excellent idea
may not attract others if it is not presented in a
good *uy. An outstanding presenter always
Iott u sufficient preparation both content and
tools of presentation, starts the session
interestingly, hightrights the important points,
keeps eye contact with the audiences, and be
u*ut" of audience's gesture and intonation
(Ichsan and AriYanti, 2005).
Discussion will give some good
experiences to the students. The students will
tearn that to be a good member of a discussion
requires courageousness to express an idea'
This will demonstrate his/her capability. It also
trains him/ her how to run a diseussion be on
the focus of the issue. A good member also
always takes notes
on what have
been
discussed (Ichsan and Ariyanti, 2005)'
Written communication has the same
pupose with oral communieation' It is also to
communicate an idea to others' The very
essential thing in rwitten communication is
how to convey an idea briefly and clearly' This
students to enjoy writing
activities (Ichsan and Ariyanti, 2005)'
demands
the
Bahastra Volume XXVI Nomo r
2,Maret1}!2
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and interpersonal skill. Team work indicates
otre's aUitlty to work together with various
background people, both social and cultural,
o acf,ieve mutuai objectives. To create a good
*noephere and relationship in the work
crrfum€nt, the members of community or
mutual
Sql of PeoPle should have
in belief, attitude, and behavior.
-mdirg
I-B U mtls in his book The Art of
Iffi
Pm) ffi smre features of an
ffi
EFq d as clear missio4 informal
5qlrn; b ddl*nssim, active listening,
bt d .Fn6q aaryreemcst is OK,
FYer Personal,
qtin ir fucaid'
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cftaiw
ft
omrr iD G
dfrrdrd.gE,fuvabEsmdnms
tftrir,douflE
lropcrmt fitr rEeE b G's tritY
o associre wilh dcts n b Hd a Sgod
relation wie dk$ Pres€rving a good
retationship wift otters is not easy. It requires
mutual fiust, mutual respec! and it takes time'
It will constuct not only a good relationship
with other but also couducive and beneficial
work atmosphere. Some means to build
interpersonal skill effectiveness are: (1) no
judging, (2) stop complaining, (3) award
appieciation, (4) to bs sincere, (5) always
smile, (6) make someone else feel as an
important persor, and (7) ask and do not
instruct
The last element of soft skill is ethics'
Ethics is the branch of philosophy concemed
with the intent, means, and consequences of
moral behavior (Manning and Curtis: 2003)'
Some qualities of being an ethics are (1)
attempting to satis$ others, (2) dedicated to
accomplish ideal objectives, (3) lifelong
learning, and (4) always endeavor to be the
: best on every moment (Ichsan and Ariyanti,
20os)
Jigsaw Learning Model
Jigsaw is a cooperative learning strategy
that has been used for about forly years' This
technique was invented in 1971 by Professor
Elliot Aronson and his graduate students from
with an opportunity to actively help each other
in their learning. Each student is assigned to a
'home gtoups' and an 'exPert group'
consisting of members from different home
groups. Students meet in their expert group to
discuss specific ideas or solve problems. They
then turn to their home SouP, where all
members share their expert knowledge
(http ://www. lkdsb.net/program/elementary/int
ermediate/di/files).
The procedure of The Jigsaw method are
as follow: First, students are divided up into
groups. The numter in each group depends on
o'home
the number of subtopics. It is namely
Soup" or "original groud'. Second, each
member of the group is assigned a section or
portion of the material. Next, each student
meeB with the members of the other groups
wto bave the same assigned section forming
o'expert
expert grol+. Now they are in
golry". Thia{ the expert group learns the
materiat together and decides on how to teach
the material to the original groups. Then,
stutlents return to their original groups, whose
members are each now an expert in one of the
different areas of the topics being studied, and
teach their area of expertise to the other group
members. In the end, a quiz is given. At that
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The Jigsaw learning model can be used
to cover a large amount of material quickly, to
intoduce students to different perspectives on
a topic, to introduce topics and create interest,
and as a research strategy. In language classes,
there are many subjects such as Vocabulary,
Reading Comprehension, Inffoduction to
English Literature History, English Business
Letter, etc. can apply the Jigsaw learning
di
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Soft Skills Development Through Jigsaw
The following
ParagraPhs
explanation how the activities
*odtt
in the Jigsaw
leaming can develop students' soft
skills.
ll
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the University of Texas (Error! Hyperlink
reference not valid.). It provides students
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Bahastra Volume XXVI Nomor
2,Marel2At2
face various characteristics of colleagues and
they will learn the art of leadership and how to
be a good leader.
4. Logic
During the long steps of Jigsaw, students
may find some problems. The problems may
be either internal or extemal problems. They
can be problem in commuuication, problem in
hilding a good teamwork, or problem and
quesim grven by the lecturer. A simple
Fekm My alt€r to be a soptristicated
FrffEm. As wclt, a sophisticared problem may
bG ff
Gasily by a grEat problem solver. In
-
rayr,
fu
rtuderc
my deralq freir skilts
i h b tG 1q c-rcdleril pIsl€m solver. An
rt rLfu rdy ths to solve fu
ffitur fitftg Am mdermding md
ffig fu pdlem, th'r mdden@ 6€
rehEs, ilFqffiBring tte roA rc, chocing a
$trliqq, md trnslty irylemmiry ir
A
problem solver lrd creaivity. To rise
Eedivity, tbe sEdents shouH be ope&
minde4 optimistic, imaginative, and having
high curiosity.
5.
Effon
A
class has more then twenty students,
let's say. They have various backgrounds and
characteristics. Some are infiovert the others
are extrovert. Some are 'easy going', the
others are 'too careful' students. These may
cause a problem in communication. Those
who have assertiveness, psychologically, will
face no dilemma. Those who haven't been able
to be assertive possibly find some diffrculties
in building communication. This type of
students will never free from such this
problem
if they never
change their styles to be
an assertive persons.
Jigsaw will give the students much more
opportunities to interact intensely with various
backgrounds of personalities. It means that
they will have more chance to learn to be
assertive. It is not easy to do, but they will feel
more convenient after practicing
The
lecturer should encourage the students to be
assertive.
it.
115
Including effort is lifelong learning. It is
to the independency in leaming.
Although Jigsaw is a cooperative learning, it
requires students to be independent. To have a
good discussion, where all members are active
and not dominated by certain limited member,
every of them should participate in sharing
ideas, responding questions, etc. It demands
the students to be independent in searching
information, managing it efficiently, and
shming it to the others.
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sd
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6. Group Skills
Some activities in the Jigsaw demand the
students to work in tearn; starting activities of
grouping, discussion in the home and expert
gfoup.They will meet and work with different
charact€ristics and qualities people at least in
those two groups. They work together in the
teams
achieve mutual objectives. To
to
achiwe the objectives they have to form a
solkl team work- They will leam how to create
irp(
rtud
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sei
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rqgs
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cfir
a good atuosphere and relationship in their
groups, how to be good listeners, how to form
tnrst and openness.unong them, etc.
Interpersonal skills of the students in the
groups may become the vital factor to build a
solid team work. For example, when they are
discussing a topic and one of them sharing
ideas, the quality of their interpersonal skills
will detennine how they give responses. Will
they appreciatq judge, or complain the
speaker?
depends on their interpersonal
skill. Intensive interaction and team work will
push them for developing their interpersonal
skill.
Ilft
ku
Bcin
It
7. Ethics
Ethics here means qualities of being
ethics such as attempting to satisff others,
dedicated to accomplish ideal objectives,
lifetong learning, and always endeavor to be
the best on every occasion. These excellent
qualities should be embedded in every student
if they want to have a successful Jigsaw. If
most students attempt to be the best in the
activities
tu
H
by being active, independent,
cooperative, and try to communicate in a good
way, the Jigsaw activities will award many
advantages to the students. They will take and
Bahastra Volume XXVI Nomor 2, Maret 2012
Dr
Shanna, O,P" (2008). The power
of your
emotion (terj.).yoryakarta: DIVA
Shmerling,
(1996). Communication in
Melbourne: Macmillan
Education Australia pTy;
Press.
the
Shakir Roselina. (2OOg).Soft skills at
,,
,Malaysian insti-tutes
of higher leaming.
Asia pacific education review. 309 _ 315.
l"rh.
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Ne:lrv*.} Y-e,tqi-3akir
,
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*"Jlis-rl $;esx?i,&i* $d*v*3 ilm s*xer &la;r K-arv*. &*3'*3lr
---"
t $qrlad*
r.:'r.rr;:.1' A i:b*s
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.,11.
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l."l i a r"a
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.:Y.1 ii
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lr,J
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'-t,
.
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j',:"
].ry;r*ka*;
fr;:n,$eknl*xt.&x're{rmg*gis
"(,
'., " 'i;.,; i:1,:h ;,.! .\sirtq tii $hl .\
d.;13;exrt
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}xggris
::,1i::;::ril
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' .' l :.,,i,rrl: !c.unstr:iao.,r {i*nriidik,ln N{*lraktr:r
j','i:;lr: i-,,*ltl
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: ;". 11*;,,...!i'. {..,.rrtt-r flq r$l'i*il[*tqi ]t,rr{.t Kn:.llpt,tettqi Br"rr"}5rr.t!,
'.',. .".irr I irJrii.lt ['*mi.iq.:i;ti,lr,rr: Sagtra r
In*v:ritf
,.
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.Ir. , ..\'(t:\I ,.,,,1
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:).' -: I K f, uu tus:ar'r |.li;1-.yg r r ilet erg n$ir n lteFu b k c rjtnes i:
\itr,r;1isl' 1 10d,SK'1")lT;[\ ppG;ST'i, !ii{7
Ll,:, r,,.;lt: r,rr{asr
Dir*ktr i J e r idi-ar FeirC lilr klrr i", lqq,
j
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1
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trendrfi rfu311 ggrr Ket:U,Ja
U,.:p;nui:ren
'/
lJ*y::*r". 1 t ?l*S.5i*11 *S?
i,
r{;iq:-ff,&
*i ,, UBA
.--" n ;B*
,
:::,:l
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i:*i*ir Ur{**** X*x;*;uX"a
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&i*r::*r
YY\I:
"]
i.]:m
I tli: \,
.444
iit
a:A
I/4i
;aal
!Eq\l
*31*-4*S4
Bahastra
Jurnal llmiah Bahasa dan Sastra
Pelindung/Penasehat
Rektor Universitas Ahmad Dahlan
Pimpinan Umum
Jabrohim
Ketua Dewan Editor
Rina Ratih SriSudaryani
Sekrefaris
Sudarmini
Dewan Editor
:A.Yumartati, Nursisto, Kasiyarno, Umi Rokhyati, R.Muh.Ali, Nur Sahid,
Bustami Subhan, Adnan Zaid,
Dwetopir
Editor Eksklusif
Tirto Suwondo, Jabrohim
RMuh
lvlitn Bestari (Reviewe r)
Prof. Dr. Suminto A.Sayuti (UNY)
Prof. Dr. Sudiro Satoto (UNS)
Kekerur
Adrninistrasi dan Si rkulasi
Nuri Fanuddin
SebuehX
Penerbrf
Universitas Ahmad Dahlan
AryaAl
Alarnat Redaksl & Sirkulasi
Jln. Pramu ka 42 Telp. 37 1 1 20 Yogyakarta e-mail :jurnal bahastra@gmail.com
lzin Terbit
Surat Keputusan Menteri Penerangan Republik Indonesia Nomor
1 1
Rekomendasi
O8/SI(DITJEN PPG/STT I 1987
Direktur Jendral Pendidikan Tinggi
Departemen Pendidikan dan Kebudayaan
Manajeu
ffinieull
Mutyom-
Nomor. 1121D5.51U I 1987
/SSN
0215-4994
The Impo
Percetakan
Gress Press
Ida Puspit
Jln. Dongkelan Yogyakarta
Telp. 0274-2643064
Implikad
Sebagai X
$mardi.--
================
--
Jumal Bahastra diterbitkan oleh Universitas Ahmad Dahlan Yogyakarta. Pengelolaan oleh Jurusan pendidikan
Bahasa dan Sastra lndonesia FKIP Universitas Ahmad Dahlan Yogyakarta. Terbit dua kali
setahun. Jurnal ini
hanya memuat tulisan ilmiah, baik berupa hasil analisis, laporan penelitian, kajian dan penerapan
teori,
maupun pembahasan pustaka, dalam bidang bahasa dan sastra serta pengajarannya.
___====--
Sistre d.l
Prima
Crus
Ftnffiikt
Mcnceril
Ati Imrm
Arnon Rotem (2010) wrote that an
architect needs to be familiar with a wide
range of technologies, methodologies,
undlrstand the software lifecycle, has design
experience, etc., which are categorized as
"hard skills". The hard skills are important'
However, it doesn't stop there if he/she wants
to be a good architect. Someone needs to
master "soft skills" such as leadership'
communication skills, and hunan relation'
It is important to develop language
learner's soft skills in order they are also ready
to become preferred emptroyees when they
graduated from university'--Ther€ are some
iays to build their soft skills up' One of the
ways is through learning process in the class
,oo* applying the Jigsaw learning model' It
the
provides^ soft skills development
itudents through its activities.
to
What Are Soft Skills?
MalaYsian Institute of Higher
Leaming interprets soft skills as incorporating
aspects of generic skills which include nonacademic sfitls such as leadership, teamwork,
The
;i
communication,
and lifelong learning
Plotkin (
:
,
l
2010 ) stated that
(Roselina,'2009)soft skills are beiug sensitive to the needs of
others, wanting to be of service to others,
being courteous, being appreciative, being a
hard worker, being dependable, ffid being
honest. Soft skills are the conrbined product of
a person's aptitude and values.
Vast research and expert opinions have
been sought in the effort to determine the
specific toft tkillt to be implemented and used
il higher institution of learning. Roselina
(2009i identifies seven elements of soft skills'
'it.y ut (t) communication skills, (2) critical
thinting and problem solving skills, (3) team
work, (+; tlttong learning and information
management skills, (5) entrepreneurship skill,
(6) ettrics and professional moral, and (7)
leadership skill.
Ichsan and Ariyanti (2005), adapting S'
Obrein's Winning Characteristic, splits the
soft skills into slven aspects' They are: (1)
Communication skills, (2) Organizational
LLz
skills, (3) kadership, (4) Logic, (5) Effort, (6)
Group skills, aod (A Ethics which can be
abbreviated into one acronym: COLLEGE.
The first
is
communication skills'
1
organi
.Srabes
fu€e
Communicatioo is a process whereby symbols
generated by people are received and proposed
to by other people ( Catchart and Samovar,
198ti: 252).\\ere are some elements involved
in communication, such as people, message,
channels, noise, contex! feedback, and effect
(Gamble, 1984: 8-11).
mdivz
Trqt
Ichsan and Ariyanti (2005) divides
I
communieation skills into two; oral and
written communication' Oral communication
skill has some branches such as personal
communication skills, presentation skills, and
group discussion skill. Some important
Eutot.t of a good personal communicator is
least ambiguity, courageous to ask for
clarification, and responsive to others' gesture
and intonation (Ichsan and Ariyanti, 2005)'
Presentation skill has a big role both in
academic and work environment. It becomes
essential when someone offers an idea or
reports a project progress. An excellent idea
may not attract others if it is not presented in a
good *uy. An outstanding presenter always
Iott u sufficient preparation both content and
tools of presentation, starts the session
interestingly, hightrights the important points,
keeps eye contact with the audiences, and be
u*ut" of audience's gesture and intonation
(Ichsan and AriYanti, 2005).
Discussion will give some good
experiences to the students. The students will
tearn that to be a good member of a discussion
requires courageousness to express an idea'
This will demonstrate his/her capability. It also
trains him/ her how to run a diseussion be on
the focus of the issue. A good member also
always takes notes
on what have
been
discussed (Ichsan and Ariyanti, 2005)'
Written communication has the same
pupose with oral communieation' It is also to
communicate an idea to others' The very
essential thing in rwitten communication is
how to convey an idea briefly and clearly' This
students to enjoy writing
activities (Ichsan and Ariyanti, 2005)'
demands
the
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and interpersonal skill. Team work indicates
otre's aUitlty to work together with various
background people, both social and cultural,
o acf,ieve mutuai objectives. To create a good
*noephere and relationship in the work
crrfum€nt, the members of community or
mutual
Sql of PeoPle should have
in belief, attitude, and behavior.
-mdirg
I-B U mtls in his book The Art of
Iffi
Pm) ffi smre features of an
ffi
EFq d as clear missio4 informal
5qlrn; b ddl*nssim, active listening,
bt d .Fn6q aaryreemcst is OK,
FYer Personal,
qtin ir fucaid'
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cftaiw
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tftrir,douflE
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o associre wilh dcts n b Hd a Sgod
relation wie dk$ Pres€rving a good
retationship wift otters is not easy. It requires
mutual fiust, mutual respec! and it takes time'
It will constuct not only a good relationship
with other but also couducive and beneficial
work atmosphere. Some means to build
interpersonal skill effectiveness are: (1) no
judging, (2) stop complaining, (3) award
appieciation, (4) to bs sincere, (5) always
smile, (6) make someone else feel as an
important persor, and (7) ask and do not
instruct
The last element of soft skill is ethics'
Ethics is the branch of philosophy concemed
with the intent, means, and consequences of
moral behavior (Manning and Curtis: 2003)'
Some qualities of being an ethics are (1)
attempting to satis$ others, (2) dedicated to
accomplish ideal objectives, (3) lifelong
learning, and (4) always endeavor to be the
: best on every moment (Ichsan and Ariyanti,
20os)
Jigsaw Learning Model
Jigsaw is a cooperative learning strategy
that has been used for about forly years' This
technique was invented in 1971 by Professor
Elliot Aronson and his graduate students from
with an opportunity to actively help each other
in their learning. Each student is assigned to a
'home gtoups' and an 'exPert group'
consisting of members from different home
groups. Students meet in their expert group to
discuss specific ideas or solve problems. They
then turn to their home SouP, where all
members share their expert knowledge
(http ://www. lkdsb.net/program/elementary/int
ermediate/di/files).
The procedure of The Jigsaw method are
as follow: First, students are divided up into
groups. The numter in each group depends on
o'home
the number of subtopics. It is namely
Soup" or "original groud'. Second, each
member of the group is assigned a section or
portion of the material. Next, each student
meeB with the members of the other groups
wto bave the same assigned section forming
o'expert
expert grol+. Now they are in
golry". Thia{ the expert group learns the
materiat together and decides on how to teach
the material to the original groups. Then,
stutlents return to their original groups, whose
members are each now an expert in one of the
different areas of the topics being studied, and
teach their area of expertise to the other group
members. In the end, a quiz is given. At that
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The Jigsaw learning model can be used
to cover a large amount of material quickly, to
intoduce students to different perspectives on
a topic, to introduce topics and create interest,
and as a research strategy. In language classes,
there are many subjects such as Vocabulary,
Reading Comprehension, Inffoduction to
English Literature History, English Business
Letter, etc. can apply the Jigsaw learning
di
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model.
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Soft Skills Development Through Jigsaw
The following
ParagraPhs
explanation how the activities
*odtt
in the Jigsaw
leaming can develop students' soft
skills.
ll
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the University of Texas (Error! Hyperlink
reference not valid.). It provides students
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Bahastra Volume XXVI Nomor
2,Marel2At2
face various characteristics of colleagues and
they will learn the art of leadership and how to
be a good leader.
4. Logic
During the long steps of Jigsaw, students
may find some problems. The problems may
be either internal or extemal problems. They
can be problem in commuuication, problem in
hilding a good teamwork, or problem and
quesim grven by the lecturer. A simple
Fekm My alt€r to be a soptristicated
FrffEm. As wclt, a sophisticared problem may
bG ff
Gasily by a grEat problem solver. In
-
rayr,
fu
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i h b tG 1q c-rcdleril pIsl€m solver. An
rt rLfu rdy ths to solve fu
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rehEs, ilFqffiBring tte roA rc, chocing a
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problem solver lrd creaivity. To rise
Eedivity, tbe sEdents shouH be ope&
minde4 optimistic, imaginative, and having
high curiosity.
5.
Effon
A
class has more then twenty students,
let's say. They have various backgrounds and
characteristics. Some are infiovert the others
are extrovert. Some are 'easy going', the
others are 'too careful' students. These may
cause a problem in communication. Those
who have assertiveness, psychologically, will
face no dilemma. Those who haven't been able
to be assertive possibly find some diffrculties
in building communication. This type of
students will never free from such this
problem
if they never
change their styles to be
an assertive persons.
Jigsaw will give the students much more
opportunities to interact intensely with various
backgrounds of personalities. It means that
they will have more chance to learn to be
assertive. It is not easy to do, but they will feel
more convenient after practicing
The
lecturer should encourage the students to be
assertive.
it.
115
Including effort is lifelong learning. It is
to the independency in leaming.
Although Jigsaw is a cooperative learning, it
requires students to be independent. To have a
good discussion, where all members are active
and not dominated by certain limited member,
every of them should participate in sharing
ideas, responding questions, etc. It demands
the students to be independent in searching
information, managing it efficiently, and
shming it to the others.
related
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6. Group Skills
Some activities in the Jigsaw demand the
students to work in tearn; starting activities of
grouping, discussion in the home and expert
gfoup.They will meet and work with different
charact€ristics and qualities people at least in
those two groups. They work together in the
teams
achieve mutual objectives. To
to
achiwe the objectives they have to form a
solkl team work- They will leam how to create
irp(
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a good atuosphere and relationship in their
groups, how to be good listeners, how to form
tnrst and openness.unong them, etc.
Interpersonal skills of the students in the
groups may become the vital factor to build a
solid team work. For example, when they are
discussing a topic and one of them sharing
ideas, the quality of their interpersonal skills
will detennine how they give responses. Will
they appreciatq judge, or complain the
speaker?
depends on their interpersonal
skill. Intensive interaction and team work will
push them for developing their interpersonal
skill.
Ilft
ku
Bcin
It
7. Ethics
Ethics here means qualities of being
ethics such as attempting to satisff others,
dedicated to accomplish ideal objectives,
lifetong learning, and always endeavor to be
the best on every occasion. These excellent
qualities should be embedded in every student
if they want to have a successful Jigsaw. If
most students attempt to be the best in the
activities
tu
H
by being active, independent,
cooperative, and try to communicate in a good
way, the Jigsaw activities will award many
advantages to the students. They will take and
Bahastra Volume XXVI Nomor 2, Maret 2012
Dr
Shanna, O,P" (2008). The power
of your
emotion (terj.).yoryakarta: DIVA
Shmerling,
(1996). Communication in
Melbourne: Macmillan
Education Australia pTy;
Press.
the
Shakir Roselina. (2OOg).Soft skills at
,,
,Malaysian insti-tutes
of higher leaming.
Asia pacific education review. 309 _ 315.
l"rh.
t!? W*t place;
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iBahastra V'olume XXVI Nornor'2,
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