IMPROVING STUDENTS SPEAKING SKILL BY USING

COOPERATIVE LEARNING (JIGSAW)

(A CLASSROOM ACTION RESEARCH AT THE 7TH YEAR OF
SMP N 10 KOTA BENGKULU CLASS VIID)

RESEARCH PAPER
Submitted as a Partial Fulfillment of the
Requirements for Getting Bachelor Degree of
Education in English Department
by
IWAN FUNAI
A1B011029

SCHOOL OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT
UNIVERSITY OF BENGKULU
2014

CHAPTER I
INTRODUCTION

A. Background of the Study

Communication is primary need for human being. Language is the
tool of communication that plays an important role to get an intention to
someone else. Indonesia is a country that used English as foreign language,
and nowadays English is international language. The language can be
expressed in the spoken or written forms. There are some elements in the
communication, such as the speaker, listener and the media that was used in
communication.
Speaking is an important skill because one of the keys in English
communication is speaking ability. By mastering speaking skill, they can
carry out conversation with others, give ideas and change the information
with any people in the world that used English as their language. English
language is not only taught and learned, but it supposed to use as a habit.
Now, English is not only taught in big cities but also in the villages. So,
nowadays English speaking is taught in all Junior High Schools in Indonesia.
The students should master speaking in English especially in daily
conversation because conversation is foundation to communicate with
foreigners.
In speaking class, the students should be taught how to speak. The
components of English speaking skill that should be given and studied in

English speaking class are pronunciation, vocabulary, grammar, fluency,

accuracy and comprehension. Speaking is an interactive process to construct
meaning, receiving, and processing information.
As we know, there are many Junior High Schools that the teacher still
use usual methods in teaching speaking. The teachers just give the material
and explain it, give example and give exercises. This method is not effective
because the students are bored and need much time to be able to master
English speaking especially in communication or conversation. Moreover in
SMPN 10 Kota Bengkulu, the students use Lembak language as daily
language and they laugh each other if any of them speak English, even they
laugh if one of them speak Bahasa. So, the researcher will use the other
method that can improve the students ability in English speaking skill. One
of the methods is Jigsaw, it is focused in group working that is able to build
the students mental and communication ability with other people or friends
because by using this method the students can share, retell the story or
discuss certain topic with English language in their group or other group and
also can give opinion or response from other students opinion. Besides that,
this method is also focused on peer tutoring so the students can express their
ideas and ability, also they are not shy to ask question if there is difficulty to
their friends who are clever. The method can motivate the students to study
and increase teaching learning process.
Teaching speaking is not an easy job. There are many problems in
teaching speaking. First, it relates to the condition of the students who are
lack of vocabulary that will make them unable to say words along speaking
class.
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Second, many of students are not confident to use English in speaking

class. Sometimes the students feel not confident to speak. Third, the students
often speak their Lembak language.
Those problems are faced by the students of SMPN 10 Kota Bengkulu.
The teacher sometimes cannot control the class. The main problems are the
lack of the teachers technque itself. Even, the teacher blame the external
factor like the parents did not care anymore about their childrens on the
school. That supposed to teachers do during teaching learning process, the
teacher should make the students interested in with the materials. It needs
hard work for getting the students attention and speaking ability.
Based on the problems above jigsaw has criteria as the method to teach
speaking. So, the researcher and the English teacher of SMP N 10 Kota
Bengkulu tried to find the solution using Jigsaw in teaching speaking because
jigsaw is a cooperative learning technique that improve the confident level
among students, to get better learning, improve student motivation, and
increase enjoyment of the learning experience often using to describe the
concept of peer tutoring and work partners. Besides that, this method can
build the students ability to communicate and share their opinion because of
the confident problem. This method focuses in group work, working in
groups is believed to solve the problem. The students that who cannot speak
in a large class will be more comfortable and can speak out in smaller group.
Group member can complete each others strengths and weaknesses in

English. Each student has a different background and ability in English,

which he or she can bring to the group. The writer hopes that this method can
be relevant method to give solution from the problem of speaking
lesson/class.
From the explanation above, the writer would like to specify his
research especially teaching speaking by using Jigsaw. Using that method, the
teacher is able to motivate the learner and the writer is interested in doing a
Research about IMPROVING STUDENTS SPEAKING SKILL BY USING
COOPERATIVE LEARNING (JIGSAW)
(A CLASSROOM ACTION RESEARCH AT THE 7TH YEAR OF SMP N

10 KOTA BENGKULU CLASS VIID)

B. Problem Statement
Based on the background, the researcher formulates the problem as
follows Does Jigsaw improve the students speaking ability at the 7 th year
students in SMP N 10 Kota Bengkulu class VII d?

C. Limitation of the Study

The writer focuses on confidence of the students speaking class by
using jigsaw method at the 7th year students in SMP N 10 Kota Bengkulu
class VIId.

D. Objective of the Study

In relation in the research statements mentioned above, the general
objective of this study is improving the confidence of the students speaking
skill. Specifically, it aims:
1. To know how far the implementation of teaching speaking using jigsaw
to the 7th year students in SMP N 10 Kota Bengkulu.
2. To know whether jigsaw to the 7th year

students in SMP N 10 Kota

Bengkulu class VIId can improve the students speaking ability or not.

E. Benefit of the Study

The benefits of the study are:
1. for the Teacher :
a. The result of the research can be feedback in English teaching
learning process especially in developing in speaking/oral skill.
b. The result of research can use to reference for other teacher to
conduct a teaching English (speaking/oral skill).
2. for the Students :
a. Students feel motivated and they also improved their speaking/oral
skill in learning English.
3.

for School
:
a. Can be reference to other teachers and also collection in their
library.

F. Definition of key terms.

1.

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994;
Burns & Joyce, 1997). The form and meaning of speaking for each

person can be different, depended on the context and purpose of the

speaking itself.
2.

The Jigsaw method is a cooperative learning technique in which students

work in small groups. Jigsaw can be used in a variety of ways for a
variety of goals, but it is primarily used for the acquisition and
presentation of new material, review, or informed debate. In this method,
each group member is assigned to become an "expert" on some aspect of
a unit of study

CHAPTER 2
LITERATURE REVIEW

1. The definition of Speaking, Theory of jigsaw technique, and the apply of the technique.
a. Definition Speaking.
Speaking is an interactive process of constructing meaning that involves producing
and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). The
form and meaning of speaking for each person can be different, depended on the context
and purpose of the speaking itself.
Chastain (1976) states that learning to speak is obviously more difficult than
learning to understand the spoken language. Although it is difficult but it can be achieved
by doing much practice in real situation.
Kathleen B.Egan in her writing, speaking: a critical skill and a challenge write
that Speaking is at the heart of second language learning but has been somewhat ignored
in teaching and testing for a number of logistical reasons.
b. Theory of Jigsaw Technique.
The Jigsaw method is a cooperative learning technique in which students work in
small groups. Jigsaw can be used in a variety of ways for a variety of goals, but it is
primarily used for the acquisition and presentation of new material, review, or informed
debate. In this method, each group member is assigned to become an "expert" on some
aspect of a unit of study. After reading about their area of expertise, the experts from
different groups meet to discuss their topic, and then return to their groups and take turns
teaching their topics to their group mates.( http://olc.spsd.sk.ca/de/PD/coop/page4.html).
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Related to statement above, Slavin (1991) says that; jigsaw technique refers to
instructional methods in which students work together in a small groups to help each other
learn. And also, Johnson & Johnson (1991) says that, jigsaw is the instructional use of
small groups so that students work together to maximize their own and each others
learning.

c. Apply of the technique.

Based on the article in http://www.jigsaw.org/steps.htm. there are 10 steps to apply
this technique in the classroom :
1.

Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender,
ethnicity, race, and ability.

2.

Appoint one student from each group as the leader. Initially, this person should be the most mature
student in the group.

3.

Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about
Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her
childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted
polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's
death.

4.

Assign each student to learn one segment, making sure students have direct access only to their own
segment.

5.

Give students time to read over their segment at least twice and become familiar with it. There is no
need for them to memorize it.

6.

Form temporary "expert groups" by having one student from each jigsaw group join other students
assigned to the same segment. Give students in these expert groups time to discuss the main points
of their segment and to rehearse the presentations they will make to their jigsaw group.

7.

Bring the students back into their jigsaw groups.

8.

Ask each student to present her or his segment to the group. Encourage others in the group to ask
questions for clarification.

9.

Float from group to group, observing the process. If any group is having trouble (e.g., a member is
dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group
leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene,
until the leader gets the hang of it.

10. At the end of the session, give a quiz on the material so that students quickly come to realize that
these sessions are not just fun and games but really count.

2. Previous studies.
a. First research
Based on the research result that have been done by Wahyu Susilo Alfiantoro in his
research: THE USE OF JIGSAW TO IMPROVE SPEAKING ABILITY OF ELEVENTH GRADE OF
SENIOR HIGH SCHOOL STUDENTS (A Classroom Action Research in SMA N 1 Mlati in Academic Year
2008/2009), he conclude that the jigsaw method is an effective technique to improve the students

speaking ability. The research findings include:

1) Jigsaw is able to improve the students speaking ability especially in using grammar, using
the appropriate vocabulary, and pronouncing the words correctly. Through jigsaw, students are
provided with abundant opportunities to practice their ability in using the correct grammar,
pronouncing the correct pronunciation and using the appropriate vocabulary. Jigsaw stimulates
the students to speak.
2) The response of the students when jigsaw is applied is they tend to be more active and jigsaw
attracts them in joining speaking lesson. The students can be more involved in the teaching
learning process since every student has to be responsible for their own learning.
b. Second research
Based on the research result that have been done by Dyah Wulandari in her
research : IMPROVING STUDENTS SPEAKING SKILL BY USING JIGSAW
CLASSROOM ACTION RESEARCH AT THE

8TH YEAR

(A

OF SMP N 2

PRACIMANTORO), she conclude that jigsaw has criteria as the method to teach
speaking. So, the researcher and the English teacher find the solution by using Jigsaw in
teaching speaking because jigsaw is a cooperative learning technique that reduce racial conflict
among school children, promote better learning, improve student motivation, and increase
enjoyment of the learning experience often using to describe the concept of peer tutoring and
work partners. Besides that, this method can build the students ability to communicate and
share their opinion because if they feel shy or not confident to share their opinion or ask
the question to the teacher they cannot share and ask their friends who are cleverer in the
groups.
Jigsaw focuses in group work, working in groups is believed to solve the problem. The
students that who cant speak in a large class will be more comfortable and can speak out
10

in smaller group. Group member can complete each others strengths and weaknesses in
English. Each student has a different background and ability in English, which he or she can
bring to the group. The writer hopes that this method can be relevant method to give solution
from the problem of speaking lesson/class.
c. Third research
Based on the research result that have been done by Abd. Rahman in his research:
IMPROVING SPEAKING SKILL BY USING JIGSAW TECHNIQUE, he conclude that
jigsaw has benefit. First and foremost, it is a remarkably efficient way to learn the material.
But even more important, the jigsaw process encourages listening, engagement, and empathy
by giving each member of the group an essential part to play in the academic activity. Group
members must work together as a team to accomplish a common goal, each person depends on
all the others. No student can succeed completely unless everyone works well together as a
team. This "cooperation by design" facilitates interaction among all students in the class,
leading them to value each other as contributors to their common task.

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3. Theoritical Framework

Ashamed/not convident.
Problems

No motivation.
Lack of the teacher.

Based on previous research, the researcher found that JIGSAW is suitable

for built up the convidence of the students. Jigsaw also make the teacher
Technique

easy to manage, and controlled the class.

The students feel comfort and convident to speak English with their
friends.

Expectation
Of
The result

The students also motivated to expand their speaking ability.

The teacher also focus to teach and learn new technique, and it can be
motivation to them to explore the teaching technique.

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CHAPTER 3
RESEARCH METHODOLOGY
A. Research Design
1. Place of the study
This classroom research will be held at SMPN 10 Kota Bengkulu, class VII for
English subject.
2. Time of the study.
This classroom research will be held in academic year of 2015/2016. Its from
August to September, because this research need 1-2 cycle of teaching and learning
process(based on the indicator of success).
3. Plan of the study
a. The researcher and the teacher will use the usual material from the school
sylabus.
b. The researcher will make an Jigsaw instrument that implified in the material of
the teacher that they will teach.
4. The subject of the study
The subject of this research is class VIIc of SMPN 10 Kota Bengkulu, and the class
is about 32 students.
5. Data resource
a. Student
The function of student is to get the data from their result of study.
b.

Teacher
The function of teacher here is to research how far the success of talking

stick implementation based on the students result.

c. Another English teacher and collaborator
The functions of Another English teacher and colaborator are to see how far
the success of talking sticks implementation based on their observations.

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6. Technique and Instrument to collect data

a. Technique
The technique of collecting data are test, observation, interview, and discussion.
1. test : test the students to get the result
2. observation checklist : the researcher observe how far Jigsaw help the
students.
3. interview : the researcher interview the colaborator (teacher) and some
students.
4. discussion : the researcher will discuss how far jigsaw help the student with
colaborator and other english teacher.
b.

Instrument
The instrument that researcher use are test, observation, interview, and
discussion.

7. Indicator of success
The indicator of success is not only for the student, but also for the teachers
too, because the teacher is the facilitator for the students.
a. Students
This research success if the students more motivated and more enjoying to
study English.
b. Teacher
This research success if the teacher also responsible and enjoying the
process of learning.
8. Technique of analyzing data
The data will be collected in the end of every cycle by using test, observation,
interview, and discussion.

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a. Analyzing test : the result of the test will be classified into level low, middle, and
high.
b. Observation : the result of observation (using checklist) will be classified into
level low, middle, and high.
c. Interview : the result of interview will be classified into level low, middle, and
high.
d. Discussion : the result of discussion will be decided into two, satisfied, and
dissapointed.

B. Prochedure of Research
a. Planning
The researcher discuss with the teacher about JIGSAW method, and also together
researcher and teacher analyze the school sylabuses, and lesson plan and try to
apply the JIGSAW based on it.
b. Action
The teacher apply the lesson plan that include the JIGSAW method.

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Refference

Brown, 1994; Burns & Joyce, 1997

Kathleen B.Egan speaking: a critical skill and a challenge
Wahyu Susilo Alfiantoro, THE USE OF JIGSAW TO IMPROVE SPEAKING ABILITY OF ELEVENTH
GRADE OF SENIOR HIGH SCHOOL STUDENTS (A Classroom Action Research in SMA N 1 Mlati in
Academic Year 2008/2009)

Wulandari, Dyah, IMPROVING STUDENTS SPEAKING SKILL BY USING JIGSAW (A

CLASSROOM ACTION RESEARCH AT THE 8TH YEAR OF SMP N 2 PRACIMANTORO)
Abd. Rahman, IMPROVING SPEAKING SKILL BY USING JIGSAW TECHNIQUE
http://olc.spsd.sk.ca/de/PD/coop/page4.html
http://www.jigsaw.org/steps.htm

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