THE IMPLEMENTATION OF JIGSAW TO IMPROVE THE STUDENT SPEAKING ABILITY OF THE EIGHT YEAR STUDENTS

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THE IMPLEMENTATION OF JIGSAW TO IMPROVE THE STUDENT SPEAKING ABILITY OF THE EIGHT YEAR STUDENTS Powered By Docstoc
					                                   CHAPTER I

                                INTRODUCTION



1.1. Background of Study

         English is the lesson that make student feel bored at school. Yet, the

students know that English is very important in their lives but in reality majority

of students at the school level, especially for junior high school, they can’t accept

English lessons became an interesting lesson. So, as an English teacher, must use

a specific strategy for students to be accepted as a fun lesson.

         Diversity of existing languages in Indonesia causing many students has

trouble when they learn English in the classroom. This condition is a major

problem for students in learning English. The problem of learning English in

class, especially for speaking are; there is no variation of method that use in the

class to increase speaking ability, the student think that English is boring lesson,

so they are not interested, English never implemented in daily conversation, they

are afraid to speak English at the community, the student unconfident to speak

English because their pronunciation, etc.

         This Problem nearly happened in most Junior High schools, especially in

remote areas in the village. The teacher must Solved the problem to make English

become interesting for the student, because of this condition will make English in

junior high school became boring lessons and the effect is students willing to

learn and know more about the English. This happens because they hated English

class.




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       Endah Susanti, an English teacher at MTsN PUNUNG Pacitan (29 May

2010) says that students in MTsN Punung Pacitan, have various problems

concerning for speaking English. Most students feel Boring with English lessons,

because delivery is less variation or interesting method. They were nervous to

speak English because of less habitual discussion in the class. These problems

also occur because they are not used to speak English in the classroom and

everyday conversations. The percentages of the student’s ability to speak their

English speaking almost 80% are lower. They also have the assumption that

English is the language that is difficult and not interesting to learn. In this school

there are only a few methods that implemented to support the learning speaking of

English. With conditions in MTsN Punung Pacitan students, learning English

cannot be increased optimally. And the result is students' English ability cannot

improve either.


       Speaking practice often takes the form of drills in which one person asks a

question and another gives an answer. The question and the answer are structured

and predictable, and often there is only one correct, predetermined answer. The

purpose of asking and answering the question is to demonstrate the ability to ask

and answer the question.

(http://www.nclrc.org/essentials/speaking/developspeak.htm)

       Based on the statement above, it can be inferred that very important to

make interesting method in teaching learning posses, especially for teaching

speaking. Best method has strongly relationship to teaching speaking. Teacher as

agent of education must be able to use the methods or strategies that are readily

accepted by students, so students can understand each lesson. And teachers need
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to create a fun situation when teaching English in class. Obviously, this condition

will make students interested for studying English in school that eventually

students are able to accept the lesson easily.

       Cooperative learning is one of the most remarkable and fertile areas of

theory practice in education. Cooperative learning exists when students work

together to accomplish shared learning goals (Johnson & Johnson, 1999). Each

student can then achieve his or her learning goal if and only if the other group

members achieve theirs (Deutsch, 1962).

(http://www.tablelearning.com/uploads/File/EXHIBIT-B.pdf, )

       Hakkarainen States that cooperative learning approach has some

techniques, they are: (1) Students Teams-Achievement Divisions (STAD); (2)

Jigsaw; (3) Team Games-Tournaments (TGT); (4) Team Accelerated Instruction

(TAI); and (5) Cooperative Integrated Reading and Composition (CIRC). One of

the techniques or models in cooperative learning is Jigsaw. It promotes positive

interdependence and also provides a simple method to ensure individual

accountability (http://www.jigsaw.org: 1). It also focuses on listening, speaking,

co-operation,     reflection,   and   problem-solving     skills.   Hakkarainen   in

(http://www.jigsaw.org: 1) states that jigsaw method is a group work method for

learning and participating in the group learning activities, one of them is:

Speaking-learners will be responsible for taking the knowledge gained from one

group and repeating it to new listeners in their original groups.

     Based on previous researches, the study intends to investigate how the

teaching speaking using jigsaw is implemented at eight years student’s of MTsN

Punung Pacitan.
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1.2. Statement of Problems


          According to the background, the general problem of the study is how is

the result implementation of jigsaw for teaching speaking eight’s year student at

MTsN Punung Pacitan. In order to answer the question the researcher raises some

subsidiary questions as follows.

          Does the implementation of Jigsaw cooperative Learning improve the

student’s speaking ability at eight’s year student at MTsN PUNUNG PACITAN.?



1.3.      Purpose of the Study

In this script, the study aimed at:

        To know whether the implement of jigsaw strategy can improve the students

speaking skill at eight’s year student at MTsN PUNUNG PACITAN



1.4.      Importance of Study

In this script, the important of study are:

        After analyzing the problems, the researcher would like to get practical and

theoretical benefits as follows.



1.4.1 Practical Benefit

For the Researcher

•      The finding of this research will be useful for teacher trainees who are

       interested in analyzing teaching speaking to the secondary school.

•      It will give experience and clear understanding about the process of teaching

       speaking using cooperative method especially jigsaw to the speaker.
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For the teacher

•   It will give contribution to English teacher and can be a reference to improve

    their ability and competence in teaching English.

For the Students

•   By using jigsaw cooperative learning in study speaking, the students can

    improve their capability in speaking skill. They will enjoy learning English.



1.5. Scope and Limitation

    •   There are many method of teaching English using cooperative learning.

        There are; Students Teams-Achievement Divisions, Jigsaw, Team Games-

        Tournaments, Cooperative Integrated Reading and Composition, etc. The

        researcher scope of this study focus on jigsaw cooperative learning.

    •   The researcher focuses on process of the students’ speaking class by using

        jigsaw method at the 8th Year students in MTsN PUNUNG PACITAN

1.6. Definition of Key Terms


•   Jigsaw is a cooperative learning technique with a three-decade track record of

    successfully reducing racial conflict and increasing positive educational

    outcomes. (http://www.jigsaw.org/overview.htm. accessed on July 14, 2010)


•   Speaking Ability is represents human ingenuity to issue voice and delivered

    the opinion of his mind and activity general or the vocalized form of human

    communication. It is based upon the syntactic combination of lexical and

    names         that   are   drawn      from     very     large     vocabularies.

    (http://en.wikipedia.org/wiki/Speaking. accessed on July 14, 2010).

				
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