Jigsaw Method in Teaching English

Jigsaw method is now popular as one of cooperative learning method which suitable to use in school and university. Jigsaw is an interesting cooperative learning technique which includes five or six persons in order to solve problem together. This technique looks like a jigsaw puzzle, all of the parts are important. Each student has essential role and that is precisely what makes this strategy so effective. This teaching method is expected to increase the quality of education which still becomes an obtrusive problem in Indonesia (Pratana, 2008). How to apply this method and how effective is it? This essay will explain about it. The jigsaw method has very simple steps. The first step of jigsaw is dividing. Teacher has to divide students into small groups which have five or six persons (Wu, 2006). In dividing, diverse is recommended to build positive relationship in the classroom. Unifying students from different culture will make them know one another and they can build their teamwork although they are in the different situation. The second step is dividing the lesson into some parts (Hanze & Berge, 2007). If the topic is the kinds of noun, we can divide it into 5 parts, such as Proper Noun, Material Noun, Collective Noun, Compound Noun, and Common Noun. The teacher will give different material to each group. Dividing lesson will economize the time because the students dont have to read all of the material divided. Next step is forming expert group by having one student from each group (Hanze & Barge, 2007). These students will discuss the main point of their part. Teacher also gives time to expert group to practice the presentation that they will show to their group jigsaw members. This step will help the students to increase the understanding about material.

Then, bring the student from the expert group back to their jigsaw groups. Teacher should ask them to present their part to the group while encourage the other student to ask their friend for clarifying (Wu, 2006). More asked will make the subject is clearer. The next step is the essential point of this method. It will trigger the communicative skill of the students. This step requires the students to present their segment to another group by floating group to group (Hanze & Berge, 200&). After presenting, students are allowed to ask the presenter about the topic. If there is a trouble like a disruptive student, the leader of group has to handle this by encouraging or giving instruction what the student should do. At the end of this learning season, the teacher will give a quiz for students. It aims to test the comprehension of students (Wu, 2006). By giving quiz, the students quickly come to realize that these sessions are not just fun and games but really count. This quiz will make the students not to underestimate the lesson. In other word, this step shows fun side and serious side of learning. Using the jigsaw method, teacher will give a change to the students in developing their skill and knowledge. 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. No student can succeed completely unless everyone works well together as a team. This method shows the human nature that everybody needs each other and everyone has an important part in life.

References: Hanze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction 17, 29-41. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475206001174. Pratana,C. (2008). Kajian efektivitas penerapan metode pembelajaran tipe jigsaw dan stad. Cakrawala Pendidikan, 27(2), 152-163. Retrieved from http://scholar.google.co.id/scholar?start=20&q=Jigsaw+method+in+learning+process&hl =id&as_sdt=0. Wu, C. (2006). Using handhelds in a jigsaw cooperative learning environment. Journal Compilation, 22, 284-297. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.13652729.2006.00176.x/abstract;jsessionid=8DC6ED6595EA94B97F64F6E969146816.d03t0 1?userIsAuthenticated=false&deniedAccessCustomisedMessage=.