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CHAPTER II

LITERATURE REVIEW

This chapter presents a review of the literature related to the problem of

the research. It consists of four sections. The first is Theoretical review, the

second is Review of Related Researches, the third is Rationale, and the forth is

Hypothesis formulation.

A. Theoretical Review

1. Speaking

a. The General Concept of Speaking

People around the world communicate with each other through oral

expression to gain information. This is related to the definition given by Bailey

(2005: 2) stating that speaking is a way of processing infromation. He defines

speaking as a fundamental human behavior that involves producing, receiving and

processing information. The purpose of speaking is supposed to be a means of

expressing or delivering ideas in daily activities. Cameron (2001: 40) states that

speaking is the active use of language to express meanings so that other people

can make sense of them. In addition, Lazaraton (2001: 104) says that speaking is

an active interaction between speaker and listener as the process of building and

sharing meaning involving the components of pronunciation, grammar,

vocabulary, fluency and comprehension.

Another expert, Nunan (2003: 48) defines speaking as productive oral

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This statement is supported by Brown (2007: 4) who states that speaking is an

interactive process of constructing meaning that involves producing, receiving and

processing speech of sound as the main instrument. Furthermore, Chaney and

Burk (1998: 13) says that speaking is the process of building and sharing meaning

through the use of verbal and nonverbal symbols in a variety of context. The

speaker have to use appropriate lexis and grammar to convey the meaning in order

the listener can get the intended meaning,

From all those definitions of speaking, it can be constructed that speaking

is a productive and interactive process of constructing meaning that involves

producing, receiving, and processing information between speaker and listener

through verbal and nonverbal symbols in variety of context.

b. Teaching Speaking

The goal of teaching foreign language is to gain the ability to

communicate in the target language. As stated by Hughes (2003: 113), the

objective of teaching spoken language is the development of the ability to interact

successfully in the target language, and that involves comprehension as well as

production. Therefore, the teacher should give the students opportunities to use

the target language to communicate with others as much as possible because

without adequate practice, it is impossible for the students to use the target

language to improve their speaking ability. Seeing this fact, the English teacher
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to speak. Backer and Westrup (2003: 7) state that teacher should encourage and

support their students, and if possible, the text and materials used for teaching

should be relevant to the students needs and to their daily lives.

Nation and Newton (2009: 12-13) provides the guidelines for teachers in

teaching speaking. They are as follows:

1) Provide and organize large amounts of comprehensible input through

both listening and reading.

This principle can involve providing an extenxive reading program,

reading to learners, getting learners to give talks for their classmates to

listen to, arranging spoken communication activities and interaction

via the internet.

2) Comprehensible input

It means that the teacher note words on the board, consciousness-

raising activities before communicative task, get learners to reflect on

new items they meet while reading and explain problem items that

come up in the context of communication activities.

3) Practising spoken output in a variety of appropriate genres.

It can be done by (1) using communication activities in a range of

situations, (2) using role plays and (3) matching speaking tasks to

learners needs.

4) Providing opportunities for cooperation interaction.

It provides student group work involving opinion gap and information

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5) Deliberately helping learners to learn language items and patterns,

including sounds and spelling.

In this principle, teacher give feedback and arrange individual study of

language items.

6) Training learners in strategies that will contribute to language learning.

It means that the learners works on guessing from context, dictionary

use, word part analysis and learning using word cards.

7) Development activities in each of the four skills.

Though the teacher teaches speaking skill, the teacher keeps providing

activities including listening, speaking, reading and writing.

8) Providing a roughly equal balance of the four strands of meaning-

focused input, meaning-focused output, language-focused learning and

fluency development.

The teacher keeps a record of the activities done in the course.

9) Plan for the repeated coverage of the most useful language items.

The teacher simplies materials and provides plenty of input at the same

level.

10) Using analysis, monitoring and assessment to help address learners

language and communication need.

Furthermore, Brown (2001: 275) also sets the principle of teaching

speaking, as follows:

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1) Technique should cover the spectrum of learner needs, from language-

based focus on accuracy to message-based focus on interaction,

meaning and fluency.

2) Technique should be intrinsically motivating.

3) Technique should encourage the use of authentic language in

meaningful context.

4) Provide appropriate feedback and correction.

5) Capitalize on the natural link between speaking and listening.

6) Give students opportunities to initiate oral communication.

7) Encourage the development of speaking strategies.

In addition, there are three areas of knowledge involved in speaking that is

provided by National Capital Language Resource Center (2004). They are as

follows:

1) Mechanics (pronunciation, grammar, and vocabulary): Using the right

words in the right order with the correct pronunciation.

2) Functions (transaction and interaction): Knowing when clarity of

message is essential (transaction/information exchange) and when

precise understanding is not required (interaction/relationship

building).

3) Social and cultural rules and norms (turn-taking, rate of speech, length

of pauses between speakers, relative roles of participants):

Understanding how to take into account who is speaking to whom, in

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Based on the discussion above, it can be concluded that teacher should

give more attention to the principle of teaching speaking. After understanding

those principles, teachers will know what technique will be appropriate to teach

speaking in order to make students master speaking aspects including functional

and socio cultural aspects. And finally, students can interact successfully in the

target language that involves comprehension and production.

c. Micro and Macro Skills of Speaking

Brown (2010: 142-143) mentions micro and macro skills of speaking.

Micro skills of speaking refer to producing the smaller chunks of language such as

phonemes, morphemes, words, collocations and phrasal units. Micro skills of

speaking include the following.

1) Producing differences among English phonemes and allophonic variants.

2) Producing chunks of language of different lengths.

3) Producing English stress patterns, words in stressed and unstressed

positions, rhythmic structure, and intonation contours.

4) Producing reduced forms of words and phrases.

5) Using an adequate number of lexical units (words) to accomplish

pragmatic purposes.

6) Producing fluent speech at different rates of delivery.

7) Monitoring ones own oral production and use various strategic devices

pauses, fillers, self-corrections, backtracking to enhance the clarity of the

message.
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8) Using grammatical word classes (nouns, verbs etc.) systems (tense,

agreement, and plurality), word order, patterns, rules, and elliptical forms.

9) Producing speech in natural constituents: in appropriate phrases, pause

groups, breathe groups, and sentence constituents.

10) Expressing a particular meaning in different grammatical forms.

11) Using cohesive devices in spoken discourse.

Besides micro skills, macro skills imply the speakers focus on the larger

elements: fluency, discourse, function, style, cohesion, nonverbal communication,

and strategic options. Macro skills of speaking include the following.

1) Appropriately accomplishing communicative functions according to

situations, participants, and goals.

2) Using appropriate styles, registers, implicature, redundancies, pragmatic

conventions, conversation rules, floor keeping and yielding, interrupting,

and other sociolinguistic features in face-to-face conversations.

3) Conveying links and connections between events and communicate such

relations as focal and peripheral ideas, events and feeling, new information

and given information, generalization and exemplification.

4) Conveying facial features, kinesics, body language, and other nonverbal

cues along with verbal language.

5) Developing and use a battery of speaking strategies, such as emphasizing

key words, rephrasing, providing a context for interpreting the meaning of

words, appealing for help, and accurately assessing how well your

interlocutor is understanding you.

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d. Testing Speaking

After knowing how to teach speaking, the teacher also has to know how to

assess speaking. Testing speaking is challenging. As it involves many factors or

aspects which influence the teachers impression of how good student can speak

English. To get accurate and appropriate scores, the teachers should pick some

factors or aspects of speaking suggested by experts.

The first expert, Weir (1998: 147-148) mentions appropriateness,

vocabulary, grammar, pronunciation, fluency, and content as the aspects of oral

competence. As mentioned above, Brown provides micro and macro skills of

speaking. Then he mentions six aspects that should be considered in determining

speaking that include grammar, vocabulary, comprehension, fluency,

pronunciation and task (Brown, 2010: 172-173). Another expert, Thornbury

(2005: 127) proposes four aspects that are used to test speaking, including

grammar and vocabulary, discourse management, pronunciation and interactive

communication.

1) Grammar and Vocabulary

On this scale, the students are awarded marks for the accurate and

appropriate use of syntactic forms and vocabulary in order to meet the task

requirements at each level. The range and appropriate vocabulary are also

assessed here.

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2) Discourse management

On this scale, examiners are looking for evidence of the students ability to

express ideas and opinions in coherent and connected speech.in this term,

the learners must be able to construct sentences and produce utterances in

order to convey information and to express or justify opinions.

3) Pronunciation

This term refers to the students ability to produce comprehensible

utterances to fulfill the task requirements. It refers to the production of

individual sounds, the appropriate linking of words and the use of stress

and intonation to convey the intended meaning.

4) Interactive communication

This term refers to the students ability to interact with the interlocutor and

the other students by initiating and responding appropriately and at the

required speed and rhythm to fulfill the task requirement. It includes the

ability to use functional language and strategies to maintain or repair

interaction.

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Based on the aspects provided by the experts above, some aspects which

included in this research are pronunciation, grammar, vocabulary, fluency, and

content. Those five aspects are considered by the researcher to be very influential

in determining the scores of students speaking ability.

From the five aspects of speaking above, the following indicators are

constructed to be used in this research:

1) Students are able to perform acceptable pronunciation to express

understandable utterances.

2) Students are able to use appropriate language system or grammar to

construct an appropriate utterances.

3) Students are able to use appropriate words, phrases, or utterances to

express ideas (vocabulary).

4) Students are able to use appropriate utterances with good cohesive

devices and organization of ideas (fluency).

5) Students are able to state the content by giving relevant response

(content).

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To get accurate and appropriate scores, the researcher adopts a scoring

rubric provided by Weir (1998: 147-148), as can be seen in table 2.1.

Table 2.1 Scoring Rubric of Speaking

Score Content Vocabulary Grammar Pronunciation Fluency

20-16 Relevant and Almost no Almost no Articulation is Utterances, whilst
adequate response to inadequacies in grammatical reasonably occasionally
the task set. vocabulary for the inaccuraciees, comprehensible to hesitant, are
task. Only rare occasional native speakers, charaterized by an
circumlocutions. imperfect control there may be a evenness and flow
of a few patterns. marked foreign hindered, very
accent but almost occasionally, by
no groping,
misunderstanding rephrasing and
is caused and circumlocutions.
repetition required Inter-sentential
only infrequently. connectors are
used effectively as
fillers

15-11 To convey the most Some Some Rhythm, Signs of

part relevant to the misunderstandings grammatical intonation, and developing
task set, though may arise through inaccuracies, pronunciation attempt as using
there may be some lexical developing a require cohesive devices,
gaps or redundancy. inadequacy, control of major concentrate especially
circumlocutions patterns, but listening, but only conjunctions.
are frequent, sometimes unable misunderstanding Utterances may
though there are to sustain is caused or still be hesitant,
signs of a coherence in repetition but are gaining in
developing active longer utterances. required. coherence, speed
vocabulary. and length.

10-6 Stating of limited Vocabulary Syntax is Strong Utterances

relevance to the task limited to that fragmented and interference from hesitant and often
set, possibly major necessary to there are frequent L1 in rhythm, incomplete except
gaps and/or express simple grammatical intonation and in a few stock
pointless repetition. elementary needs, inaccuracies, pronunciation, remarks and
inadequacy of some patterns may understanding is responses.
vocabulary be mustered but difficult, and Sentences are, for
restricts topics of speech may be achieved ofen the most part,
interaction to the characterized by a only after frequent disjointed and
most basic. telegraphic style repetition. restricted in
and/or confusion length.
of structural
elements.

5-1 Conveying Vocabulary Unable to function Severe and Utterances

irrelevant to the task inadequate even in the spoken constant rhythm, halting,
set, totally for the most basic language, almost intonation and fragmentary and
inadequate response. parts of the all grammatical pronunciation incoherent.
intended patterns problems cause
communication. inaccurate, except almost
for a few phrases. unintelligibility.

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2. Jigsaw Technique

a. The Notion Of Jigsaw

The Jigsaw classroom is originally developed by Elliot Aronson in 1971 in

Austin, Texas, and was considered effective in increasing positive educational

outcomes. In the original Jigsaw, each member of a group was assigned a

different part of material. Then all the students from different groups who had the

same learning material gathered together and formed an expert group to discuss

and communicate with each other until they all mastered the material. Later, the

students returned back to their home group to teach the material to other members

of their group (Mengduo & Xiaoling, 2010: 113). Furthermore, State (2007) says

that Jigsaw technique places great emphasis on cooperation and shared

responsibility within groups. The success of each group depends on the

participation of each individual in completing their task. This means the Jigsaw

technique effectively increases the involvement of each student in the activity.

Johnson, Johnson and Holubec (1993) in Mengduo & Xiaoling (2010:

115) put forward five principles for Jigsaw:

1) Positive Interdependence

Each group members efforts are required and indispensable for the

group success. Each group member has to make unique contributions

to the joint effort.

2) Face-to-face promotive interaction

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Group members have to orally explain how to solve problems, teach

ones knowledge to others, check for understanding, discuss concepts

being learned and associate the present learning with the past one.

3) Individual and group accountability

The size of the group should be kept small, for the smaller the size of

the group is, the greater the individual accountability may be.

The teacher is expected to give an individual test to teach student,

randomly examine students by asking one student to present his or her

groups work orally to the teacher (in the presence of the group) or to

the entire class, observe each group and record the frequency with

which each member contributes to the groups work, appoint one

student in each group as the leader, who is responsible for asking other

group members to explain the rationale underlying the group answer,

and monitor students to teach what they have learned to the others.

4) Interpersonal skills

Social skills are a necessity for the success of jigsaw learning in class.

Social skills include leaderships, decision-making, trust-building,

communication, conflict-management skills and so on.

5) Group processing

Group members discuss how well they are achieving their goals and

maintaining effective working relationships, describe what member

actions are helpful and what are not, and make decisions about what

behaviors to continue or change.

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Jigsaw learning makes it possible for students to be introduced to material

and yet bear a high level of personal responsibility. It helps develop teamwork and

cooperative learning skills within all students and a depth of knowledge not

possible if the students learn all of the material on them own. Finally, since

students are supposed to report their own findings to the home group in Jigsaw

learning, it quite often disclose a students own understanding of a concept as well

as reveal any misunderstandings (Mengduo & Xiaoling, 2010: 115).

b. Teachers Role in the Jigsaw

Mengduo & Xiaoling (2010: 120) say that in Jigsaw classroom, the teacher

organizes practice and communicative activities, but this does not mean leaving

the students to learn all by themselves. Instead the teacher should try to help the

students take greater control over their learning by becoming actively involved.

The primary role of the teacher is to choose learning material, structure the

groups, explain the cooperative nature of the group, provide an environment

conducive for this type work, monitor group work and assist students in working

with the material. The teacher needs to float from group to group in order to

observe the process. Intervene if any group is having trouble such as a member

being dominating or disruptive. There will come a point that the group leader

should handle this task. Teachers can whisper to the group leader how to intervene

until the group leader can effectively do it themselves (Jigsaw Classroom,

Online).

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c. The Procedure of Jigsaw

There are some steps of teaching speaking using Jigsaw provided by Yasin

et al (2004: 65), as follows:

1) The teacher divides the students become some group consist of 5 to 6

students and give number to each student.

2) Each group is given a different text or different part of text.

3) The students read and discuss the text and find some information in the

text in their group.

4) After each students comprehended the text, every student who has same

number make a new group.

5) The students teach each other in their new group as an expert.

6) After the students got the information from their peers, teacher gives an

assessment to them individually.

7) Teacher makes a conclusion about the material.

d. The Strengths and Weaknesses of Jigsaw

Kardaleska (2013: 55-56) lists the strengths and weaknesses of Jigsaw in

her research as follows:

1) The strengths of Jigsaw

a) Jigsaw can be integrated into a number of classroom activities that are

structured so that everyone does not have to read an entire work or even

segments from the same work.

b) Jigsaw is adaptable to a wide variety of curricular settings, and teachers

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c) Jigsaw involves discovering processes in applying findings and

contributes to the development of the higher order thinking skills, such

as analysis, synthesis, and evaluation as well as elements of

argumentation and critical thinking.

d) Jigsaw creates positive learning environment and implies more

individual responsibility, encourages cooperation and peer teaching.

2) The Weaknesses of Jigsaw

In addition to the advantages, jigsaw has its limitations. Peer teaching

as cooperative learning is learner-driven, so it may be disadvantageous

for both shy and dominant students prone to competition based

learning. Therefore, teachers must make sure that students with poor

study skills do not present an inferior report to the jigsaw group. To

avoid dominant and bright students becoming bored they should be

assigned roles such as leaders of the group, although this role should be

assigned on a rotating basis. However, jigsaw allows time, space and

practice for the less articulate and less skillful students to learn the

material and supplies an opportunity to make use of the more adept

students as models regarding organizing and presenting their report.

Since many students, unfortunately, are not used to tasks where they are

responsible for their own learning and making their own connections,

they may react negatively or become frustrated for the first and second

time in Jigsaw classroom.

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3. Think-Pair-Share (TPS) Technique

a. The Notion of TPS

Think-Pair-Share is cooperative discussion strategy developed by Frank

Lyman and his colleagues in 1981 in Maryland. It gets its name from the three

stages of student action, with emphasis on what students are to be doing at each of

those stages. Furthermore, Kothiyal et al (2013) state that Think-Pair-Share is

strategy in which students work on a problem posed by the instructor, first

individually, then in pairs or groups and finally together with the entire class.

Group formation in Think-Pair-Share is done informally, students typically turn to

their neighbors and begin discussing the task at hand.

b. The Role of the Teacher and the Students in TPS

According to Kessler (1992: 164-171), there are five teachers roles in

Think-Pair-Share as follows:

1) As inquirer

Teachers are continually examining and questioning students belief,

values, and assumption.

2) As creator

Keys for structuring in the classroom are found in creating the social

climate, setting goals, planning, and structuring the task, establishing the

physical arrangement of the classroom, assigning materials and time.

3) As observer

The teacher of cooperative classroom must constantly observe how groups

work. Observation replaces the traditional role of presenting information.

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Observation will indicate to the teacher when the groups activities are

more or less educative, when the groups are learning or have become

bogged down in unproductive labor.

4) As facilitator

The teacher is prepared to step aside to give the learner more meaningful

role.

5) As change agent

The degree of change at the teachers level is strongly related to extend to

which the teachers interact one other.

c. The Procedure of TPS

As mentioned above, the name of TPS gets from the three stages of the

students action. There are three steps of teaching using Think-Pair-Share as

follows:

1) Think. The teacher provokes students thinking with a question or prompt

or observation. The students should take a few moments (probably not

minutes) just to THINK about the question.

2) Pair. Using designated partners nearby neighbors, or a desk mate, students

PAIR up to talk about the answer each came up with. They compare their

mental or written notes and identify the answers they are best, most

convincing, or most unique

3) Share. After students talk in pair for a few moments, the teacher calls for

pairs to SHARE their thinking with the rest of the class. The teacher can

do this by going around in round-robin fashion, calling on each pair;

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he/she can take answers as they are called out. Often, the teacher or a

designated helper will record these responses on the board or on the

overhead (TPS, Online).

d. The Strengths and Weaknesses TPS

Ontario (2005: 1) provides some strengths of Think-Pair-Share as follows:

1) When students have appropriate think time, the quality of their

responses improves.

2) Students are actively engaged in the thinking.

3) Thinking becomes more focused when it is discussed with a partner.

4) More of the critical thinking is retained after a lesson if students have

an opportunity to discuss and reflect on the topic.

5) Many students find it safer or easier to enter into a discussion with

another classmate, rather than with a large group.

6) No specific materials are needed for the strategy, so it can easily be

incorporated into lessons.

7) Building on the ideas of others is an important skill for students to

learn.

Think-Pair-Share does not only have strengths, but also weaknesses. Here

are the weaknesses of Think-Pair-Share mentioned by Richards and Rodgers

(2001: 195):

1) It takes much time to organize the groups.

2) If one or two obstinate students do not participate a whole group or

two will lose out on a piece of the text.

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4. Motivation

a. Definition of Motivation

Teachers recognize that motivation is important for learning and therefore

want to have motivated students (McComb & Pope, p: 9). Maehr & Meyer (1997)

in Brophy (2004: 3) points out that motivation is theoretical construct used to

explain the initiation, direction, intensity, and persistence of behavior, especially

goal-directed behavior. Motives are hypothetical construct used to explain why

people are doing what they are doing. From a psychological perspective, Merrick

& Maher (2009: 17) state that motivation is defined as the cause of the action in

natural system. A natural system is one that has evolved in the natural

environment and has not been artificially produced or changed by humans.

Brown (2007: 168) provides three perspectives of motivation. As follows:

1) From a behavioral perspective, motivation is seen in every matter of fact

terms. It is quite simply the anticipation of reward. Driven to acquire

positive reinforcement and driven by previous experiences of reward for

behavior, we act accordingly to achieve further reinforcement. Skinner,

Pavlov, and Thorndike put motivation at the center of their theories of

human behavior. In a behavioral view, performance in tasks and

motivation to do so is likely to be at the mercy of external forces such as

parents, teachers, peers, educational requirements, job specification, and so

forth.

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2) In cognitive terms, motivation places much more emphasis on the

individuals decisions, the choices people make as to what experiences or

goals they will approach or avoid and the degree of effort they will exert in

that respect (Keller, 1983, p. 389). Some cognitive psychologists see

underlying needs or drives as the compelling force behind our decisions.

Ausubel (1968, pp. 368-379), for example, identified six needs

undergirding the construct of motivation:

a) The need for exploration, for seeing the other side of the mountain,

for probing the unknown.

b) The need for manipulation, for operating to use Skinners term on

the environment and causing change.

c) The need for activity, for movement and exercise, both physical and

mental.

d) The need for stimulation, the need to be stimulated by the

environment, by other people, or by ideas, thoughts, and feelings.

e) The need for knowledge, the need to process and internalize the

results of exploration, manipulation, activity, and stimulation, to

resolve contradictions, to quest for solutions to problems and for self-

consistent systems of knowledge.

f) Finally, the need for ego enhancement, for the self to be known and to

be accepted and approved of by others, or, what Dornyei (2005, pp.

93) calls the self-system.

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3) A constructivist view of motivation places even further emphasis on social

context as well as individual personal choices (Willian & Burden, 1997:

120). Each person is motivated differently, and will therefore act on his or

her environment in ways that are unique. But these unique acts are always

carried out within a cultural and social milieu and cannot be completely

separated from that context. Several decades ago, Abraham Maslow

(1970) viewed motivation as a construct in which ultimate attainment of

goals was possible only by passing through a hierarchy of needs, three of

which were solidly grounded in community, belonging, and social status.

Motivation, in a constructivist view, is derived as much from our

interactions with others as it from ones self-determination.

Based on the explanation above, it can be concluded that motivation is the

reasons and needs of individuals to do or reach something which comes from two

sides, the inside and the outside of them.

b. Kinds of Motivation

According to Brown (2007: 172), there are two kinds of motivation:

Intrinsic and Extrinsic motivation. Edward Deci (1975, p. 23) in Brown (2007)

defines intrinsic motivation as follows:

Intrinsically motivated activities are ones for which there is no apparent

reward except the activity itself. People seem to engage in the activities for their

own sake and not because they lead to an extrinsic reward. Intrinsically motivated
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behaviors are aimed at bringing about certain internally rewarding consequences,

namely, feelings of competence and self-determination.

On the other hand, extrinsic motivation is fueled by the anticipation of a

reward from outside and beyond the self. Typical extrinsic rewards are money,

prizes, grades, and even certain types of positive feedback. Behaviors initiated

solely to avoid punishment are also extrinsically motivated, even though

numerous intrinsic benefits can ultimately accrue to those who, instead, view

punishment avoidance as a challenge that can build their sense of competence and

self-determination (Brown, 2007: 172).

In line with Brown, Harmer (2003: 51) also mentions two kinds of

motivation: Extrinsic and Intrinsic motivations. Extrinsic motivation is caused by

any number of outside factors, for example the need to pass the exam, the hope of

financial rewards, or the possibility of future travel. While intrinsic motivation, by

contrast, comes from within the individual. Thus a person might be motivated by

the enjoyment of the learning process itself or by a desire to make themselves feel

better.

Another expert, Gardner and Lambert (1972) in Ahmadi (2011: 8)

proposes two types of learning motivation. There are instrumental motivation, i.e.,

learning language as an instrument to achieve practical goals, and integrative

motivation, i.e., learning the language out of interest in or desire to identify with

the target culture. Instrumental motivation involves perception of purely practical

value in learning the target language, such as increasing occupational or business

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opportunities, enhancing prestige and power, accessing scientific and technical

information, or just passing a course in school.

On the other hand, Saville and Troike (2005) in Ahmadi (2011: 8) says

that integrative motivation is based on interest in learning the target language

because of a desire to learn about or associate with people who use it (e.g.

romantic reason), or because an intention to participate or integrate in the target

language using speech community; in any case, emotions or affective factors are

dominant.

c. Forms of Motivation

Sardiman (1994: 91) provides ten forms of motivation to good students

motivation as follows:

1) Mark

Mark is important thing because it signifies students learning outcome.

Every student will work hard to get a good mark. It means that a good

mark is a strong motivation to the students.

2) Reward

Reward is beneficial to motivate students. However, it does not work for

some students.

3) Competition

Competition can trigger students to learn the materials more. In

competition, there will be a winner and a loser which increases their

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4) Ego-Involvement

Ego-Involvement makes students realize how important their duty or their

assignment is. If they can do it well, they will be proud of it and will do

better.

5) Test

In fact, the students will study more when they will face a test.

6) Knowing the result

Knowing the result of students learning outcome will motivate the

students. They will improve their study to get the best result of their

learning outcome.

7) Praise

Praise is positive reinforcement. It is one of the simple ways to motivate

students.

8) Punishment

Punishment is negative reinforcement. However, it can be used effectively

if the teachers understand the principles in giving a punishment itself.

9) Interest

There are several things which can be done to evolve interest. They are:

a) Triggering needs

b) Relating interest to the students prior knowledge

c) Giving opportunities to obtain a good result

d) Applying a various teaching methods

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10) Goals

By understanding the goals clearly, the students will be triggered to learn

continuously in achieving the goals.

There are many forms of motivation as explained above. Therefore, the

teacher as the key player in the classroom should be able to use them

appropriately to activate students motivation. The students will achieve the goal

better with high motivation.

Based on the explanation above about definitions, kinds, and forms of

motivation, the researcher put several indicators of learning motivation that

students have. They are genuine interest and self-activeness in learning English,

curiosity, need for achievement, teachers methodology and influence of friends

or groups or other media.

B. Review of Related Researches

Before conducting this experimental research entitled Jigsaw versus

Think-Pair-Share, the researcher has reviewed some related researches. The first

research is entitled Using a Jigsaw Task to Develop Japanese Oral

Communicative Skills: A Teachers and Students perspective by Thompson and

Blake (2010). This paper reported how successful the task was in meeting the

goals of the Japanese Ministry of Education, Culture, Sports, Science and

Technology and the goals of the program by interviewing the teachers who used

the task in the curriculum. The subjects of this research were six teachers and

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The findings of the research confirm that all the teachers viewed Jigsaw task as

contributing towards students use of English. Furthermore, findings from the

student data showed the task seems to be a success as a motivational means of

language learning. The majority of the students enjoyed participating in task and

would like to participate in similar task in the future. A conclusion was drawn that

the Jigsaw task appeared to be a success in meeting the goals of MEXT, it was

suitable task for the course, and that it was motivational for students however, the

result of which are bound by limitation.

The second research, was conducted by Qiao Mengduo and Jin Xiaoling ,

Harbin Institute of Technology, China (2010), ang was entitled Jigsaw Strategy as

a Cooperative Learning Technique: Focusing on the Language Learner, this

research was aimed to find out whether the Jigsaw technique could be

successfully used to fulfill the intended task in the college English class,

integrating all four skills in the process. The research participants were ninety-five

students in two College English classes that were divided into 8 tutorial classes of

11 to 12 each and met every week. The Jigsaw strategy was conducted in these

tutorial classes for 10 weeks. The findings were analyzed and reflections on

Jigsaw were offered. Implementing Jigsaw technique in the EFL classroom made

it possible for the teacher to focus on language learners and thereby language

learning became interdependent. A conclusion was drawn that Jigsaw technique is

an effective way to promote student participation and enthusiasm as well as useful

technique for language learners to accomplish learning task in the EFL classroom.

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In 2012, Baan Jafar Sadiq, Baghdad University, conducted an

experimental research entitled The Influence of Jigsaw Technique in Teaching

ESP for Graduated Students. The research is an attempt to investigate

experimentally the influence of using a jigsaw technique in teaching ESP for

graduated students on their speaking achievement. The sample of the research

were twenty M.A students at College of Physical Education for women,

University of Baghdad of the academic year 2012 2013. After analyzing the

result statistically, the findings found that there are significant differences

between the pre and post tests. This indicated that using jigsaw technique in

teaching speaking skill is more effective than using the traditional method.

The next research is conducted by Tran and Lewis, La Trobe University,

Australia (2012), entitled The Effect of Jigsaw Learning on Students Attitudes in

a Vietnamese Higher Education Classroom. The research used a sample of 80

final-year students comprising 32 females and 48 males in the Faculty of

Education at An Giang University in Vietnam. The 80 students were matched into

two groups of 40, based on the variables of age, gender and GPS scores. The

result of this research showed that most students liked working with others and

getting help, discussing and sharing information with others, teaching others,

helping one another and enjoying the jigsaw context. A conclusion was drawn that

in general, the students preferred cooperative learning to the more traditional

student-centered approach to which they were commonly exposed. This research

also confirmed the argument that higher achievement and positive attitudes in the

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A year after Trans and Lewiss research, Marhamah and Mulyadi

conducted a research entitled Jigsaw Cooperative Learning: A Viable Teaching-

Learning Strategy. This research focused on investigating the effect of jigsaw

cooperative learning instruction on the second-year undergraduates achievement

of Teaching Learning Strategy. The participants of this research were 52 second-

year undergraduates in Islamic education department in Islamic University of

Jakarta, Indonesia. The results showed that students in the experimental group,

who perceived their instruction as more cooperative and more student-centered,

had significantly greater improvement on achievement measures than did the

students in the control group. In addition, individual interviews reflected that

undergraduates had positive opinion about jigsaw, and they believed jigsaw is an

effective cooperative learning techniques that promotes positive attitudes and

interest develop inter-personal skills. The major findings of this reseacrh support

the effectiveness of jigsaw learning for students in Indonesia higher education

institutions.

Those five researches above concerned about whether Jigsaw can increase

students speaking ability. The result of those researches stated that Jigsaw is able

to make improvement to students speaking ability. However, it is not known yet

whether Jigsaw is better compared to other methods aiming at improving speaking

ability. So that is why, the researcher decides to conduct an experimental research

to compare Jigsaw with Think-Pair-Share (TPS). The objective is to see if Jigsaw

is more effective than TPS to teach speaking.

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C. Rationale

1. The Difference between Jigsaw technique and TPS technique for

Teaching Speaking

Jigsaw is a technique which emphasizes on cooperation and shared

responsibility within groups. The group will success if each individual

complete their task well. This means Jigsaw will force students to become

active and to get involved in learning process.

The benefits of using Jigsaw is that it creates positive learning

environment. So that is why the students will be actively involved in

learning process. Moreover, Jigsaw can be integrated into a number of

classroom activities. So that teaching and learning process will run

effectively and efficient.

On the other hand, Think-Pair-Share is a technique where students

have time to think about the material or questions individually, and then

they work in pairs to answer the question and share their thought with the

whole class.

As mentioned above, both Jigsaw and TPS belong to cooperative

learning. Jigsaw needs higher number of students than TPS. This research

will conduct in senior high school which consist 30-40 students in each

class. By this consideration, Think-Pair-Share will need longer time than

Jigsaw in teaching and learning process. That is caused by the number of

pairs that will share their thought to entire class. As mentioned above,

Think-Pair-Share is time consuming. In accordance with the explanation

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above, it can be predicted that Jigsaw is more effective than TPS for

teaching speaking.

2. The Difference between Students with High Motivation and Low

Motivation in Speaking

Everyone will agree that motivation is one of influencing factors

that affect the success. The experts also mention that motivation is a

power of people to get what they want. Students with high motivation will

actively follow all instructions and activities in the classroom. In teaching

and learning process, high motivation gives many advantages for the

students as it is believed to affect language acquisition, reception, and

production. By contrast, unmotivated students will choose become the

supporter in the classroom. They will just fine with that condition because

of their low motivation. It makes teachers should do something to invite

them more in teaching and learning process. From that explanation, it can

be assumed that students with high motivation have better speaking

ability than those who have low motivation.

3. The Interaction between Teaching Methods and Students Motivation

Jigsaw technique makes students learn how to speak to other

students. It also makes the students easily learn in the class and able to

interact with their friends. The students who have high motivation will

always prove that they will get what they want to achieve by utilizing

their skill and motivation. The students who have high motivation tend to

be active in the class. They will be active in joining the class because they
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have high level of motivation. They are not afraid of making mistakes.

Based on the explanation above, it can be assumed that Jigsaw technique

is supposed to be more effective to teach speaking for the students who

have high motivation.

Think-Pair-Share is a technique of teaching that allows students to

exchange ideas about learning material together with a partner. By doing

discussion, students learn and try to express their own ideas freely. TPS

provides a situation for some students to be dominant. If the students have

more ideas on the topic, they can speak more and if others do not have

any idea they just listen to their friends and say nothing. The students who

have low motivation tend to be passive in the classroom. Ur (1996: 121)

says that one of the problem in English speaking activity is some students

have no motive to express themselves beyond the guilty feeling that they

should be speaking. Based on the explanation, it raises two possibilities.

The first, it can be assumed that TPS technique is supposed to be more

effective to teach speaking for students who have low motivation and the

second, it can be assumed that both Jigsaw and TPS technique do not

differ significantly if they are used to teach speaking for the students

having low motivation.

In accordance with explanation above, it is predicted that there is

an interaction between teaching technique and students motivation in

teaching speaking.

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D. Hypothesis

Based on review of related literature and rationale, the hypothesis can be

formulated as follows:

1. Jigsaw is more effective than Think-Pair-Share in teaching speaking for

the tenth grade students of SMAN 3 Bangkalan.

2. The students with high motivation have better speaking ability than those

having low motivation at the tenth grade students of SMAN 3 Bangkalan.

3. There is an interaction between teaching technique and students

motivation in teaching speaking. The result of teaching speaking depends

on the students motivation. The students with high motivation who are

taught by Jigsaw technique have better speaking ability than those who are

taught by Think-Pair-Share technique. And the students with low

motivation who are taught using Think-Pair-Share technique have better

speaking ability than those who are taught using Jigsaw technique.

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