Jigsaw Proposal

7/29/2019 Jigsaw Proposal

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CHAPTER I

INTRODUCTION

A. BackgroundEnglish is an international language used as a means of communication

throughout the world. In Indonesia, it has an important role in education, but it is

not only a kind of subject that should be known and mastered by students in the

classroom, rather it is used when they enter their society. English also has been

taught in Elementary Schools start from year four. Due to this fact, students

should have enough competencies in mastering the four skills of English. Those

are listening, speaking, reading, and writing. Writing however has certain

characteristics, which seem to make it difficult for most of students particularly

the first year students of Senior High School to grips with .

Even writing is a complicated task, it is still a useful, essential, integral,

and enjoyable part of the foreign language lesson. It lets us to think, to express

our idea, to form an opinion, to make a response, and to change the oral into

written communication.

We realize that writing is a skill which needs a serious attention and it is

not a gift we are born with. Mastering writing needs a lot of practice. Without

practice writing will be difficult. Moreover, it is also supported by other skills

such as, oral, reading, and listening skill, which help to build up our writing. One

who want to be better in any endeavor practice conscientiously, for competence

in writing, also need practice, but practice with, know how (Joanne Samson

and Alex Radloff, 1992:3).


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Students write best when they have a lot of information and much

knowledge about the topic to the effectiveness of their writing. They usually

require develop the writing skill appropriate to their readiness and ages.

In writing students usually make many mistakes, especially for young

learners, even in grammatical and also its content. Most of the mistakes they

have made are often found in writing activities such as, building sentences from

words into sentences and arranging sentences to be a good paragraph. As

teachers, we should not directly blame our students. Have our way of teaching

suitable enough with the fact that they are still children and how can we make

writing interesting, that is how can we give it a purpose and how can we

integrate with other skills are questions to be considered, since the native

language the students have learned and English as the target language have many

differences in writing system and its structures.

Based on the preliminary research, I found that there are many problems

faced by the students especially in writing, so I planned to overcome this

problem by applying the jigsaw games because this game is able to help the

students in building sentences, especially in building the simple sentences.

Furthermore, some methods such as, using games, using media, are very

common used by a teacher to overcome the writing difficulties. The purpose of

those methods in the teaching learning process is to facilitate students to produce

a good composition in writing. Related to this study, the use of games in teaching

learning process will play an important role. They may arouse students attention.


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students get bored. To avoid being bored and tired of studying and to

make the teaching of writing more effective and interesting, it will be wise if the

teacher uses various methods in teaching our students.

B. Problem statementsSelecting research problem is one important consideration for any

researcher should take. In order to get the expected results, I limit the discussion

of this study in the form of questions as follow:

How does the extent of jigsaw game minimize the students error in building

sentences?

C. Objective of the ResearchThe objective of this study is to describe the extent of jigsaw game to

minimize the students errors in building sentences.

D. Significance of The StudyI hope the study will give significant advantages for:

1. TeachersHopefully, this study will help the teachers to improve their methods in

teaching learning process in the classroom. So that the problems that the

students and teachers face in the teaching learning process can be minimized.

In addition, teachers can apply this new method in their classroom to make

the teaching more interesting.

2. StudentsThe result of this study will be very useful for the students who have

problems in building sentences, especially in arranging words to be a good


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sentence. They also will able to produce a good English whether oral or

written communication.

E. Scope of the research

The scope of the research is limited to the teaching and learning writing

especially simple present tense to the first year students of SMA 7

Muhammadiyah Makassar by using Jigsaw Game which is focused on positive

sentences.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The General Concept of Games

1. Definition of Games

Games are special category of real things. A game is simplified,

operational model of a real-life situation that provides students with various

participation in variety of roles and events. (Gerlach, Melnic, and Elly: 1980). In

addition, Rixon (1981:13) said that a game is an activity carried out by

cooperating decision-makers, seeking to achieve, within a set of rules, their

objectives.

From both definitions, it is obviously true that games permit a teacher to

control the students environment that cannot be done in a real situation. For

example, when the students are supposed to learn vocabularies of the direction by

using simulator, a teacher can change the road conditions, which students

encounter. Simulators also simplify the environment. In a learning situation, it is

not necessary to face students with every stimulus, which they might encounter in

real-life. Games also need a set of rules to play.

2. Characteristics of Games

When students play a game in a classroom, they assume roles and

participate in the decision-making process. The objective of the game and the

rules under which operates are clearly stated. (Vernon S Gerlach: 1980).

Furthermore, Aydan Ersoz (2000: 6) said that games are highly motivating since

they are amusing and at the same challenging.


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From those statements, it can be concluded that there are some

characteristics of a game :

(1) It must be enjoyable for the player.

(2) There must be cooperation and competition activity among the players.

(3) It must have some objectives to be achieved.

(4) It must have a set rule , which have to be obeyed by the players

3. Advantages and Disadvantages of Using Games

The student especially young learners will enjoy the school activities

when the teacher includes games in their activities. In line with this statement,

Richard- Amato (1988: 147) said that games can lower anxiety, thus making the

acquisition of input more likely. In addition, Aydan Ersoz (2000: 6) stated that

games are highly motivating because they are amusing and interesting. It means

that games can improve the students motivation because they will not feel worry

during learning process and they will able to memorize the vocabulary faster and

better. Besides the advantages, games also have the disadvantages. According to

Andrew (1983: 1), many games cause as much density of practice as more

conventional drill exercises; some do not. Games take a long time to prepare and

it is difficult to organize in the classroom. Moreover, games also represent a

disturbance of traditional organization of the classroom. It provides few

opportunities for input of new language and not all students like playing games.

From both explanations above, it can be take a note that games do not

always have the advantages to design in the classroom, but it is also have the

disadvantages.


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4. Games in the Teaching Learning Process

All language activities are enjoyable. Games are done to provide a

welcome break in the routine lesson especially for young learners who will enjoy

the school activities when teachers include games in their activities. The teacher

often wishes with good reasons to give the students more intensive forms of

language practice when he sees their attention and interest weaken. But this

situation is not the students chief value. The maximum benefit can only be

obtained from language games if they form an integral part of the programmed, at

both practice and theory stages of learning. Used in this way, they provide new

and interesting contexts for practicing the language already learnt and often for

acquiring new language items in the process.

Donn Byrne quoted by Tony (1997: 12) says that one significant

difference between language games and the activities hither to describe is that

they introduce an element of competition into the lesson. While the teachers want

to make a competition in the classroom (of course by organizing them in teams or

groups, at least, make this cooperation rather than individual). The teachers should

organize that it will give a valuable effect to a purposeful use of language.

The students accept that games have to be played according to certain

rules in real life. In this way, the teachers have to manage to establish another link

between the classroom and the learners own environment.

Although the teachers would normally wish to allow the students

maximum amount of self-expression, they have to try to avoid the frustration as

stated by Richard- Amato (1988: 147) that games can lower anxiety, thus making

the acquisition of input more likely. For this reason, games have to be graded to


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some extent. This does not mean that a game should be chosen only on the basis

of whether it uses a language already known to the students; on the contrary,

games often give opportunities for the introduction of new vocabulary items in

memorable contexts, since teachers can provide the students with the structural

words they need at the moment that they become aware that they need it.

Nevertheless, as for other activities, the teachers should work out to the

fore what language items are likely to be needed in the course of a game, so that it

can be played with the maximum success and enjoyment.

5. Teaching Writing by Using Games

There are hundreds of games that can be used in the language teaching.

Teacher who understands games is much more likely to be able to find or create

games that will help the students learn something without feeling worry. In order

to make games successfully used in class, the teacher has to know some factors

that should be considered before conducting games in class. These factors are all

things that affect what we want to achieve through the use of games such as

students age, language level, interest, and educational background. Harmer

(1983: 14) said that the activities we offer students often depend on their language

level.

In this study, I concerns on the using of games in writing. Games can be

use as a means for teaching writing By using games, students will be more

interested and more active in learning. They will find something new and different

from what they usually get in their class.

In conducting games in class, I choose games that are appropriate to be

conducted to the students of the first student of senior high school. In order to get


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the satisfaction result, I choose games that fit the to the students level, age and

material that are to be practiced. In addition, I also considered other factors such

as the length of games and the time when to use games.

The games that used in this study is jigsaw word. it is given to minimize

the students error in producing a sentence. They also related to make the writing

practice easily.

B. Jigsaw

1. Definition of Jigsaw

According to Parkin (2001 : 111) states that jigsaw is a teaching technique

that enables each student of name (jigsaw)group to specialize in one aspect of a

learning unit. Students meet with members from other groups who are assigned

the some aspect. And after mastering the material, return to the name (jigsaw)

group and teach the material to their group members. This technique is suitable in

teaching speaking to beginners as well. Brown (2001: 100) states group and pair

activities are excellent technique as long as the teaching-learning process is

clearly structured and defined with specific objectives. He also describes that

beginners can also be taught by using

drills or repetition, according to Brown (2001: 100) short and simple technique

must be used for beginner: Some mechanical techniques are appropriate-choral

repetition and other drilling, for example. Many teachers dominate to initiate

questions at this level, followed only after some time by an increase in simple

student-initiated questions.

Jigsaw is a teaching technique invented by social psychologist Elliot

Aronson in 1971. Students of a normal-sized class (26 to 33 students) are divided
http://wapedia.mobi/en/Elliot_Aronsonhttp://wapedia.mobi/en/Elliot_Aronsonhttp://wapedia.mobi/en/Elliot_Aronsonhttp://wapedia.mobi/en/Elliot_Aronson


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into competency groups of four to six students, each of which is given a list of

subtopics to research. Individual members of each group then break off to work

with the "experts" from other groups, researching a part of the material being

studied, after which they return to their starting body in the role of instructor for

their subcategory.

2. History of jigsawThe jigsaw teaching technique was invented and named in 1971 in Austin,

Texas by a graduate professor named Elliot Aronson. Recent desegregation had

forced a racial mix on the students of Austin, and many teachers were unable to

cope with the turmoil and hostility of the situation (Aronson, 2007).

After studying the problem at the request of the school superintendent,

Aronson decided that inter -school competition was leading students to study too

much on their own, and was interfering with the idea of a cooperative classroom.

The technique was invented in order to defuse and explosive situation created by

the desegregation of the city schools. Due to desegregation, African, American,

Caucasian, Hispanic students were placed in the same classroom for the first time.

In just a short time, there was an atmosphere of turmoil and hostility brought on

by long standing suspicions, distrust, and fear between groups (Aronson , 2008).

Time was of the essence so it was difficult to follow standard research protocol

that relied on extensive literature reviews. It was speculated that competition for

teacher attention was important because for students in elementary school the

teacher is one of the most important people in their life.

Because of the reason above, it was important for students to be called on

so the teacher could see they knew the right answer. Students may harbor hope


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that their classmates would fail so they were smarter than their classmate. If the

classmate was successful, the students would feel disappointed. For students that

were successful and in term ridicule successful students. Successful students may

then in term deem the loser students as unintelligent and uninteresting

(Aronson, 1990). It was decided a shift needed to take place from classroom that

fostered cooperation. The first step was to change the structure of the classroom.

A shift needed to be made from a competitive situation to a situation that fostered

trust, empathy, and understanding.

Teachers were spontaneously stating they were greatly satisfied with the

technique and that the atmosphere in their classroom was transforming. Other

significant individuals in the school such as support staff also indicated a change

in the atmosphere. The jigsaw classroom technique held up to experimental

procedures. The jigsaw technique was randomly introduced into some classrooms

and not introduced into their classrooms. This allowed for comparisons between

students in jigsaw classes and those not in jigsaw classes. Students in the jigsaw

classes expressed significantly less prejudice and negative stereotyping, more self

-confident, and liked school better when tested objectively. Behavior data

supported these self-report measures. Student in jigsaw classes were absent less

frequently, they intermingled more in the cafeteria and in the school yard, and

they performed better on objective exams of curricular material this was

especially true for minority students (Aronson, 1990).


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3. Steps in Implementation jigsawAccording to Aronson (2008) there are ten steps considered important

in the implementation of the jigsaw classroom. They are:

1. Students are divided into a 5 or 6 person jigsaw group. The group shouldbe diverse in terms of ethnicity, gender, ability, and race.

2. One student should be appointed as the group leader. This person shouldinitially be the most mature student in the group.

3. The days lesson is divided into 5-6 segments (one for each member)4. Each student is assigned one segment to learn. Each student should only

have direct access to other own segment.

5. Students should be given time to read over their segment at least twice tobecome familiar with it. Students do not need to memorize it.

6. Temporary experts groups should be formed in which one student fromeach jigsaw group joins other students assigned to the same segment.

Students in this expert group should be given time to discuss the main

points of their segment and rehearse the presentation they are going to

make to their jigsaw group.

7. Students come back to their jigsaw group.8. Students present his or her segment to the group. Other members are

encouraged to ask question for clarification.

9. The teacher needs to float from group to group in order to observe theprocess. Intervene if any group is having trouble such as a member being

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


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

how to intervene until the group leader can effectively do it themselves.

10.A quiz on the material should be given at the end so students realize thatthe sessions are not just for fun and games, but that they really count.

4. Advantages of The Using Jigsaw GameThere are several advantages of the jigsaw classroom including:

teachers finding it easy to learn, teachers enjoying working with it, can be used in

conjunction with other teaching strategies, can be effective even if it just used an

hour per a day, and it is free for the taking. It is important to know that there can

be some obstacles when using the jigsaw classroom. One common problem is a

dominant student. In order to reduce this problem, each jigsaw group has an

appointed leader.

The leader is responsible for being fair and spreading participation

evenly. Students realize that the group is more effective if each student is allowed

to present his or her own material before questions and comments are made.

Dominance is eventually reduced because students realize it is not in the best

interest of the group. Another problem is a slow a student in the group. It is

important that each group member present the best possible report to the group

and it is important that individuals with poor study skills do not present inferior

reports to their jigsaw group. In order to reduce this problem, the jigsaw technique

relies on expert groups. Students work with other individuals from other groups

working on the same segment of the report. In this expert group, they a re given

a chance to discuss their reports and gather suggestions from other students to


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modify their reports as needed. Another issue is that of bright students becoming

bored.

I suggest that there is less boredom of bright students in the jigsaw

classroom than in the traditional classroom. Bright students should be encouraged

to develop the minds set of a teacher because this position can be an exciting

change of pace for students. By being a teacher, a boring task can be changed into

an exciting challenge. Another problem is dealing with students that have been

trained to compete. A goal of the jigsaw classroom is to decrease competition and

increase cooperation so competitive students can create difficulties.

Research on the jigsaw classroom suggests that it is has its strongest

effect when introduced in elementary school. If there is exposure to the jigsaw

classroom at an early age, then in later years only an hour per a day is needed to

maintain the impact of cooperative learning. When the jigsaw is first introduced in

the later years of school, it can often be an uphill battle. Old habits can be hard to

break, but over time students participating in the jigsaw classroom in high school

can benefit from the cooperative structure. An important component of the jigsaw

classroom is that it encourages cooperation amongst students. The jigsaw

technique goes beyond placing students into groups and telling them to cooperate.

The jigsaw technique is a structured technique that provides crucial elements and

safeguards that allow it to work better than typical techniques (Aronson, 2008)


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C. Simple Present Tense1. Pattern

VerbalSimple present tense is a sentence to decelerate activity or event is

happened at this time or habitation of daily.

(+) S + V1 (s / es ) + o + Adv

ord

Examples:

1. (+) They study English everydays ord o adv

2. (+) she studies English everyday.Notes :

VI I,You,They,We, Org III jamak (ex.ana & ani)

Do

VI + s/es

Does

Nominal(+) S + be ( am, is, are) + 3Cw

Ord O

Examples:

1. I am a studentOrd O

She,He,It, Org III tunggal (es.


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2. She is a studentOrd O

Notes :

Am : I Is : she, he, it, org ke 111 tunggal (ex. Ana) Are: you, they, we, Org 111 jamak (ex. Ana & Ani )

The rules in adding s/es:

1. Verb is end in SS, Sh, x, and O added esExamples:

Kiss - kisses = mencium

Watchwatches = menonton

Go - goes = pergi

Box - boxes = memasukkan ke dalam kotak

She kisses her baby He watches television Andy goes to Makassar He boxes these pencils

2. Verb is end in Y and consonan (hurup mati) at the first, Y is changed to be

I, then added es.

Examples :

Carry - Carries : membawa

Study - studies :belajar

Hurry - hurries : tergesa-gesa


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Cry - cries : menangis

she carries a bag he studies English he hurries to go home she cries

3. Verb is end in Y and vocal at the first directly added S

Examples :

Play - plays : bermain

Say says : berkata

She plays the guitar He says

4. Another verbs added s

examples :

write - writes : menulis

Read - reads : membaca

2. Time Signal

Use general time signalUsually

Generally

Habitually

Always : Selalu

Often : Sering

Seldom : Jarang

Biasanya


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Rarely : Sangat jarang

Never : tidak pernah

Sometimes

On and of

Now & then

Occasionally

Every day : tiap hari

Every night : tiap malam

Every year : tiap tahun

Every month : tiap bulan

Every week : tiap minggu

Once a week : 1 x semnggu

Twice a year : 2 x setahun

3. Using of simple present tense1. The simple present is used to express habitual or everyday activity.

Ex: He visits me every night

(dia mengunjungiku setiap malam)

2.

The simple present use to express general truth.

Ex : The earth is round. (bumi itu bulat)

3. The simple present is used to express the ability, habit and moralityof someone

Ex : He speak English fluently

( Dia mampu berbicara bahas inggris dengan fasih)

He is very kind (Dia sangat baik)

Kadang-kadang


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4. It is used as Headline News on Newspaper or MagazinesEx : Tommy escapes from the prison

5. Expressing the future condition / something will be happened inthe future regulary.

Ex : The plane arrives at 10 oclock tomorrow

(pesawat itu akan tiba pkl 10 besok)

6. Subtitution of present continuousEx : I want to eat now ( benar)

I am wanting to eat now. (salah)

D. Conceptual of FrameworkPre-Condition :

The studentsability in building sentences is very poor

Car

(Classroom Action Research)

Jigsaw :

Jigsaw to minimize the students errors

In building sentences through cooperative learning


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CHAPTER III

RESEARCH METHOD

A. Research DesignA research method that will use in this study is an action research. This

research will be conducted in the classroom. This research is held in two cycles,

which will be carried out to improve the condition of teaching-learning process

and to know whether or not game is effective used in teaching writing especially

in building sentences. The first stage in this research will be done with an

observation to know the students ability in building sentences, to find out the

identification of problems, which appear, and to determine the kinds of treatment,

which are appropriate to be carried out. Each cycle consists of four stages. Those

are planning, action, observation, and reflection.

First Cycle

1. PlanningThe activities that will be done in this stage as follows:

1. Studying and understanding the material that will be taught.2. Making the lesson plan for the implementation of action.3.

Creating a research instrument in the form of tests to evaluate learning

outcomes at each end of the cycle

4. Making observation sheet to see how the condition or state of studentsin the classroom when teaching and learning process takes place

5. Identify all the first years students of SMA Muhammadiyah beforecoming into action first cycle


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2. ActionIn implementing the action, the procedure will be done like this:

1. The teacher will make a group of four students.2. The teacher will put ten pictures taken from the pre-test.3. The teacher will distribute incomplete sentences with option words as

the jigsaw- words based on the pictures.

4. The teacher will ask each group to put those options of jigsaw-wordsinto their right places in the sentences.

5. The rest of items will be done in the same ways by the studentsindividually. Each sentence should be done in 60 seconds.

6. Each of the results is recorded in the teachers journal to be reflected.3. Observation

In this phase, an observation to the class will be also carried out.

Observations made during the teaching and learning activities take place.

Observational data is taken concerning the presence, their activeness in

class in providing answers, ask questions and write answers on the

blackboard.

4. Reflection

The results have been obtained from observations of each group were

collected and analyzed. Whether, in the form of evaluation results and data

obtained by observations at the time of execute the activities of teaching,

as a reference for teachers to implement the next cycle.


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Second cycle

The stages that will be done in the second cycle is almost same with the

first cycle by doing several repairmen or adding several activities based on reality

in the class.

1. PlanningThe activities that will be done in this stage as follows:

6. Studying and understanding the material that will be taught.7. Making the lesson plan for the implementation of action.8. Creating a research instrument in the form of tests to evaluate learning

outcomes at each end of the cycle

9. Making observation sheet to see how the condition or state of studentsin the classroom when teaching and learning process takes place

10.Identify all the first years students of SMA Muhammadiyah beforecoming into action first cycle

2. ActionIn implementing the action, the procedure will be done like this:

3. The teacher will make a group of four students.4.

The teacher will put ten pictures taken from the pre-test.

5. The teacher will distribute incomplete sentences with option words asthe jigsaw- words based on the pictures.

6. The teacher will ask each group to put those options of jigsaw-wordsinto their right places in the sentences.

7. The rest of items will be done in the same ways by the studentsindividually. Each sentence should be done in 60 seconds.


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8. Each of the results is recorded in the teachers journal to be reflected.3. Observation

In this phase, an observation to the class will be also carried out.

Observations made during the teaching and learning activities take place.

Observational data is taken concerning the presence, their activeness in

class in providing answers, ask questions and write answers on the

blackboard.

4. ReflectionThe results have been obtained from observations of each group were

collected and analyzed. Whether, in the form of evaluation results and data

obtained by observations at the time of execute the activities of teaching,

as a reference for teachers to implement the next cycle.

B. Research SubjectsIn this research, I choose the first year student of SMA 7 Muhammadiyah

Makassar which divided into three classes. Each class consists of about 20

students. I choose all the classes.

C. Research InstrumentAn instrument is very useful to collect data required in an experiment. It

can be in the form of questionnaires, observation sheets, interview sheets, and

tests. Since in this study I wanted to measure the students mastery and

understanding in building sentence, it will use a production of pre-test to be

observed to determine the main cause of problems the students had. The games,

jigsaw-work one of treatments that will be used to measure the success of each

cycle in minimizing the errors in building sentences of English words.


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1. Pre-testPre-test will be made to know the students earlier ability in building

sentences.

2. GamesJigsaw-word will be used to avoid the students feeling anxiety while they are

doing the activities. Thus, it is also as the motivation to arise their interest. The

design of jigsaw-word can be made in a piece of words, which contains kind

of words and they have to put into the right spaces in each of the incomplete

sentence.

D. Research Variables and Indicators1. Research variable

The following are the variables of the research:;

a.Independent variableIndependent variable of the research is the use of the extent of jigsaw

game in teaching writing skill.

b.Dependent variable

Dependent variable of the research included the center of students writing

in building the positive form of simple present tense.

2. Indicator

Indicator of the research is the grammar of positive form of simple present

tense.


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E. The Procedure of Collecting Data1. Pre-test

The teacher designs of pre-test to collect the data is ten pictures of

hobbies. Then, students have to make a simple sentence based on the

picture.

3. GamesThe teacher will choose jigsaw-word in this study to know more about the

existing condition of the students in adopting this kind of game to

minimize their errors in building simple sentences of English words and to

sharpen their skill of writing in arranging words become the simple

sentence.

F. Technique of Analysis Data1.Calculating the students score by using the following formula:

Scoring =

X 10

No Scores Classification

1 86-100 Excellent to very Good

2 68-85 Good to Average

3 48-67 Fair to Poor

4 32-47 Very Poor

2.Calculating the mean score of the students writing test by using the

following formula:


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=

Where: = Mean

= Total raw score

N = the total number of the student

(Gay, 1987)

3.Calculating the percentage of students activity in learning process by

using the following formula:

P =

X 100%

Where: P = Percentage

F = frequency

N = Number of students

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Jigsaw Proposal

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