Improving students’ english speaking competence using jigsaw (A Classroom Action Research in the Second Grade Students of SMK Wijaya Kusuma Surakarta in 2011/2012 Academic Year)
Sri Rahayu - S891008083 - Pascasarjana
This study is a classroom action research about the using of Jigsaw to improve the students? speaking competence. The aims of this research are: (1) to identify whether the Jigsaw can improve the students? speaking competence and (2) to describe the classroom situation when jigsaw is used in teaching and learning process of speaking competence. The research was carried out in 2011/2012 academic year in the eleventh grade class of SMK Wijaya KusumaSurakarta.
This study was conducted in two cycles: the first cycle consisted of three meeting and so did the second cycle. The staged procedures of the research consisted of planning, acting, observing, and reflecting. The data were collected through questionnaire, interview, classroom observation, test, and field notes. The observation was done during the teaching learning in progress. The questionnaire and interview were given to the students before and after the implementation of Jigsaw. The tests were in the form of pre-test and post-test.
The result of the research showed that the use of jigsaw improved and enhanced the students? English speaking competence. It could be seen from the students? motivation and interest increased. Their main obstacles as like shy nervous, afraid to make mistakes, and even inferior significantly decreased. Besides, from the collected data, the students had better progress from cycle one to next cycle. For instance, the mean of pre-test was 60, 43, while the mean of cycle one was 66, 33 and cycle two was 70, 35. Based on the result of the study, it can be concluded that the use of jigsaw technique really improve the students? achievement in learning English especially in speaking competence.
Related to the research finding above, the researcher wanted to propose some suggestions for the English teacher in the vocational school especially at SMK Wijaya Kusuma Surakarta as follows: Firstly. Recognize the most appropriate teaching technique before conducting the teaching learning process in the class. Secondly, create the most appropriate approach to make the students not to be shy, nervous, and afraid to make mistakes, or even feel inferior to communicate with others in English. The last, create an interesting and enjoyable atmosphere during the class activity to make the students feel bravery and easier to express their own English orally