Teaching Reading by Using Jigsaw Technique

Teaching Reading by Using Jigsaw Technique

A. Definition of jigsaw Technique

There are a lot of definition about jigsaw that have been given by expert, some of them are :

Wikipedia states Jigsaw is a teaching technique use in small group instruction. Student of a normal sized class (26 to 33 student) are divided into competency group of four to six students, each of which is given a list of sub topic to research . Individual members of each group then break off to work with the “expert” from other group, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory.

Clarke J in his book” cooperative Learning :The Jigsaw Strategy (1985)” said that Jigsaw is one method which makes the independence of group members possible, promotes interaction and cognitive elaboration, takes into consideration, the principle of the multiple perspective and context as well as the construction of common knowledge.

Kagan (1994) said that Jigsaw is an effective strategy to use when you want to increase student’s mastery or a topic at a hand, boost their concept development, enhance targeted discussion among students, and foster group project participation and learning.

Bennett B.,Rolheiser,c., Stevahn,L in their book “ Cooperative Learning : Where Heart Meets Mind” write that Jigsaw is cooperative learning structure that promotes the sharing and understanding of idea or texts. Jigsaw facilitates learning in two area positive independence and equal participation and the academic skill of acquiring knowledge and understanding. Expert group members share that information with home team members so that team puts a piece of the ‘ jigsaw’ together, forming the basis of holistic understanding of a topic

Heather Coffey said “Jigsaw is a cooperative learning technique that was created with the goals of reducing conflict and enhancing positive educational outcomes. The Jigsaw technique helps students realized they are essential components of a whole and encourages cooperation in a learning environment”

Slavin describes learning process by jigsaw technique as follow” One format for cooperative learning jigsaw, emphasize high interdependence. Each group member is given part of material to be learned by the whole group and become an” expert” on that piece. Students teach each other, so, the defend on each other and everyone’s contribution is important. More recent versions, Jigsaw expert meeting in which students who have the same material consult to make sure they understand their assigned part and then plan how teach the information to their group. After the expert meeting, students return to their group and bring their expertise to the learning session. Finally student takes an individual test on all materials learns point for their learning team score. Team work other for rewards or simply for recognition (2008, http :digilib.stainbatusangkar.ac.id)

Hemingway in her book entitle “The use of the Jigsaw in hypothesis testing” states that the jigsaw is a cooperative learning technique in which the class first divided into expert groups that are assigned different but related task. New home group consisting of one member from each expert group are formed. Each expert instructs the other member s of this new group about what they have learned

Based on opinion above, we can conclude jigsaw is model learning technique of cooperative learning, with students learn in small group consist of four or six person, diverse inter gender ethnicity, race and ability, cooperative in positive interdependence and responsible to present the task for each member.

B. Technique in Jigsaw Technique

According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom

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

2. One student should been appointed as the group leader. Those persons should initially be the most matter student in the group

3. The day’s lesson is divided into 5-6 segment (on for each member)

4. Each student is assigned one segment to learn. Student should only have direct access to only their own segment.

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

6. Temporary experts group should been formed in which one student from each jigsaw group join other student assigned to the same segment. Student 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. Student comes back to their jigsaw group.

8. Student presents 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 in order to observe the process. Intervene if any group is having trouble such as a member being dominating are disruptive. There will come a point that group leader should handle this task. Teacher can whispers 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 been given at the end so students realize that the sessions are not just for fun and games but they really count.

C. Advantages and Disadvantages Jigsaw Technique

There are some advantages of using jigsaw technique,

1. Students have the opportunity to teach themselves, instead of having material presented them. The technique fosters depth of understanding

2. Each student has practiced it in self-teaching, which is the most valuable of the entire skill teacher can help them learn.

3. Students have can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam

4. Students become more fluent in use of English

5. Each student has a chance to contribute meaningfully to discussion, something that is difficult to achieve in large group discussion. Each student develops an expertise and has something important to contribute.

6. Asking each group to discuss a follow-up question after individual presentation fosters real discussion. (Tewkesburry (2008 : web.grcc.edu))

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Implementation of jigsaw technique in class not only has the advantages but also disadvantages, such as follow:

1. It takes much time to organize the group

The teacher should make groups that combine the students who have different intelligences

2. If students don’t get into their group quickly enough or read their initial texts quickly enough, it will run out of time.

3. If one or two obstinate students don’t participate a whole group or two will lose out on a piece of the text.

4. The class situation become noisy, so the teacher needs to control the students

5. A teacher cannot monitor all groups at once.