AN ANALYSIS OF THE STRENGTH OF

JIGSAW IN TEACHING AND LEARNING

THESIS

Submitted by:

Putri Yuliza
NIM. 160203126

Student of Fakultas of Tarbiyah dan Keguruan

Department of English Language Education

FAKULTAS TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI AR-
RANIRY BANDA ACEH
2019 M / 1441 H
Putri Yuliza NIM. 160203126

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 ACKNOWLEDGEMENT

First of all, I would like to express the deepest praises and thanks to Allah

Azza Wa Jalla, the almighty, the lord of the universe who has given mercy and

blessings to this world. Peace and salutation be upon the prophet Muhammad SAW,

peace be upon him, together with his family and companions who have brought the

enlightenment into human life.

There is no word which I say, actually syukur Alhamdulillah because I have

finished this thesis entitled ” An Analysis of the Strength of Jigsaw in Teaching and

Laerning”. This thesis aimed at fulfilled one of requirements to take the examination

of sarjana degree at English Education departement in Fakultas of Tarbiyah dan

Keguruan UIN Ar-Raniry Banda Aceh.

I would like to express my sincere gratitude to my academic supervisor, Mrs.

Syarifah Dahliana, Ph. D and my thesis supervisors, Mr. Dr. T. Zulfikar, S.Ag., M.Ed

and Mrs. Siti Khasinah, M.Pd for their invaluable help, guidance, encouragement,

motivation, and suggestion. Also, I want to thank to all of English language education

lecturers and staff who have inspired, lectured and assisted me during my study in

this department. May Allah grant you heaven and make ease your way. The most

prestigious thanks and love are addressed to my big family, the best support system in

my life. To my father and mother, Hasboh and Zainabon, thanks for always

motivating me, supporting me, giving me much love and giving strength to live in

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this tough life. I also dedicate my love and thank all my beloved sister and brothers,

Yeni Sahara, M. Zul Fikri, and Miswarul Farhan for always supporting and loving

me. May Allah SWT always bestow them grace, health, and blessings in the world

and in the hereafter.

My appreciation and thanks are also addressed to my beloved friends

Melinda, Fitri, Fani, Juniar, Wida, Alfi, Nibek, Annisa, Amal and Hadi who always

lend me their back, listen to my complaints and assisting me in finishing my thesis. I

am forever thankful to all of my wonderful friends of Unit 04, TEN 2016, PPKPM

Kute Lot, PMII, Relawan Anti Narkoba 2019, Duta Anti Narkoba 2019, and Rumput

Liar who always support each other and hopefully last till eternity. Thanks for all of

my friends that I cannot mention one by one who bring colors in my life, supporting

me, and inspiring me. You guys are priceless for me. May Allah bless and reward you

heaven.

Banda Aceh, August 6th 2020

The Writer,

Putri Yuliza

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 ABSTRACT

Name : Putri Yuliza

NIM 160203126
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Department of English Education
Thesis working : An Analysis of the Strength of Jigsaw in Teaching and Learning
Main Supervisor : Dr. T. Zulfikar, S.Ag., M.Ed
Co- Supervisor : Siti Khasinah, M.Pd
Keywords : Jigsaw method, and teaching and learning

The aim of this study was to find out the strength of jigsaw in teaching and learning.
The writer reviewed ten articles about jigsaw. Based on the article, she found that
eight of them claimed that the method gives positive effect in teaching and learning,
such as increase students’ motivation and achievement and good in teaching. In
addition, two articles show that students perceived Jigsaw Positively. It means that
Jigsaw method is a good one. Therefore, it can be concluded that the use of jigsaw in
teaching and learning has a lot of advantages for students, and also proved to be
positively responded by students.

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 TABLE OF CONTENTS

DECLARATIONS OF ORIGINALITY......................................................................iii
ACKNOWLEDGEMENT...........................................................................................iv
ABSTRACT.................................................................................................................vi
TABLE OF CONTENTS...........................................................................................vii
APPENDIX..................................................................................................................ix

CHAPTER 1 INTRODUCTION...................................................................1
A. Background of the Study.....................................................1
B. Cooperative Learning Theories...........................................3
C. The History of Jigsaw.........................................................4
1. Definition of Jigsaw......................................................5
2. The Implementation of Jigsaw......................................6
3. The Advantages of Jigsaw............................................7
4. The disadvantages of Jigsaw.........................................9
D. Methodology.....................................................................10

CHAPTER 2 REVIEW OF ARTICLES AND DISCUSSION..................12

A. The Use of Jigsaw in Teaching and Learning Process.....12
1. Collaborative Learning...............................................12
2. Learning Strategy Implementation..............................18
3. Enhancing Students’ Science......................................24
4. Improving Reading Skill Using Jigsaw......................27
5. Effect of Jigsaw II.......................................................31
6. The Effect of Self-regulated........................................36
7. The Implementation of Jigsaw....................................40
8. The Impact of Teaching..............................................43
B. Students’ Attitude Toward Cooperative Learning in
Teaching Learning Process...............................................47
1. Students’ Attitude Towards Using Cooperative
Learning......................................................................47
2. Attitude of Students Towards Cooperative
Learning......................................................................51
C. The Strength of Jigsaw in Teaching and Learning...........55
D. Discussion.........................................................................56
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CHAPTER 3 CONCLUSION AND RECOMMENDATION..................61

A. Conclusion........................................................................61
B. Recommendation..............................................................62

REFERENCES..........................................................................................................63
APPENDIX
AUTOBIOGRAPH
Y ix
 APPENDIX

1. Appointment Letter of

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 CHAPTER I
INTRODUCTION

A. Background of the Study

To complete the final project of an English Education program, the writer

must write a thesis. But, because of the current condition, namely the pandemic

coronavirus or COVID19. It is a situation when people shouldn't get together and

make a crowd. It’s called social distancing because this virus can transmit in

various ways such as by air, by touching, sneezing, and others. Therefore, the

authors cannot collect the data in the field because all schools are closed. The Ar-

Raniry State Islamic University also helped the final student by offering several

other alternatives such as making scientific articles, translating books, making

learning animations, reviewing articles, compiling learning tools, etc. So that's

why the writer chose to review several items to complete her final task.

The writer is interested in analyzing the jigsaw method of teaching

reading. Students get the information by reading some texts such as books,

posters, leaflets, advertisements, newspapers, articles on the internet, etc. Reading

is one of the crucial skills that language learners need to master. It requires a

dynamic process involving not just a physical activity but also emotional

involvement. (Dahliana, 2016, p. 83). Some people feel that reading can make

them happy and perhaps it is one of their hobbies because they enjoy it, whereas

some people are not. Many people outside there who do not like reading and feel

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bored when they read. Students also felt it. So, to make reading as a fun activity

and the purpose of reading itself to get the information and knowledge must be

clear. Here learning method is needed. Many methods can be applied to teaching

reading. And teachers should adopt the learning methods to the situation in the

classroom in which one will use. But in this written, the authors focus on the

advantages of the jigsaw method. The writer must review ten articles related to

the jigsaw method. The articles are mention below.

First, the writer tried to review the article of Marquez, Llinas, and

Maciasluis, which will discuss collaborative learning: use of the jigsaw technique

in mapping concepts of physic. Second, there is an article from Farzaneh and

Nejadansari about students' attitudes towards using cooperative learning for

teaching reading comprehension. Then the third article of Amedu and Gudi about

the view of students towards collaborative learning in some selected secondary

schools in Nasarawa state. Fourth, Permatasari’s report discussed the learning

strategy implementation of Jigsaw to upgrade the counselor candidate's academic

competency. Fifth, the article from Tabiolo and Rogayan about enhancing

students' science achievement through the Jigsaw II strategy.

Next is the article of Sofyan, Hasanah, and Haryudin about improving

reading skills using Jigsaw. Then the article from Koç, Yildiz, Çaliklar and

Şimşek it is about the effect of Jigsaw II, reading-writing-presentation, and

computer animations on the teaching of "Light" unit. After that, the article from
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Özdemir and Arslan, which discussed the effect of self-regulated jigsaw IV on

university students‘ academic achievements and attitudes towards English

courses. Then the article from Perwitasari, Setiyadi, and Putrawan about the

implementation of jigsaw technique and student team achievement division

(STAD) in teaching reading. The last is the article from Harun Er, which

discusses the impact of teaching the subjects under "Science in Time" unit in the

social studies class in the 7th grade using jigsaw technique on the students'

academic success. In this thesis, the writer focuses on reviewing the article's

strengths, including explaining the article's introduction, what the article told

about, methods used to collect the data, and the final result of the article.

B. Cooperative Learning Theories

Johnson and Johnson (2000), cited in Jacobs (2002) claims that

Cooperative Learning also known as collaborative learning is the instructional use

of small groups so that students work together to maximize their own and each

other's knowledge. Principles and methods for helping students work together

more effectively. Besides that, "Cooperative Learning is a teaching approach in

which learners of diverse abilities, talents, and backgrounds work together in a

small group to attain a common goal” (Onaiba & Elsaghayer, 2018). The point is

that cooperative learning involves more than just asking students to work together

in groups. It goes into helping students make the experience as successful as

possible.
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Besides, cooperative learning exists when students work together to

accomplish shared learning goals. Each student achieves his/her learning goals if

only the other group members make theirs. Then, Slavin and Davis (2006) argued

that "In the cooperative learning method, students work together in a four-

member team to materials initially presented by the teacher."

Thus, cooperative learning is a practical approach group work because of

some factors. First, each student has the responsibility to master the material.

Second, when a student got confused about the content, he/she can ask their

member group, and the last is this method can create students centered and only

focus on students.

C. The History of Jigsaw

Jigsaw method was first developed in the early 1970s by Elliot Aronson

and his students in the USA. It is a structured way of engaging every student by

requiring them to cooperate with each other in order to master an area of

knowledge. Each student in a jigsaw group is responsible for learning a piece of

the subject. They do this in a temporary expert group before returning to their

home jigsaw group, where the team members teach each other what they have

learned.
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1. Definition of Jigsaw

Melinamani, Francis, George, and Vergheese (2017) stated that Jigsaw

strategies are one of the integrated learning methods that empower students to

participate in their learning materials, plan for themselves, lead and present

among their peers and motivate each other to learn. The jigsaw method is a

way to learn the course material in a cooperative learning style. This method

helps students learn cooperatively as group members in sharing opinions and

social skills to complete an assignment.

Besides, Perwitasari, Setyadi, and Putrawan (2018) described that

Jigsaw is the right approach for students as it is an effective teaching approach

that facilitates attention, participation, interaction, peer teaching, etc. Jigsaw is

a cooperative learning method designed to maximize their own and other

learners' responsibilities. (p.30). Also, students have to learn the material

given by the teacher and have to be prepared to teach that material to the

group member. Therefore, the students are depending on each other and have

to work cooperatively to learn the material (Permatasari, 2017, p.13).

To conclude, Jigsaw is a learning method which known as an

effective method. It is because the teacher act as a facilitator, and students can

work together with their group. Every student has the responsibility to learn

and teach.
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2. The Implementation of Jigsaw

According to Aronson (2000), there are ten easy steps to set up the

jigsaw classroom, namely:

a. Divide the students into jigsaw groups of 5 or 6 participants. In

terms of gender, ethnicity, race, and skill, the groups should be

diverse.

b. Appoint one student as the leader for each group. Initially, the

most advanced student in the school would be this student.

c. Divide the day's lesson into five until six segments. For instance, if

you want history students to learn about the text, you might divide

a short definition of that text, such as the meaning of recount text

or descriptive text.

d. Each student is assigned to learn one chapter. Verify that students

do have direct access to their sections.

e. Give students time to read and familiarize themselves with their

section, at least twice. They don't need to memorize it.

f. Shape temporary "expert groups" by making one student join other

students assigned to the same section from each jigsaw group. In

these expert groups, give students time to discuss their segment's

key points and rehearse their presentations to their jigsaw group.

g. Put the students back into their jigsaw groups.

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h. Ask each student to present her or his chapter to the group.

Encourage other students in the group to ask questions for

clarification.

i. Move from group to group, and watch the cycle. When any party is

having difficulty (e.g., a member is dominating or disruptive), do a

suitable intervention. Basically, the task is best performed by the

group leader. Leaders may be taught by whispering directions

about how to act before it is hanged from the chief.

j. Give a quiz on the content at the end of the session so that the

students easily know that these sessions are not only fun and

games but actually count.

In short, there are ten easy steps of Jigsaw that can be applied in

the classroom. These steps are important to know by all the teachers to

avoid teacher centered because students are responsible for their own

learning. In addition, Jigsaw method can also create an active teaching

and learning situation.

3. The Advantages of Jigsaw

According to Aronson (2000), the advantages of jigsaw method are: 1)

improve students' motivation, 2) increases the enjoyment of the learning

experience, 3) increasing positive educational outcomes, 4) each student has

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something important to contribute, 5) most teachers find Jigsaw easy to learn,

6) it can be used for another subject.

According to Arronson and Patnoe (2011), the advantages of the

Jigsaw Method are: Jigsaw encourages academic success and learning for the

students. This can occur because each student is actively involved in both the

group of experts and the household group. They are entirely responsible for

mastering their text section, and this situation indirectly enhances the

academic achievement of students through the activity complete obligation

they hold. After that, Jigsaw increases retention for graduates. Jigsaw

provides the puzzle activity, which means the students attempt to memorize

the paragraph and interpret it for the community members. Then, Jigsaw

increases the happiness of the students with the learning experience. The

happiness will show as the expert completely understands and passes it on to

the others regarding their own component file.

Next, the jigsaw method is designed to help students improve oral

communication skills. Not only in reading through comprehension, but also

allows the students to have more practice on speaking activity when

explaining it to their home community and Jigsaw builds social skills for the

students. They are expected to switch to various classes, and at this point, they

need to address strong social skills.

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In conclusion, the jigsaw method can improve students' skills

indirectly. By teaching and learning processes, students enhance their oral

skills such as speaking and improve their social skills by communicating in

the groups.

4. The disadvantages of Jigsaw

According to Johnson and Johnson (2000), there are also some

disadvantages of using the jigsaw method, they are: 1) require some time to

prepare students to learn how to work in groups, 2) require some time to make

groups that each group has heterogeneity in their member ability, and 3)

teacher should make special preparation for teaching in the class.

Based on Kholid (2009), using Jigsaw strategy has some

disadvantages. First, in-classroom learning, Jigsaw is a time-consuming

activity. The students need to spend their time in two groups by only learning

a text, second, many students felt lost during the practice of Jigsaw, and the

last is, in jigsaw practice, there are some students who can't handle their

reading content.

In conclusion, every teaching and learning method always has

advantages and disadvantages. But Jigsaw has more advantages than

disadvantages.
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D. Methodology

The process of the writer got the articles was by opening websites or

international journal websites such as ERIC, Research Gate, Academia Edu, and

Google Scholar. The first thing the writer did was looking for international

journals on various websites that the writer mentioned before. Then, the writer

had to find an article on the jigsaw method in the teaching and learning process.

After that, the writer also saw the years of each article. Here the writer took

articles from 2014 to 2019. The writer also paid attention to the use of language in

the article, if the language used in an article is easy to understand, understood and

in accordance with the context that the writer needs, she directly chose the article

to be reviewed.

Milardo (2019) stated that an analysis of a journal article discusses the

intensity and shortcomings of a research paper in terms of what the paper is

seeking to achieve. The summary will include explanations, paraphrases, and an

overview. The review included will help readers determine the importance of an

article without even having to read the article itself. To write a review correctly,

firstly the reviewer needs to read the article twice, at the very least. Then, it

should be summarized to simple sentences. Based on the theory above, firstly

writer read the journal article and paid specific attention to the articles’ authors’

last names or year, and its focus. After that, the writer wrote who the participants
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were, and the setting was, then the finding in the article and the last is the writer’s

suggestion.
 CHAPTER II
Review of Articles and Discussion

This chapter presents the review of articles. The writer has classified the

articles below based on the type of research contained in the article. And she also

presents the discussion of each article.

A. The use of Jigsaw in the teaching and learning process

Eight articles discuss the implementation of Jigsaw in the teaching and

learning process.

1. Collaborative Learning: Use of The Jigsaw Technique in Mapping

Concept of Physics

This article is written by Marquez, Llinas, and Macias (2017),

Problems of Education in the 21st Century, VOL. 75, NO. 1, 92-101, ISSN:

1822-7864.

In recent years, the average student has difficulty in learning physics

because it uses the usual method, such as the Lecture-based Teaching

Approach (LTA). Then the emergence of movement and encouragement from

the field of education that students must also be involved in the learning

process. It means the methods should make students more active, such as

group learning. In discussions on how to improve the learning of physics

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principles, it is believed that students need to engage in social interaction. It is

also important to encourage students to express their own ideas and provide

an atmosphere that will allow them to discuss their learning with other

students and their teachers. On the other hand, the article shows that students

would learn to be more scientific and to feel better about themselves as

science students if active teaching is used more widely and more frequently.

The aim of this research is to analyze the effect of collaborative learning on

academic achievement and the perception of students about this technique in

teaching physics subjects, taking all these points into account. This paper

describes a didactic experience with an active methodological approach –

collaborative group learning using the jigsaw technique.

Traditionally, students at the secondary level feel difficult to achieve

meaningful learning in science subjects. To resolve this condition, the article

shows that the Jigsaw technique proves as an effective technique at covering

certain broad themes. It is a socio-constructivist technique that is very simple

to apply in such areas as social sciences, humanities, biology, etc. However, it

can also be applied in the physical sciences, showing advantages over the

traditional teaching approach, e.g., for magnetic fields and electric fields. The

technique divided students into some groups called the "Jigsaw group," and it

also has a group called "expert group. Each member of an expert group has to
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receive a topic from the teacher. After that, they will go back to the jigsaw

group to explain the problem, and the group works cooperatively.

This research consists of a quasi-experimental design with pre-test and

post-test measurements. The sample of the research is 28 students and divided

into two groups. Each group has 14 students who began the experiment; 12

students completed it. The other group worked according to LTA and served

as a control group. The topic studied on was that of radioactivity in the physic

curriculum.

The topic chosen for the experiment is part of Spain’s 2nd year

Bachillerato curriculum. It was chosen for two reasons: First, it has been

tested with a questionnaire that the average student has learned the topic.

Second. This topic is easily divided into groups and fits well with the Jigsaw

technique.

The experimental research teaching sequence (ETA) was developed

over five classroom sessions as described below:

In the first step, the teacher had divided students into groups of

jigsaws. The material setting out the content of the topic was provided to each

group, divided into three sections. Every member of the group had the free

option of one section. After about five minutes, Groups of experts (1, 2, 3)
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were created. Each group of experts had the initial task of selecting the most

important concepts in their subject section.

Second and third steps, the expert groups each discussed their section

together and constructed their corresponding concept map on the basis of

consensus (Figure 4). Throughout these sessions, the teacher checked how the

maps were being prepared and corrected details of some of them, as well as

answering any questions that arose about the subject.

In the fourth step, the students have returned to their respective groups

of jigsaws. The student explained the section of the topic worked on to the

others in the jigsaw community, using the definition map elaborated in the

related expert group as the basis. Then, each jigsaw group prepared from the

different expert group maps a concept map of the whole topic.

Last step, the definition map of one of the jigsaw groups has been

studied and discussed by the entire class. The subject's study was finalized

with the students of the control group solving the same problem exercises.

After the LTA, the control group studied the subject of radioactivity

during the same class sessions.

A quasi-experimental method of pre-test and post-test measurements

was followed to test the Hypothesis (a). As a pre-test, the average mark each

student received before beginning the experiment was taken in the last
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assessment. As post-test, the findings of a 15-item questionnaire prepared by

the subject's instructor were taken. Every element was given four possible

answers, of which only one was correct. To test hypothesis (b), the

participants responded to a six-item, open-ended questionnaire on their

satisfaction with the experiment. Both the post-test and satisfaction

questionnaires were completed one week after the topic was finished, without

receiving any prior warning of the test from the students.

The data were analyzed using the Mann-Whitney u-test at the 5% level

of significance, using the IBM SPSS statistics software (IBM, 2016). The

result of the research is the pre-test mean scores of the two groups were not

much different. Previously, the experimental group was chosen as the group

that had a lower pre-test value (an average of 4.95 out of 10). A Mann-

Whitney U-test showed there to be no statistically significant difference

between the distributions of the experimental and control group pre-test scores

(p-value = 0.597, i.e., p-value > 0.05) so that the two groups can be

considered as being homogeneous at the start of the experiment.

In the post-test, the control group underwent hardly any change in its

mean score (from 5.28 to 5.29), whereas there was an improvement in that of

the experimental group (4.95 to 5.17). However, a p-value = 0.835> 0.5 for

the Mann-Whitney test showed that between the two post-test distributions,

there were no significant differences.

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In conclusion, this research shows that there is an increase in students'

interest or knowledge with a subject based on learning methods. And this is

also useful to exercise students to take the test without any specific

preparation. Although one of the educational stage goals is "learning to learn"

that is achieving autonomy in the development of knowledge in general,

students at this level are still quite diverse in facing the necessity of learning

curriculum topics.

This research has shown that students are able to learn a topic with

ETA autonomously, and thus improve their performance. The proposed

methodology was able to improve learning for the experimental group. Since

the students did not receive any advance notice of the post-test, they did not

make any special preparation for the exam, So that the post-test assessed the

information they had learned (and retained) from the lessons in the classroom.

In the case of the experimental community students, this means there was

more effective learning with less individual effort. The stance the students

displayed was always very positive. This was expressed in the questionnaire

results on satisfaction, with most experimental group students feeling inspired

by the experience.
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2. Learning strategy implementation of Jigsaw to upgrade the academic

competency of counselor candidate

This article is written by Permatasari (2017), The International Journal

of Counseling and Education, VOL. 2, NO. 1, 11-18, DOI:

10.23916/002017023910, ISSN: 2548-348X (p) 2548-3498 (e).

In general, a counselor candidate must understand counseling concepts

and be skilled in speaking and strengthening knowledge in the field of

counseling guidance, especially in management and evaluation. This guidance

and counseling are needed to know the theory, context, principles, and tools

used in conducting counseling guidance services, also in developing

professionalism as a counselor on an on-going basis by practicing counseling

guidance and performance procedurally in school. Academic competencies

that will be obtained by students can be categorized into three aspects of

academic achievement competencies, namely cognitive, affective, and

psychomotor.

In the article, the researcher concludes that the lack of the three

aspects above is caused by the expository learning process in the classroom,

which pays little attention to organizational learning experiences. So the

material given tends to be easily forgotten.

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The use of jigsaw learning is expected to facilitate the organization of

students' e-learning experiences in improving the academic competencies of

prospective counselors. This research was conducted at the first degree (S1)

guidance and counseling education program in Malang Kanjuruhan University

for guidance and counseling study program students who are being prepared

to become counselors in elementary to high school, of course, they must have

academic competence that can be developed through their experience in

accordance with the rules of learning for prospective counselors who become

the basic competencies for professional counselors then.

Based on the observation conducted by students from the generation of

2015 from September until November 2015 on some courses. The

observations show that synthesis analysis skills in mastering basic theories of

Guidance and Counseling are at a low level. Here are some gained data that

shows the low level of students activities of counselor candidate are: (1) too

picky in choosing friends as the members of the study group,(2) pretend to be

nice towards disfavor friends when having interaction, (3) doing the group

tasks by dividing based on the number of students and then accomplish them

by their self, put the tasks together without discussing, so that each of them

responsible for their own tasks (4) disregard toward friends that giving their

opinion or presentation (5) judging friends by their physical appearances only,

(6) busy with their own business while the lecturer is explaining the subject in
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front of the class, (7) the students tend to be passive and quiet when the

lecturer is giving question, and (8) students tend to be satisfied quickly with

the answers given by fellow students that are offering the material of class

presentation.

This research uses a qualitative approach. The type of qualitative

research used is classroom action research. Classroom action research is a

systematic observation, conducted by researchers, teachers, principals, school

counselors, or others who have the authority to make policies on teaching and

learning. The subject of this research is the students of the Guidance and

Counseling Department of the University of Kanjuruhan Malang that are

studying Management of Guidance and Counseling course on offering B

2015/2016 generation with 36 students. The next are students of Evaluation

on Guidance and Counseling course at offering A 2013/2014 generation with

36 students.

This work is carried out in several stages, which are the introduction

analysis and the arrangement of measures planning. The introductory study

activity is performed to gain enough data to formulate the needs. The next

step is to arrange an action plan to be implemented in the course of the action

cycle. The next action is conducted observation and subsequent assessment of

behavior. If the case related to the objective of learning is not achieved, then

the revision will be conducted on the next cycle. The conduction of action on
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one cycle covers four steps, which are planning, conducting the action,

observation, and reflection.

The results obtained in each cycle increase gradually. Cycle one shows

that the development of students' academic competencies is still ranked low.

This is because students do not understand the material's concept by group

representatives, causing the way in delivering the material summary cannot be

understood by the original group. And another weakness that hinders the

learning process is that in presenting material to groups, students tend to read

texts, and presenters cannot convey material well so that many students are

still confused by the explanation. This is what causes students to not be able

to understand the three aspects of achievement in academic competence, but

students do not realize that discussions need to pay attention to these aspects.

Cycle II shows the medium average development of student academic

competency. According to data collection instruments, the process of

observation and reflection is done, showing that the Jigsaw in cycle II has

been carried out harmoniously and comprehensively. The lack of development

of the three aspects of academic competence achievement is assumed to come

from students who lack confidence in delivering group material so that

students point to each other. In addition, the weakness of this cycle is students

who depend on the conclusions of the material for lecturers, so that the
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development of three aspects of academic achievement of competence is still

hampered.

Cycle III shows that the average development of students' academic

competencies is ranked high, which means that indicators are defined at the

beginning of the study for three aspects of academic competency achievement

of prospective counselors have been achieved. This was a constant

development from the results of a thorough analysis. The revision was carried

out by the companion lecturer as the researcher on Cycle III strategy applied

to the jigsaw learning cycle by giving the community representative the

material order, and at the time of reporting, The original group had each

responsibility according to the material already Order and select the leader of

the group so that the discussion is conducted smoothly by one responsible and

the group's conflicts were minimized. In addition, they also selected a

secretary to issue notes and deliver the outcome of the discussion orderly so

that the lecturer no longer depends on the explanation for the conclusion.

They are remembering that the tasks of companion lecturer are only to correct

the material and give rewards to students' achievement in presenting the

material with responsibility.

Thus, it can be concluded that the improvement of academic

competency through the learning process is by using the jigsaw learning

strategy was successful. Improving academic competency through three

 2

aspects of achievement is done continuously to reach defined indicators,

which are cognitive, affective, and psychomotor. Choosing the right learning

strategy in Jigsaw will contribute positively to improving the competence of

the nominee counselor. The students should be able to change three at the end

of cycle III aspects of academic achievement of "high"-level counselor

nominee, while some students still have trouble in the proper delivery of the

content.

According to the writer, this method is good to apply in other majors

for students in university because it can improve their academic competency.

3. Enhancing Students’ Science Achievement through Jigsaw II

Strategy.

This article is written by Tabiolo and Rogayan (2019), JOURNAL OF

SCIENCE LEARNING, VOL. 3, NO. 1, 29-35, DOI:

10.17509/jsl.v3i1.17680.

According to this article, it is found that science education in the

Philippines has shifted from adopting traditional means into utilizing a

modern and productive method. Generally, this change is triggered by some

factors such as; the advancement of industrial era 4.0 and the emergence of

the K affecting the new curricula application toward science learning based on

students' engagements as the core of the pedagogical process. However, to

 2

deep observation, the most crucial factor leading to this alteration is the lack

of efficiency in the traditional method in enhancing the educational system in

this country. Even based on the World Economic Forum, the Philippines took

the 55th position among countries having higher education institutions and

ranked 76th of 137 countries in terms of math and science education. This

data evidences that this country is still not well-developed in terms of Science

education, and the option to redirect the course of education system model

from almost-passive learning to a fully-active method taken by the

government is the right choice to develop a better level of students'

understanding in comprehending the subject matter. Still, this change does

require a good monitoring system. Thus it will levitate the success of this

method application as well. Therefore, proper research in analyzing the

effectiveness of a new teaching method applied in the Philippines' education

curricula is considered important to provide evidence on the impact of this

new method before, during, or after the implementation.

This study aims to observe the effects of the Jigsaw II method in the

Philippines' education system on the advancement of students' ability in

science, especially for grade 9 students in a secondary school in Zambales,

Philippines, within-group quasi-experimental research.

The Jigsaw method is a means by which teachers can involve students

in learning the subjects in a small group consisting of 5-6 members to teach

 2

each other in their own ways. This learning method is very applicable since

students might understand more about their mates' learning style as well as

giving a contribution to the success of the learning process in the class. The

Jigsaw II method, on the other hand, is an improvement from the previous

level, composing a sense of healthy competition within students to compete

on increasing their level of ability.

The main participants of this research are students consisted of 17

boys and 34 girls with ages ranging from 14 to 17. For assembling data needs,

some tests are employed; first, A teacher-made pre-test for measuring pre-

implementation effect, second, Posttest for post-implementation, and third,

individual or team quizzes and laboratory activities for measuring on-going

implementation. These tests cover four domains, such as; knowledge (6

items), process (8 items), understanding (4 items), and performance/product

(12 items). The data received then are analyzed using frequency count and

percent, weighted mean, standard deviation, and t-test for paired samples.

The result from this research indicates that most students in the class are in

approaching proficiency level, a medium level before the usage of the Jigsaw

II method. The levels are described as follows; Advanced (25-30), Proficient

(19-24), Approaching Proficiency (13-18), Developing (7-12), Beginning (1-

6). Along with the implementation, the change occurs that Advanced level

dominated the results, and only one category possessed a proficient level,
 2

namely team quizzes. After the implementation, the proportion of ability's

categories altered, allowing half of the class members to be considered

Proficient.

To conclude, according to this study and results, it is clear that the Jigsaw II

method marks a significant impact on the students' ability to understand

subject materials. This improvement results from the teacher's contribution to

making students involved in various learning tasks and assignments in line

with their interest and team-work awareness.

4. Improving Reading Skill Using Jigsaw

This article is written by Sofyan, Hasanah, and Haryudin (2019),

PROFESSIONAL JOURNAL OF ENGLISH EDUCATION, VOL. 2, NO. 5,

745-751, ISSN: 2614-6320 (p) 2614-6258 (e)

English has become a language considered difficult by some of the

students in Indonesia. This resulted from. Besides, it was a foreign language,

the misleading perception that cultivated a sense of fear in students towards

learning this language. According to the journal, there are two factors leading

to this; the first is internal, and the second is the external factor.

Internal factors are mostly provoked by students’ self-laziness

whenever approaching to English learning materials. Most students

recognized English very hard to understand since they found it less attractive
 2

in the beginning. In fact, they solely did not arm enough vocabulary to be able

to comprehend it and are not equipped with clear pronunciation that

sometimes makes them shy just to consult their difficulties in learning to their

teacher or parents. Thus, with these problems, students became more

separated from English content, after all.

External factors are mainly dominated by the lack of parents’ and

teachers’ involvement in supporting the student’s learning process. Generally,

some students highly demanded direct support and guidance throughout their

learning process, especially those who are susceptible to distraction and less-

motivated to study. The effect of this failed cooperation between teacher and

parents also affect students' motivation not only in short-time but also long-

time period. Even when infrastructure and proper facilities are not provided,

this may also worsen the situation.

Seeing those issues, the writer intends to use the Jigsaw method as a

solution to level up students' ability and willingness in reading, especially on

contents using English as their language instruction such as magazines, books,

newspapers, and websites. Through this method, it is hoped that students'

ability to read English materials increases. Moreover, within this purpose, the

writer also mapped this method efficiency towards advancing students'

interpreting skills in English through the score students attained during the
 2

research process so students may understand every concept clearly and

effectively at the same time.

Based on the theory, reading is a skill paramount for learning

international materials. This is also essential as it took a vital role in student's

learning concepts absorption as well as increasing comprehension. The jigsaw

method used in this research is a well-known means in the pedagogical

process. This actively involves students to support each other on

understanding subjects taught and together are responsible for the outcome or

teaching success. This method is also believed to strengthen students' views

on concepts compared to individual learning styles.

This research subjects were the first-year students in one of the

vocational schools (SMK) in Bandung consisted of 32 individuals with the

instrument like notes, test, and interview sessions. This also employed a

quantitative method and a design named classroom action research composed

of 4 stages; 1. Planning, 2. Acting, 3. Observing, 4. Reflecting.

Moreover, seven encounters were used and divided into two types of

periods called treatment period/period I (4 meetings) and test period/period II

(3 meetings). During the treatment period, students will be taught reading

skills mostly about the narrative text with the application of the Jigsaw

method. The test sessions were divided into three categories: pre-test, post-test
 2

1, and post-test 2, generally subsisted of 10 items each in the form of finding

out the Narrative text structure and comprehending questions to texts.

According to the period I, it is shown that there are two types of

results coming up; 1. Positive results, and 2. Negative results. The positive

result indicates that students start exhibiting their curiosity by asking

questions and actively participate in class sessions while the negative result

appears as a result of some less-active students relying on others to do the

work. Therefore, the writer then initiated to Revise the implementation of the

Jigsaw method in this class to improve the quality of their learning as well as

their average value in the next period.

In period II, before applying the test session, the researcher

intentionally shifted the groups' members in a class by allowing students to

choose their mates to revise the previous result. This is done in the hope that

students included will be more attracted to studying sessions due to having

been surrounded by their preferred members. The result from period II shows

that the students scored better from test to test with the result gradually

increase either in minimum or maximum score.

 3

Based on this research data, it is clear that the Jigsaw method's

implementation may be regarded as successful as the final result exposed that

the minimum score rate reached 6.5 compared to the pre-test, which is only

3.0. The focus on minimum score rise is believed to be reliable since it

represented the least score that research subjects achieved before Jigsaw

method implementation.

5. Effect of Jigsaw II, reading-writing-presentation, and computer

animations on the teaching of “Light” Unit

This article is written by Koç, Yildiz, Çaliklar, and Şimşek (2016),

EDUCATIONAL RESEARCH AND REVIEWS, VOL. 11. NO. 20, 1906-

1917, DOI: 10.5897/ERR2016.2861, ISSN: 1990-3839.

This research is aimed to reveal the influence of the Jigsaw II

technique, reading-writing-presentation method, and computer animations

technology, which are among active learning methods and techniques, on

students' academic achievements, epistemological beliefs, attitudes towards

the science lessons, and the permanence of students’ academic achievements

within the framework of the “Light” unit covered in the seventh grade. Some

questions lead the research, these are;

 3

a. Is there a statistically significant difference between the academic

achievements of the students who were instructed via the Jigsaw II

technique, the reading-writing- presentation method, and the

computer animations technique?

b. Is there a statistically significant difference between the

epistemological beliefs of the students who were instructed via the

Jigsaw II technique, the reading-writing- presentation method, and

the computer animations technique?

c. Is there a statistically significant difference between the attitudes

towards the science lesson of the students who were instructed via

the Jigsaw II technique, the reading- writing-presentation method,

and the computer animations technique?

d. Is there a statistically significant difference between the

permanence of knowledge of the students who were instructed via

the Jigsaw II technique, the reading-writing- presentation method,

and the computer animations technique?

This research uses Quasi-experimental design with randomly selected

pre-test post-test comparison groups. There are 71 seventh grade students

attending 3 different middle schools affiliated with the Ministry of National

Education of the Republic of Turkey in the 2013-2014 academic year.

Randomly, one of the schools is selected for the Jigsaw IItechnique (JIIG)
 3

(n=24); another is selected for the reading- writing-presentation method

(RWPG) (n=22); and the last one is selected for computer animations (AG)

(n=25).

For the data collection, this research uses three data collection tools.

These are Academic Achievement Test (AAT), epistemological Beliefs

Questionnaire (EBQ), and Science Lesson Attitude Scale (SLAS). Academic

Achievement Test (AAT) is prepared by the researchers in a way covering all

the acquisitions of the “Light” Unit for the seventh graders. The table of

specifications is prepared to ensure the validity of the test. Then,

epistemological Beliefs Questionnaire (EBQ) is a self-reporting questionnaire.

Students’ answers are taken in a five-point Likerttype scale. The original

questionnaire is actually consists of 26 items. However, after a long process, it

has only 15 positive and 9 negative items (that is, a total of 24 items). Then,

Science Lesson Attitude Scale (SLAS) is a 5-point Likert type scale with a

Cronbach’s alpha reliability coefficient of 0.83. This scale consists of 15

items, 10 of which are positive while 5 are negative. These items are for

revealing the attitudes towards the science lesson.

Based on the research, it is found that among the methods and

techniques employed in the study, Jigsaw II and reading-writing-presentation

were seen to be more influential on academic achievement and permanence of

knowledge compared to computer animations. However, there is no

 3

significant difference between the influences of reading-writing presentation

and computer animations. It is possible to say that all the methods and

techniques employed in the study ensured the permanence of knowledge.

However, Jigsaw II technique is more influential than others. It is because

students teach the topics they specialize to each other, the Jigsaw method

direct them to cooperation, they explain their ideas in a relaxed atmosphere

while application of Jigsaw method, so learning process are more productive.

Furthermore, it is also found that there are differences between the

results of the Epistemological Beliefs Questionnaire administered before and

after the instruction in the group instructed via the Jigsaw II technique and the

group instructed via computer animations. However, no difference is detected

in the group instructed via the reading-writing presentation method. Hence, it

is possible to say that the Jigsaw II technique and the use of animations had a

more positive influence than the reading-writing presentation method. It is

possible that the reading writing-presentation method was not influential on

the students’ epistemological beliefs because they had difficulty in working in

group in the reading and writing phases and had a tendency to work

individually.

Last, the researcher also finds that there are differences between the

results of the Science Lesson Attitude Scale administered before and after the

instruction in all the three groups. Hence, it is possible to say that all the
 3

methods were effective in creating positive attitudes towards the science

lesson among the students. However, the use of animations is seen to be more

effective in this matter. This may be because animations addressed both visual

and auditory senses, created pleasure among the students to follow the

instruction, enhanced motivation, and increase the interest in the lesson. In

conclusion, it is possible to say that active learning methods and techniques

can be employed for other subjects and units as well. In this way, learning can

become more effective and permanent.

6. The Effect of Self-regulated Jigsaw IV on University Students‘

Academic Achievements and Attitudes towards English Course

This article is written by Özdemir and Arslan (2016). JOURNAL OF

EDUCATION AND TRAINING STUDIES, VOL. 4, NO. 5, 173-182. DOI:

10.11114/jets.v4i5.1453, ISSN: 2324-805X

Self-regulated learning is a process in which students are responsible

for their own behaviors and learning. It is a combination of skill and will. It is

a self-controlled process in which students transform their mental skills into

task-oriented academic skills. It is also the learners' active participation in

their own learning process metacognitively, motivationally, and behaviorally.

Here, the learner plan, conduct, control, and evaluate his or her cognitive,

motivational/affective, behavioral and contextual processes by their own self.

At the end of the learning process, they are expected to be self-regulators. As

 3

a learning strategy, self-regulated learning is described as a process whereby

students activate and sustain cognitions, behaviors, and affects their learning

process.

Furthermore, this research study aimed at investigating the effect of

self-regulated jigsaw IV upon university students' learning a new grammar

structure within the EFL learning process and also their attitudes towards the

English course. However, At the same time, this research also tried to analyze

students‘ views on the use of self-regulated learning. The design of this study

used experimental design by using a non-equivalent control group pre-test and

post-test design. This research was conducted on 40 EFL students attending

two different prep classes of Bülent Ecevit University in Zonguldak province,

in the 2011-2012 spring term. Regarding their scores for a proficiency exam,

both participant classes were selected randomly from 160 students whose

language levels are close to each other. One of the classes was defined as the

control group (n=20) and taught with a traditional teaching method while the

other class, experimental group (n=20), was taught with self-regulated jigsaw

IV technique. At the beginning of the study, an achievement test and an

attitude scale towards English Courses were conducted to both groups as the

pre-test. At the end of the study, a semi-structured interview form was used as

a data collection instrument to determine the effects of self-regulated jigsaw

IV on students in the experimental group.

 3

Based on the quantitative finding, it is found that experimental group

students who used the self-regulated learning strategies together with the

jigsaw IV group process had a better performance than the control group

students in the achievement test. Therefore, it is clear that self-regulated

jigsaw IV has a significant effect on grammar achievement when it is

compared to traditional learning methods. Although self-regulated jigsaw IV

learning has increased the experimental group students‘ attitudes towards the

English course, it isn‘t significant. It is may because of the limitation of time

for the unit. When the use of this technique lasts more, the increase in their

attitudes may also be more significant. It may also be because the students are

accustomed to traditional teaching methods, not being ready for cooperation,

and unaware of the method.

Moreover, as stated above that, at the end of the experimental process,

six students, randomly selected from the experimental group, were

interviewed in order to examine their views about using self-regulated

learning in their independent studies and to find out whether they feel satisfied

with their learning and evaluate their own learning. It is found that the

students in the experimental group feel self-satisfied with their learning, and

they can use self-regulation skills in their autonomous studies.

Therefore, it can be concluded that the self-regulated jigsaw IV

technique is more effective than traditional teaching methods in foreign

 3

language teaching, specifically grammar. It has been concluded that the self-

regulated jigsaw IV technique is useful and effective in increasing the

academic achievements of students. Therefore, some new proper studies

adaptable to the higher education period are required for the acquisition of

these skills. In this process, self-regulated and collaborative learning

environments offer students the opportunity to make their own plans within

the framework of their goals, work together with their peers, self-evaluate,

and correct themselves at the end of the process, should be organized. The

study is limited to only one grammar unit and to a specific sample. Therefore,

it can't be generalized to all other units and students. However, in order to be

able to get more valid results, various kinds of studies should be carried out

with larger amounts of samples and a greater number of units in different

levels of classes.

7. The Implementation of Jigsaw Technique and Student Team

Achievement Division (STAD) in Teaching Reading

This article is written by Perwitasari, Setiyadi and Putrawan (2018).

AKSARA Jurnal Bahasa dan Sastra, VOL. 19, NO. 1, 28-36.

There are many kinds of teaching methods in class. Some of them are

Jigsaw and Student Team Achievement Division (STAD). Jigsaw is an

appropriate method for Junior High School because this method is an efficient

teaching method that encourages listening, engagement, interaction, peer

 3

teaching, etc. Jigsaw is cooperative learning, which is designed to improve the

responsibility of themselves and the other learners. The students do not only

learn the material given by the teacher in the class, but they also have to teach

those materials to their own group. Besides, Student Team Achievement

Division (STAD) is a type of the simplest cooperative learning. It is an

approach that emphasizes the activity and interaction among students to

motivate and help each other to master the subject matter in order to achieve

the maximum score.

Furthermore, this research is focused on reading comprehension for

the students in the second grade of Junior High School. Based on the pre-

observation of the researcher taking place in the second grade of SMPN 1

Abung Surakarta, it is found that there are some problems facing by students

when they study English, especially in a reading activity such as they have

low motivation in learning English, low English vocabularies mastery, and

low ability in identifying aspects of reading.

For the design, this research uses qualitative design. The subjects of

this research are 26. The data are collected using interviews, observation, and

triangulation design. The samples of this research are students of class VIIIB

and that of VIII C of SMPN 1 Abung Surakarta in the second semester of the

2016/2017 academic year.

 3

The result of this research shows that there are some obstacles found

during the implementation of the Jigsaw and STAD Techniques as follows:

first, limited vocabulary knowledge. Vocabulary knowledge is an essential

part of English. It will be difficult for students to understand the word since

they do not have much vocabulary. Besides, most of them did not have a

dictionary while learning English. Then, the second, it is found that the

student difficulty level of the text (readability). The texts which contain many

unusual words are more difficult to understand than those used every day. It

means that the books that are too difficult would be made the students tend to

difficult to comprehend the materials so they would make many errors. Third,

the class is noisy. According to the result of the observation in SMPN 1

Abung Surakarta, the class's condition is noisy when the students tend to be

active with the materials or methods given by the researcher in the class.

Fourth, some of the students have no background knowledge about the

materials taught in the class. It is much easier to read with understanding if

the reader already processes some prior knowledge of the topic.

Further, it is also found that students have a hesitancy in expressing

their opinions. There are some factors why the students had hesitancy in

expressing their opinions as follows: (a) the students felt unconfident with

their ability to comprehend the materials. In this problem, the researcher, as

the facilitator in the class, tries to motivate them in order to be more confident
 4

with themselves when they have to express their own opinion to others. (b)

The students tended to feel scared about making mistakes in expressing their

opinions. With this problem, the researcher also tries to motivate the students

when they have to express their opinion.

8. The Impact of Teaching the Subjects under "Science in Time" Unit in

the Social Studies Class in the 7th Grade Using Jigsaw Technique on

the Academic Success of the Students

This article is written by Harun Er (2017), UNIVERSAL JOURNAL

OF EDUCATIONAL RESEARCH, VOL. 5. NO. 5, 838-847, DOI:

10.13189/ujer.2017.050516, ISSN: 2332-3213

The main aim of today’s study is to realize a meaningful and healthy

learning process at the highest level by putting the student as the center of

education. Therefore, it needs a correct method that can be worked well

together to achieve the goals. In the learning process, based on the jigsaw

technique, students create an interactive atmosphere, where everybody

contributes individually at a high level, by taking the role of both teacher and

student. The application of this technique can be quite important for

contributing to permanence in learning, promoting friendship, increasing

success and self-esteem, and enabling communication in class.

 4

The contribution that the jigsaw technique makes in the learning-

teaching process in the studies realize enabled this technique to be utilized in

several courses related to science, math, and social studies. This technique can

be considered suitable for social studies course, which includes social field

disciplines with its aspects, especially based on students' individually

expressing themselves, learning together, and cooperation and

interdependence. Therefore, based on the explanation, the purpose of this

research is to find out the impact of teaching “science in time” unit under

“science technology and society” learning area in the social studies class in

the 7th grade using jigsaw technique on the academic success of the students.

This study uses sequential explanatory design, a specifically mixed

method where the researcher conducts the quantitative method first and uses a

qualitative method in order to support the findings collected from quantitative

data or to reduce the data. In the study, the impact of the jigsaw technique

(independent variable) on academic success (dependent variable) was

examined. In the quantitative sub-factor of the study, experimental research

based on "pre-test- post-test with control group" design was conducted.

Experimental studies are those in which there are two groups; one being

experimental and the other being the control group. The study was carried out

at 7/A and 7/B branches of a public secondary school of the Ministry of

National Education in Bartın city during the 2015-2016 academic year. There
 4

were 23 students in the experimental group, involving 13 males and ten

females, and 23 students in the control group involving 14 males and nine

females.

The quantitative data obtained is analyzed in terms of arithmetic

average, standard deviation, and t-test using the SPSS 15 statistical package

program. Then, the qualitative data of the study was gathered after the

experimental study through the use of the interview form is analyzed using the

content analysis technique. In order to ensure the reliability of the analysis, all

of the data is separately coded and compared with the support of an expert

academician.

Based on the quantitative research method, it is found that instruction

through the jigsaw technique has a positive impact on the academic success of

the students and that there is a statistically significant difference in pre-test

and post-test results. When the results are examined, that the score averages of

the students in the experimental group are higher than the averages of the

students in the control group indicates that students followed the steps of

jigsaw technique in the implementation process. In addition, this could be

interpreted as students are aware of their individual responsibilities in the

process, predicated on cooperation and collaboration by keeping

communication within the group high and spent the maximum effort to learn

the subject.
 4

Additionally, related to the qualitative sub-dimension of the study,

student opinions about the jigsaw technique were taken after the

implementation. Students who participated in the study indicated the

advantages and utility of jigsaw technique with the following statements: “it

increased success and collaboration, improved expression skills and equipped

us with problem-solving and empathy skills." Regarding the disadvantages of

the technique, students used the following statements: "it is time-consuming

and boring, difficult for the learner, students may have difficulty in telling the

subjects and the seriousness of the class might be ruined." The common thing

among the students who stated their opinions was that if this technique is

accepted by the student, and if the classroom is convenient for this practice, it

will have a positive impact on success. The thing to be taken into

consideration here is that this technique should be taught well to the students

with its reasons. Student motivation parallel to the teacher's willingness

should be kept at a maximum level.

Finally, it can be concluded that the jigsaw technique could be a good

alternative. Because what lies on the basis of this technique is an active

individual who takes responsibility, uses cooperation and communication

skills, and who learns to learn. Also, students learning with this technique are

given the opportunity to reconsider their misconceptions or missing

 4

knowledge as they are encouraged to learn via group study and exchange of

information.

B. Students' attitude towards cooperative learning in the teaching-learning

process

There are two articles below will discuss students' attitude on the

cooperative learning method.

1. Students’ Attitude towards Using Cooperative Learning for Teaching

Reading Comprehension

This article is written by Farzaneh and Nejadansari (2014), THEORY

AND PRACTICE IN LANGUAGE STUDIES, VOL. 4, NO. 2, 287-292,

DOI: 10.4304/tpls.4.2.287-292, ISSN: 1799-2591.

In the teaching and learning process, various learning techniques are

needed. And each technique shows the difference, as well as the attitude of

students. This study aims to investigate how students' attitudes when learning

by using cooperative methods. Today there seems to be a push to allow

learners to engage more actively in the teaching and method of thinking. To

many teachers, one way to make learners shareholders in their learning is to

become more of a facilitator of the learning process, providing guidance for

the learners. Scholars have come to the conclusion that one way to improve
 4

the intellectual ability of learners is by incorporating cooperative learning in

teaching. In this instructional method, learners work together as a team to

achieve a specific target or objective. However, the presence of innovative

well-documented approaches is still fraught with difficulties in the

educational sense. Lessons' Perceptions, views, attitudes, and behaviors are

key determinants of an educational program's success. Typically in Iranian

classrooms at all educational levels, a teacher-centered approach seems to be

utilized. In such classrooms, the lecturer is typically seen as the repository of

knowledge with students passively taking notes, asking very few or no

questions. Taking this into account, this study was conducted to investigate

students' attitudes towards using cooperative learning techniques for teaching

English reading comprehension in Iranian private language schools.

The participant for the study was 52 intermediate EFL learners, 16

males, and 36 females, attending Gouyesh Language School in Gachsaran in

2013. The design of the study was a descriptive, survey-based design is

employed. To determine the views of intermediate level students towards

cooperative learning strategies, a survey questionnaire was used. For the

instrument, a survey questionnaire was distributed among the participants to

determine their views about employing cooperative techniques for instructing

reading comprehension. The questionnaire survey technique is a very

effective tool since it enables large scale numerical data to be obtained over a
 4

short period. It can also be easily administered. In this study, the researcher

wanted to gain numerical data to indicate students' views on cooperative

learning methods. For the purpose of analyzing the gathered data, the

respondents were allowed to rate each item on a scale of options, which were

numerically coded as 1 (strongly disagree); 2 (disagree); 3 (neutral); 4 (agree);

5 (strongly agree). The survey results were analyzed to identify students'

attitudes towards cooperative techniques.

The process of data analysis and the results obtained is discussed in

this section. As already stated in previous sections, the data collected for this

study were gathered through a questionnaire distribution among 52

intermediate EFL learners from Gouyesh Language School in Gachsaran. The

data obtained from the survey were analyzed and interpreted using Statistical

Packages for the Social Sciences (SPSS) version 19. The result of the per-

statement analysis will be discussed below.

 4

MEAN
VALUE
STATEMENT
I willingly participate in cooperative learning activities. 4.42
When I work with other students, I achieve more than when I work 3.96
alone.
Cooperative learning can improve my attitude towards work. 4.00
Cooperative learning helps me to socialize more. 4.39
Cooperative learning enhances good working relationships among 4.21
students.
Cooperative learning enhances class participation. 4.35
Until item 12 …

The results of this study show that the participants generally hold a

positive view of implementing cooperative strategies in the context of

instruction and learning. This is probably because students who work in

groups feel like they can rely on support from others, which gives them the

courage to solve problems and enjoy learning. Positive attitude towards

cooperative approaches may indirectly change the attitude of learners

towards language learning and fuel their confidence. Based on the study

results, teachers need to use cooperative approaches to learning side by side

with non-
learning is implemented effectively techniques involve teaching and learning

events that are structurally organized. It is also recommended that the

 4

approach be employed for communication skills like reading since

cooperative learning collects feedback and ideas from different community

members, and the ideas apply are readily apparent.

2. Attitude of Students Towards Cooperative Learning in Some Selected

Secondary Schools in Nasarawa State

This article is written by Amedu and Gudi (2017), Journal of

Education and Practice, VOL.8, NO. 10, 29-34, ISSN: 2222-288X (Online)

2222-1735 (Paper).

In the article, the Nasarawa government will popularize learning and

the production of sufficient numbers of teachers to inspire and support

national development. This desire may not be achieved if teaching and

learning methods are not given a priority place in the education system. From

the article, the research report shows that cooperative learning facilitates the

learning process. Students are assigned to create small groups where they

work together to maximize themselves and learn from each other. This is a

clue to a problem in the teaching and learning process. It could be that the

method used so far is inaccurate and ineffective or both. One reason why

student performance is poor in science may not be due to the absence of

teaching, but the ineffectiveness of the way subjects are taught and learned in
 4

school. However, the research report shows the importance of collaboration,

verbal collaboration / verbal interaction, and group work.

So, the article's problem is that the government hopes that students

exposed to the secondary school curriculum must excel in external

examinations. But in reality, the student's performance declined. Could this be

due to students' dependence on teachers with very limited contributions to

their learning process? Will the application of student-centered learning

strategies such as cooperative jigsaw learning improve student understanding

and enhance positive development? Therefore, this study aims to investigate

the ability of the cooperative jigsaw method in developing positive attitudes in

students at selected secondary schools in the State of Nasarawa.

It is said in the hypothesis; there is no significant development of a

positive attitude towards the Jigsaw type cooperative learning approach by

students who are taught to use the cooperative learning approach.

The research target population consists of senior secondary (SS1)

students in the senior state of Nasarawa High Schools. The average age of

students in this class is about 15 years old and biology as the subject. The

sample for this study was taken from 179 students of SS 1 biology from three

public high schools in the State of Nasarawa selected by purposive sampling.

This is to allow the researcher to obtain the schools which have the required

features needed for analysis. The schools selected for the study are:
 5

a. Government secondary school, Alice. - (South zone).

b. Government science secondary school, Gudi. – (North-zone)

c. Government secondary school, Garaku. – (West zone).

The instruments are Jigsaw Attitude Questionnaire (JAQ). To

determine students’ attitudes to the jigsaw method and how they rated the

method, a 10 item Jigsaw attitude Questionnaire (JAQ) was administered on

the students who were in the experimental groups and taught using the jigsaw

method. The Jigsaw Attitude Questionnaire (JAQ) was adapted from

Koprowski & Perigo (2000). And the Interview Guide. There

were interviews

conducted using a semi-structured interview guide. These interviews were

videotaped and transcribed using the videography, a special computer

program designed for that purpose. A semi-structured interview guide was

developed by the researcher under the guidance of a professor.

The responses on the Jigsaw Attitude Questionnaire (JAQ) were

converted into scores as follows:

Strongly agree 4
Agree 3
Disagree 2
Strongly disagree

‘Strongly agree’ and ‘agree’ were considered positive responses, while

‘disagree’ and ‘strongly disagree’ were considered as negative responses.

 5

From the scores obtained, the percentage of negative or positive ratings by

students taught by the jigsaw method was determined.

Through a jigsaw cooperative learning approach, students experience

significant development and positive attitudes towards the method. The

students in the experimental class who were taught using the Jigsaw

cooperative learning approach developed a positive attitude towards this

method. This is good news because one of the big problems teachers have is a

lack of adequate motivation for students to learn. With this jigsaw method,

students are helped in building good interpersonal relationships. As one

student said, "I enjoy working with my classmates. I can chat with them and

can ask if there is something that is not understood". When asked whether the

jigsaw method stimulated them to come to school, one respondent said, any

day that I miss this lesson is like I missed a lot because if I did not come to

school. I don't know- like today, for example, if I was not in school, I would

not know what happened today. But I enjoy coming to school because of the

jigsaw method and am free with my friends to learn through my mates.

Another student simply said: When you are involved with the jigsaw method,

you won't want to miss class… From the empirical results of the study and the

interviews, it can be seen that the jigsaw method is effective in enhancing

effective outcomes.
 5

From the results of this study, the following conclusion was made.

There was a development of positive attitudes by the students toward the

jigsaw cooperative learning approach. There is a recommendation in the

article about the jigsaw cooperative learning approach that is highly

recommended to use in teaching in secondary schools. It has the capacity to

improve achievement, enhance conceptual change, and develop positive

attitudes.

Thus, it can be concluded that nine out of ten articles proved that the

jigsaw method is an effective method in teaching and learning. And it has a

lot of advantages for students.

C. Discussion

Based on ten articles above, it is found that nine articles were proved

the strength of the Jigsaw method. The first, the second and third articles

found that there are increasing students' interest, improve their academic

competency, and marks a significant impact on the students' ability to

understand subject material by using the Jigsaw method. After that, the fourth,

fifth, and sixth articles point out that Jigsaw methods more influential

methods than others. Also, eight articles show that Jigsaw techniques could be

a good alternative for students in the teaching and learning process. But, the

seventh article gives a different result. It shows that there are some obstacles
 5

found during the implementation of the Jigsaw method. In addition, two

articles show good positive on students' attitudes towards cooperative learning

methods in teaching and learning. For more explanation, it will be discussed

below.

Marquez, llinas, and Macialuis found an increase in students' interest

or knowledge of a subject based on learning methods. Also, this research

useful to exercise students to take the test without any specific preparation.

The instrument of this research was pre-test and post-test. Besides, this

research has shown that students can learn a topic with ETA and thus improve

their performance. Moreover, Permatasari points out that the improvement of

academic competency through the learning process using the jigsaw learning

strategy was successful. After that, the type of this research was classroom

action research. Then, Tabiolo and Rogayan show that the Jigsaw II method

marks a significant impact on the students' ability to understand the subject

material. This research instrument was pre-test and post-test, also individual

quiz/team, while in the Marquez, llinas, and Macialuis’s article, there is no

quiz test. Whereas in the article of Sofyan, Hasanah and Haryudin found that

the first test of the post-test was not greatly improved, then in period II, the

teacher changes the strategy. Before applying the test session, the researcher

intentionally shifted the group members in a class by allowing students to

choose their mates to revise the previous result. After that, based on research
 5

data, it is clear that the implementation of the jigsaw method may be regarded

successful as the final result exposed that the minimum score rate reached 6.5

compared to the pre-test, which is only 3.0.

Besides, Koç, Yildiz, Çaliklar, and Şimşek researching the effect of

Jigsaw II, reading-writing-presentation and computer animations technique,

which are among active learning technique on students' academic

achievements. In conclusion, the Jigsaw II technique is more influential than

others. It is because students teach the topics they specialize in each other,

jigsaw technique direct them to cooperation, they can explain their ideas in a

relaxed atmosphere while application of Jigsaw, so the learning process is

more productive. Different from Koç, Yildiz, Çaliklar and Şimşek,’s article,

Özdemir and Arslan researched at the same time about the effect and students'

attitude of Jigsaw towards English course. After that, the instrument of this

research was pre-test and post-test. At the end of the session, six students

randomly selected from the experimental group interviewed to examine their

views about using self-regulated learning. It found that students in the

experimental group feel self-satisfied with their learning, and they can use

self-regulation skills in their independent studies. While Perwitasari, Setyadi,

and Putrawan researched about two techniques that are Jigsaw and STAD in

teaching reading. Different from other articles, the result of this research

shows that there are some obstacles found during the implementation of
 5

Jigsaw and STAD techniques. Such as limited vocabulary, most of them did

not have a dictionary, noisy class, and some students have no background

knowledge about the materials taught in the class. For the design, this research

uses qualitative design. The data has collected using interviews, observation,

and triangulation design.

On the other hand, Harun Er found that Jigsaw techniques could be a

good alternative. Because what lies on the basis of this technique is an active

individual who takes responsibility, uses cooperation and communication

skills, and learns to learn. In addition, this study uses sequential explanatory

design, a specifically mixed method where the researcher conducts the

quantitative method first and uses a qualitative method in order to support the

findings collected from quantitative data or to reduce the data. But, the thing

to be taken into consideration here is that this technique should be taught well

to the students, and student motivation parallel to the willingness of the

teacher should be kept at a maximum level. In addition, the students' attitude

towards this method is needed. Farzaneh and Nejadansari show that the

participants generally hold a positive view of the implementation of

cooperative strategies in the context of instruction and learning. This is

probably because students who work in groups feel like they are can rely on

support from others and gives them the courage to solve problems and enjoy

learning. For the instrument, a survey questionnaire was distributed among the
 5

participants in order to determine their views. After that, the respondents were

allowed to rate each item on a scale of options, which were numerically coded

as 1 (strongly agree); 2 (disagree); 3 (neutral); 4 (agree); and 5 (strongly

agree). Besides that, Amedu and Gudi also researched the same thing with

Farzaneh and Nejadansari. They want to find out the attitude of students

towards cooperative learning. It is found that through a jigsaw cooperative

learning approach, students experience significant development and a positive

attitude toward the methods. After that, the instruments of this research were

Jigsaw Attitude Questionnaire (JAQ) and Interview Guide. There were

interviews conducted using a semi-structured interview guide.

Thus, it can be concluded that nine of ten articles proved that the

Jigsaw method is an effective one in teaching and learning, and it has a lot of

advantages for students.

 CHAPTER III

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusions of this study related to An Analysis of

the Strength of Jigsaw in Teaching and Learning and proposes some

recommendations to the future writer and English Department Student of UIN Ar-

Raniry.

A. Conclusions

Upon the conclusions of this study, the results were categorized into three

points; the strength of Jigsaw, this method good for teaching, and students perceived

positively. The point of the strength of Jigsaw are eight of ten articles show the

positive effect of this method, and each article found the positive results of research.

It means Jigsaw has more advantages in teaching and learning process. The other

point is good for teaching, such as teachers find Jigsaw easy to use because each

student has something important to contribute and this method can also be used for

various subjects. Lastly, two articles found the positive attitude of students toward

Jigsaw, such as students’ view and how they learned in teaching learning process.

In teaching English, Jigsaw is appropriate to teaching reading and speaking.

Because this method increases students’ reading achievement and can improves

students’ speaking skill. It is very useful when working with short authentic text such

57
 58

as newspaper or magazine. It can be concluded that this method proved positive

effect on teaching and learning.

B. Recommendation

Based on the explanation, the writer gives some suggestions to the future

writer. Because of the limitation of this study, the writer hopes if there are students

who wants to write the same way like this writing, it can review more than ten

articles for deeper analysis and better result. Besides, pay attention more to the result

of each articles, then be careful when it is analyzed.

In addition, the writer suggests that teachers should make special preparation

for teaching in the class by using Jigsaw method. It is done to avoid time-consuming

activity, because teachers have to require some time to prepare students to learn how

to work in groups. Thus, the teachers have to master how to use Jigsaw well for better

teaching and learning process.

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