Employing Jigsaw in English Academic Writing: An Action Research in an Efl Class in Indonesia

Baron, Rifari

doi:10.33603/rill.v2i3.2138

Cited by 3 publications

(2 citation statements)

References 5 publications

(5 reference statements)

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“…The results corroborated several studies (Baron, 2019;Barrett, 2005;Chukwu & Dike, 2019;Evcim & Ipek, 2012;Maden, 2011;Mbacho & Changeiywo, 2013;Mohammed & Hamied, 2019;Oliveira, Vailati, Luiz, Boll, & Mendes, 2019;Sudrajat, Iasha, & Femayati, 2019;Suroto, 2017;Ward & Lee, 2005;Yoshida, 2018) which provide empirical evidences in the effectiveness of Jigsaw in enhancing student achievement in general.…”

Section: Figuresupporting

confidence: 85%

Enhancing Students’ Science Achievement through Jigsaw II Strategy

Tabiolo¹,

Rogayan

2019

J. Sci. Learn.

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The Science education curriculum in the Philippines has shifted from inputs-based to outcomes-based education putting the learners at the core of the instruction. Hence, educators continue to innovate ways on how to engage the learners into a relevant and responsive science instruction. Further, the implementation of the K to 12 curriculum brings a paradigm shift in education in terms of pedagogy, assessment and outcomes. This within group quasi-experimental research attempts to test the effects of Jigsaw II strategy on the students’ science achievement. A total of 51 Grade 9 students in a government-run secondary school in Zambales, Philippines participated in the study. Results revealed that the class improved from “approaching proficiency” to “proficient” level in their science achievement after the implementation of the strategy. It was found out that Jigsaw II strategy had a significant effect on the science achievement of the learners. The study recommends the use of the instructional strategy in enhancing students’ achievement. The strategy may be applied in other science topics to further see its effectiveness. This paper likewise contributes to the literature on the effectiveness of Jigsaw II learning strategy in the science teaching in the Philippine context.

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Section: Figuresupporting

confidence: 85%

Enhancing Students’ Science Achievement through Jigsaw II Strategy

Tabiolo¹,

Rogayan

2019

J. Sci. Learn.

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“…Richards (2001) defines Jigsaw tasks as the tasks which involve learners to put different pieces of information to arrive at a whole. Proponents of Jigsaw describe this task as a modern method of cooperative learning which develops learners' autonomy and their teamwork skills (Baron, 2019;Zuo, 2011). Moreover, Sauro et al (2005) also showed that Jigsaw tasks are effective for both drawing learners' attention to form and helping them recall both the form and the function of the targeted form.…”

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confidence: 99%

Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/

et al. 2020

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This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score dropped. It can be postulated that input flood tasks may promote learners’ recognition accuracy of second language forms immediately, but this effect may gradually diminish. Hence, it can be tentatively concluded that Jigsaw tasks result in more durable gains than input flood tasks. The findings imply that when the goal of grammar instruction is to achieve durable effects, unfocused tasks should be integrated with focused tasks in the syllabus.

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Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy

Isgiarno

Cahyono

Rahmaningtyas

2020

IEE Ind. J. Eng. Edu.

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Writing is the practice of reaching out to one's mind and exploring it creatively. In writing activity, the writer should have accurate information, strong arguments, and good knowledge of organization and mechanics before delivering their ideas. However, in schools, writing is commonly considered as the most difficult skill to learn by the students of English as a foreign language (EFL). The problems of EFL students’ writing could refer to the five aspects of writing: content, organization, language use, vocabulary, and mechanics. This research aimed to increase the quality of the teaching and learning process in the classroom in order to improve EFL students’ writing skills by using the Jigsaw and Online Searching Strategy (JOSS). It used Action Research as the research design and was conducted in the tenth grade of Ilmu Bahasa dan Budaya (Language and Culture) class of Public Senior High School (SMA Negeri) 2 in Malang, East Java, Indonesia, which consisted of 22 students. The result showed that all of the students have passed the criteria of success and given good responses to the implementation of JOSS. Therefore, it is suggested that English teachers consider using JOSS as a teaching strategy to improve tenth-grade students’ writing skills.ABSTRAKMenulis merupakan aktivitas menjangkau pikiran seseorang dan menyampaikannya secara kreatif. Di dalam aktivitas menulis, penulis perlu mempunyai informasi yang akurat, argumen yang kuat, serta pengetahuan yang baik mengenai struktur teks dan mekanik dalam menulis sebelum menyampaikan ide-idenya. Namun, di sekolah-sekolah, menulis dipandang sebagai kemampuan yang paling sulit untuk dikuasai oleh para siswa yang mempelajari bahasa Inggris sebagai bahasa asing. Masalah dalam menulis dapat ditemukan dalam lima aspek tulisan yaitu isi, struktur teks, tata bahasa, kosakata, dan mekanik dalam menulis. Penelitian ini bertujuan untuk meningkatkan kualitas dalam proses pengajaran dan pembelajaran dalam kelas untuk meningkatkan kemampuan menulis siswa dalam belajar bahasa Inggris dengan menggunakan jigsaw dan pencarian informasi secara daring. Penelitian ini adalah Penelitian Tindakan. Penelitian ini dilakukan di SMA Negeri 2 Malang, Jawa Timur, Indonesia, pada kelas sepuluh Ilmu Bahasa dan Budaya yang terdiri atas 22 siswa. Hasil penelitian ini menunjukkan bahwa semua siswa telah mencapai kriteria kesuksesan dan memberikan respon yang baik mengenai penerapan strategi jigsaw dan pencarian informasi secara daring. Oleh sebab itu, guru bahasa Inggris disarankan untuk menggunakan strategi tersebut sebagai salah satu upaya untuk meningkatkan kemampuan menulis siswa kelas sepuluh. How to Cite: Isgiarno, Y. C., Cahyono, B.Y., Rahmaningtyas, H. (2020). Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy. IJEE (Indonesian Journal of English Education), 7(1), 95-108. doi:10.15408/ijee.v7i1.16383

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Employing Jigsaw in English Academic Writing: An Action Research in an Efl Class in Indonesia

Cited by 3 publications

References 5 publications

Enhancing Students’ Science Achievement through Jigsaw II Strategy

Enhancing Students’ Science Achievement through Jigsaw II Strategy

Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/

Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy

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