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TEACHING ENGLISH VOCABULARY USING JIGSAW METHODAT FOURTH GRADE STUDENTS OF

SDN SUKAGALIH 6

Risa RachmawatiNIM: 10220118

Hp. +6285322670724e-mail: ichanu87@gmail.com

English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan danIlmu Pendidikan (STKIP) Siliwangi Bandung

ABSTRACT

The objective of this study entitled “Teaching English Vocabulary Using Jigsaw Method at Fourth GradeStudents of SDN Sukagalih 6” was to reveal whether or not using Jigsaw method in learning Englishvocabulary increased the students’ vocabulary mastery. This research applied quantitative method, and onegroup pretest-posttest design. The writer used pretest and posttest as the instrument and to analyze the data,the writer used t-test formula. The populations of this research were 28 of fourth grade students of SDNSukagalih 6; the sample was entire population. The data of this research were collected by giving pretest andposttest to the students sample. The collected data were analyzed using the t-test formula. The results of thedata analysis showed that: the mean score of pretest was 68.9, the mean score of posttest was 83.9, the tvalue

was 3.91, the tcritical values with degree of freedom (df) 27 and level of significance at 5 % (0.05) was 2.06.Based on the data analysis above the alternative hypotesis was accepted because the tobserved was higher thantcritical values (3.91>2.06). It also meant that teaching English vocabulary using jigsaw method was proveneffective.

Keywords: Teaching, vocabulary, Jigsaw method.

A. BackgroundLanguage as a means of communication plays

very important role in social relationship amonghuman beings. English as one of the internationallanguages is very important since it requires as abridge of communication. In Indonesia, English isone of the compulsory subjects which are taught injunior high school, senior high school and universityas the first foreign language. In addition, it is taughtin elementary school and some kindergartens.English is the first foreign language taught to thestudents of elementary school.

Teaching English in the elementary school hasbeen accepted in Indonesia in line with thegovernment’s plan on the nine years basic education.In the elementary school, English is to be taught asone of the local content. The aim of teaching Englishin the elementary school is to motivate them to beready and have self confident in learning English athigher level of education. The students of elementaryschool just learn English in the simple pattern(vocabulary, grammar, etc.) since they learn it for thefirst time. Teaching English to children, in this caseis the elementary school student, should be differentfrom adult.

According to Harmer (2001: 38), young learnersespecially those up to the ages of nine to ten learndifferently from older learners, adolescents, andadults. They easily get bored, losing interest after tenminutes or so. Brown (2001) says that when thechildren have to deal with some materials that isboring or too difficult, they tend to have a shortattention span and the teacher’s job is to make thechildren are interested in, lively and fun with theirlearning activities.

In teaching English to children, the teacher playsimportant role since it has to be able to set studentsinterest and motivation in learning English. Teacherof this level need to plan a range of activities for agiven time period, and be flexible enough to move onto the next exercises when the teacher see studentsare getting bored. In order to make the teachingEnglish in elementary school to be successful, itshould be considered some factors such as the qualityof the teachers, students’ interest, motivation, etcwhich are involved together in teaching and learningprocess. Besides that, there are other importantfactors; they are teaching method which playimportant role. However it seems not easy for theteachers to choose the appropriate methods andactivities because they have to consider what the

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students like and what methods are interesting forthem without losing the gist of learning.

There are many methods used in teachinglanguage to children. Jigsaw, a method developed byElliot Aronson (1971), is one of cooperative learningmethod in which students learn together in a groupand responsible in understanding the materials foreach other. According to Aronson (1978) as cited inAugustine (2008), jigsaw helps develop a depth ofknowledge not possible if the students were tried toand learned the material on their own, becausestudents are requires presenting their finding to homegroup, jigsaw method will often disclose student’sown understanding of a concept as well as reveal anymisunderstanding.

B. Theoretical foundation1. Definition of teaching

According to Herrel and Jordan (2004:6),teaching is give instruction or give skills in aclassroom, surely with the materials and uses theapproaches, the methods, the strategies and thetechniques for creating the classroom effectively.Teaching is sequences of activities which have thegoal, and it is planned well.

2. Definition of vocabularyVocabulary was one of the important factors in

English. And vocabulary is one of the languageelements that have an important role in learning alanguage. The next paragraph would presentdefinitions of vocabulary from several sources.

Oxford Advance Learner’s Dictionary definesvocabulary as a total number of words in a languagethat is know and understood by its users. In addition,Brown (2001:377) states, “vocabulary is the basicbuilding blocks of a language”. It can be said thatvocabulary is a basic element of language thatenables people to understand and to use the language.

According to Richard (1987) in Karlia (1997:60),“vocabulary is a list of words known, learnt, used in alanguage a particular book, a study, etc”. Accordingto Richard and Rodgers (1986:32), “vocabulary isone of the most important aspects of foreign languagelearning”.

3. Definition of jigsaw methodJigsaw is one of cooperative learning method in

which students learn together in a group andresponsible in understanding the materials for eachother.

According to Spencer (1944), Jigsaw is groupswith five students are set up. Each group member isassigned some unique material to learn and then toteach his group members. To help in the learning,

students across the class working on the same sub-section get together to decides what is important andhow to teach it. After practice in these “expert”groups the original groups’ reform and students teacheach other.

The purpose of Jigsaw is to develop team workand cooperative learning skills within all students.Jigsaw help develop a depth of knowledge notpossible if the students were tried to and learned thematerial on their own, because students are requiresto present their finding to home group, jigsawmethod will often disclose student’s ownunderstanding of a concept as well as reveal anymisunderstanding (Aronson, 1978).

C. Research methodologyIn this research, the writer chose the quantitative

method, because the writer examined the questionsthat can best be answered by collecting andstatistically analyzing data that are in numerical form.

According to Crowl (1996:8), “populations aregroups consisting of people to whom researcherswish to apply their findings”. The population of thisresearch was the students of SDN Sukagalih 6 thatconsisted of 346 students.

According to Crowl (1996:8), “samples, whichare subsets of people used to represent populations”.The sample of this research was class four thatconsist of 28 students. To obtain the sample, thewriter used the cluster sampling technique.

D. Findings and discussionIn this research, after the writer have done

observation and research at SDN Sukagalih 6, theresult scores from pre-test and post-test, the writertook sample at fourth grade for teaching Englishvocabulary.

1. Procedure of analyzing the dataSome procedures that were use to analyze the data

are as follow:a. Computing the average score point of the pre test

given to the research students.b. Computing the average score point of the post test

given to the students after giving treatment.c. Computing the t-test indicating the correlation

between the teaching vocabularies using jigsawmethod with environment of their vocabulary.

2. Calculation of the dataIn analyzing the data, the writer collected the data

from the results of pretest and posttest of 28 students.In this section the writer listed the tables and gavescore of pretest and posttest of the students.

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After the writer absolved the object of theresearch she collected the data used the formula thatis stated by Hatch and Farhady (1982:116-117) asfollow:

Table 1Scores of pre test given before the treatment

No Name of Respondents Score of PreTest ( )

1 Student 1 802 Student 2 753 Student 3 504 Student 4 605 Student 5 906 Student 6 707 Student 7 808 Student 8 709 Student 9 4010 Student 10 9011 Student 11 8012 Student 12 5013 Student 13 7014 Student 14 7015 Student 15 7016 Student 16 7017 Student 17 6018 Student 18 7519 Student 19 4020 Student 20 7021 Student 21 9022 Student 22 7023 Student 23 8524 Student 24 8025 Student 25 9026 Student 26 5027 Student 27 5528 Student 28 50∑n = 28 ∑ = 1930

The means of pre testX =∑

X =X = 68.9X = refers to the means of pre testX = refes to the total amount of the pre testn = refers to the number of the samples

Table 2Scores of post test were the students had been

teaching English vocabulary using jigsawmethod

No Name of Respondents Score of PostTest ( )

1 Student 1 1002 Student 2 853 Student 3 904 Student 4 855 Student 5 956 Student 6 907 Student 7 908 Student 8 859 Student 9 7010 Student 10 9011 Student 11 9512 Student 12 5013 Student 13 8014 Student 14 8015 Student 15 8016 Student 16 9017 Student 17 8018 Student 18 9519 Student 19 5020 Student 20 8021 Student 21 10022 Student 22 7523 Student 23 9024 Student 24 8525 Student 25 9526 Student 26 8027 Student 27 8528 Student 28 80∑n = 28 ∑ = 2350

The means of post-testX = ∑X =X = 83.9X = refers to the means of post-testX = refes to the total amount of the post-testn = refers to the number of the samples

4

)128(2828

)420(9200

152

t

)128(2828

1764009200

15

t

83,315

t 91,3t

)1(

)(2

2

NNN

DD

Dt

Table 3The result scores of Pre test and Post test are as

follow:

No. Number ofRespondent

Posttest

Pretest D D2

1 Student 1 80 100 20 4002 Student 2 75 85 10 1003 Student 3 50 90 40 16004 Student 4 60 85 25 6255 Student 5 90 95 5 256 Student 6 70 90 20 4007 Student 7 80 90 10 1008 Student 8 70 85 15 2259 Student 9 40 70 30 90010 Student 10 90 90 0 011 Student 11 80 95 15 22512 Student 12 50 50 0 013 Student 13 70 80 10 10014 Student 14 70 80 10 10015 Student 15 70 80 10 10016 Student 16 70 90 20 40017 Student 17 60 80 20 40018 Student 18 75 95 20 40019 Student 19 40 50 10 10020 Student 20 70 80 10 10021 Student 21 90 100 10 10022 Student 22 70 75 5 2523 Student 23 85 90 5 2524 Student 24 80 85 5 2525 Student 25 90 95 5 2526 Student 26 50 80 30 90027 Student 27 55 85 30 90028 Student 28 50 80 30 900

n = 28 ∑=1930

∑=2350

∑D=

420

∑D=

9200

After the writer got the computation of the twomeans, continues to the next step to get the value ofthe T-test (to/t-observed). To get the value of D isfrom sum of D squared by sum of number of matchedpair. That is D → 420: 28 = 15.

C. DiscussionBased on the calculation in fourth chapter showed

that the t value of 3,91 was higher than 2,06 at the0.05 level (p < 0.05) or 2,78 at the 0.01 level, so thewriter could conclude that the difference betweentwo means was significant.

Because the t observed was higher than t-table, sothe writer could conclude that the null hypothesis wasrejected and the alternative hypothesis was accepted.

E. Conclusion and suggestion1. Conclusion

Referring to the findings in the previous chapter,it can be concluded that teaching English vocabularyusing Jigsaw method at fourth grade students’ ofSDN Sukagalih 6 is effective.

The writer tried to conclude as follows:1. The English instruction should be done with funfor making the students was interesting to Englishlesson.2. The main factors affecting this success are thestudents’ interest in the teaching and learningactivities given using jigsaw method, the relevancybetween the vocabularies offered in the activities, andthe vocabulary that the students used in dailyactivities.3. Jigsaw method make the students are activeparticipants in the learning process.4. Teaching English vocabulary using jigsaw methodcould make the students’ achievements were betterthan before.5. Based on the calculation in fourth chapter showedthat the t value of 3, 91 was higher than 2, 06 at the.05 level (p<.05) or 2, 78 at the .01 level, so thewriter could conclude that the difference betweentwo means was significant.

)27(2863009200

15

t

7562900

15t

5

6. Because the t observed was higher than t-table, sothe writer could conclude that the null hypothesis wasrejected and the alternative hypothesis was accepted.7. And jigsaw method for teaching Englishvocabulary was a good method for studentsespecially for the fourth student at SDN Sukagalih 6.

2. SuggestionBased on the conclusion above, the writer wanted

to give suggestions as follow:1. Using jigsaw method in teaching Englishvocabulary is recommended for English teachers,especially for the elementary school teacher to attractthe students’ interest and motivation in learningEnglish.2. Use jigsaw method as an alternative teachingmethod than conventional one.3. The program should be done regularly andcontinuously.4. The teacher should be often practice English inclassroom to make easier the students inunderstanding of English.

BIBLIOGRAPHYAronson, et Al. (1978). The Jigsaw Classroom.

Available at:http://www.Cooperativelearning.com/InstructionalStrategied Online-jigsaw.htm. (April 1, 2012).

Aronson, Elliot (2007), A History of psychology inautobiography, volume 9, AmericanPsychological Association, pp. 3–42,ISBN 978- 1-59147-796-9

Brown, H. Douglas. 1994. Teaching by Principles:an interactive approach to language pedagogy.USA. Prentice-Hall, Inc.

Crowl, Thomas K. 1996. Fundamental ofEducational Research. Brown and BencmarkPublisher.

Hatch, Evlyn and Hossein Farhady. 1982. ResearchDesign and Statistic for applied Linguistics.University of California. Los Angeles, Mass:Nemburg House Publisher

Harmer, Jeremy. 2007. How to Teach English.Pearson Education Limited.

Herrel, Adrienne and Jordan, Michael. 2004. FiftyStrategies for Teaching English LanguageLearners. Pearson Merrill Prentice Hall.

Richards, Jack C. 1985. The Context of Language

Teaching. Cambridge University Press.