The Implementation Of Cooperative Learning Jigsaw As a Teaching Method In EFL Classroom

Abstract

This research aimed at (1) finding how the teacher implements the cooperative learning Jigsaw method in teaching speaking skills based on the three learning activities in implementing learning activities according to (Mayasari,2023) and followed by how the teacher implements the Jigsaw method in teaching speaking skill based on five elements to construct cooperative learning (Johnson et al., 1991), (2) what the teacher and students’ perception about the implementation of Jigsaw and what are the challenges in implementing the Jigsaw method, and (3) what are the challenges in implementing the Jigsaw method faced by teacher and students. This research employed a qualitative descriptive approach with a case study method to investigate 34 students in SMAN 10 Semarang. The data were obtained by using observation sheets and interviews. The analyzed data showed that the Jigsaw method is beneficial for students’ engagement which allows students to be active in learning activities which help them improve their interpersonal skills so that easy to communicate which improves their speaking skills and responsiveness during learning. However, it also has challenges in implementing the Jigsaw method which still can be found in some less interactive students and yet some students who are still nervous while presenting their work, this research also has a gap between this research and some of the previous research, with many previous researchers mostly give tests to students which provide more validity and reliability in their data. Thus, it is essential to consider some media and tools in implementing the Jigsaw method.