TEACHING ENGLISH VOCABULARY USING JIGSAW METHOD AT FOURTH GRADE STUDENTS OF SDN SUKAGALIH 6

Risa Rachmawati NIM: 10220118 Hp. +6285322670724 e-mail: ichanu87@gmail.com English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT The objective of this study entitled Teaching English Vocabulary Using Jigsaw Method at Fourth Grade Students of SDN Sukagalih 6 was to reveal whether or not using Jigsaw method in learning English vocabulary increased the students vocabulary mastery. This research applied quantitative method, and one group 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 SDN Sukagalih 6; the sample was entire population. The data of this research were collected by giving pretest and posttest to the students sample. The collected data were analyzed using the t-test formula. The results of the data analysis showed that: the mean score of pretest was 68.9, the mean score of posttest was 83.9, the t value 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 than tcritical values (3.91>2.06). It also meant that teaching English vocabulary using jigsaw method was proven effective. Keywords: Teaching, vocabulary, Jigsaw method.

A. Background Language as a means of communication plays very important role in social relationship among human beings. English as one of the international languages is very important since it requires as a bridge of communication. In Indonesia, English is one of the compulsory subjects which are taught in junior high school, senior high school and university as the first foreign language. In addition, it is taught in elementary school and some kindergartens. English is the first foreign language taught to the students of elementary school. Teaching English in the elementary school has been accepted in Indonesia in line with the governments plan on the nine years basic education. In the elementary school, English is to be taught as one of the local content. The aim of teaching English in the elementary school is to motivate them to be ready and have self confident in learning English at higher level of education. The students of elementary school just learn English in the simple pattern (vocabulary, grammar, etc.) since they learn it for the first time. Teaching English to children, in this case is the elementary school student, should be different from adult. 1

According to Harmer (2001: 38), young learners especially those up to the ages of nine to ten learn differently from older learners, adolescents, and adults. They easily get bored, losing interest after ten minutes or so. Brown (2001) says that when the children have to deal with some materials that is boring or too difficult, they tend to have a short attention span and the teachers job is to make the children are interested in, lively and fun with their learning activities. In teaching English to children, the teacher plays important role since it has to be able to set students interest and motivation in learning English. Teacher of this level need to plan a range of activities for a given time period, and be flexible enough to move on to the next exercises when the teacher see students are getting bored. In order to make the teaching English in elementary school to be successful, it should be considered some factors such as the quality of the teachers, students interest, motivation, etc which are involved together in teaching and learning process. Besides that, there are other important factors; they are teaching method which play important role. However it seems not easy for the teachers to choose the appropriate methods and activities because they have to consider what the

students like and what methods are interesting for them without losing the gist of learning. There are many methods used in teaching language to children. Jigsaw, a method developed by Elliot Aronson (1971), is one of cooperative learning method in which students learn together in a group and responsible in understanding the materials for each other. According to Aronson (1978) as cited in Augustine (2008), jigsaw helps develop a depth of knowledge not possible if the students were tried to and learned the material on their own, because students are requires presenting their finding to home group, jigsaw method will often disclose students own understanding of a concept as well as reveal any misunderstanding. B. Theoretical foundation 1. Definition of teaching According to Herrel and Jordan (2004:6), teaching is give instruction or give skills in a classroom, surely with the materials and uses the approaches, the methods, the strategies and the techniques for creating the classroom effectively. Teaching is sequences of activities which have the goal, and it is planned well. 2. Definition of vocabulary Vocabulary was one of the important factors in English. And vocabulary is one of the language elements that have an important role in learning a language. The next paragraph would present definitions of vocabulary from several sources. Oxford Advance Learners Dictionary defines vocabulary as a total number of words in a language that is know and understood by its users. In addition, Brown (2001:377) states, vocabulary is the basic building blocks of a language. It can be said that vocabulary is a basic element of language that enables 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 a language a particular book, a study, etc. According to Richard and Rodgers (1986:32), vocabulary is one of the most important aspects of foreign language learning. 3. Definition of jigsaw method Jigsaw is one of cooperative learning method in which students learn together in a group and responsible in understanding the materials for each other. According to Spencer (1944), Jigsaw is groups with five students are set up. Each group member is assigned some unique material to learn and then to teach his group members. To help in the learning, 2

students across the class working on the same subsection get together to decides what is important and how to teach it. After practice in these expert groups the original groups reform and students teach each other. The purpose of Jigsaw is to develop team work and cooperative learning skills within all students. Jigsaw help develop a depth of knowledge not possible if the students were tried to and learned the material on their own, because students are requires to present their finding to home group, jigsaw method will often disclose students own understanding of a concept as well as reveal any misunderstanding (Aronson, 1978). C. Research methodology In this research, the writer chose the quantitative method, because the writer examined the questions that can best be answered by collecting and statistically analyzing data that are in numerical form. According to Crowl (1996:8), populations are groups consisting of people to whom researchers wish to apply their findings. The population of this research was the students of SDN Sukagalih 6 that consisted of 346 students. According to Crowl (1996:8), samples, which are subsets of people used to represent populations. The sample of this research was class four that consist of 28 students. To obtain the sample, the writer used the cluster sampling technique. D. Findings and discussion In this research, after the writer have done observation and research at SDN Sukagalih 6, the result scores from pre-test and post-test, the writer took sample at fourth grade for teaching English vocabulary. 1. Procedure of analyzing the data Some 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 jigsaw method with environment of their vocabulary. 2. Calculation of the data In 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 gave score of pretest and posttest of the students.

After the writer absolved the object of the research she collected the data used the formula that is stated by Hatch and Farhady (1982:116-117) as follow: Table 1 Scores of pre test given before the treatment Score of Pre No Name of Respondents Test ( ) 1 Student 1 80 2 Student 2 75 3 Student 3 50 4 Student 4 60 5 Student 5 90 6 Student 6 70 7 Student 7 80 8 Student 8 70 9 Student 9 40 10 Student 10 90 11 Student 11 80 12 Student 12 50 13 Student 13 70 14 Student 14 70 15 Student 15 70 16 Student 16 70 17 Student 17 60 18 Student 18 75 19 Student 19 40 20 Student 20 70 21 Student 21 90 22 Student 22 70 23 Student 23 85 24 Student 24 80 25 Student 25 90 26 Student 26 50 27 Student 27 55 28 Student 28 50 n = 28 = 1930

The means of pre test X=

The means of post-test X=

Table 2 Scores of post test were the students had been teaching English vocabulary using jigsaw method Score of Post No Name of Respondents Test ( ) 1 Student 1 100 2 Student 2 85 3 Student 3 90 4 Student 4 85 5 Student 5 95 6 Student 6 90 7 Student 7 90 8 Student 8 85 9 Student 9 70 10 Student 10 90 11 Student 11 95 12 Student 12 50 13 Student 13 80 14 Student 14 80 15 Student 15 80 16 Student 16 90 17 Student 17 80 18 Student 18 95 19 Student 19 50 20 Student 20 80 21 Student 21 100 22 Student 22 75 23 Student 23 90 24 Student 24 85 25 Student 25 95 26 Student 26 80 27 Student 27 85 28 Student 28 80 n = 28 = 2350

X= X = 68.9 X = refers to the means of pre test X = refes to the total amount of the pre test n = refers to the number of the samples

X= X = 83.9 X = refers to the means of post-test X = refes to the total amount of the post-test n = refers to the number of the samples

Table 3 The result scores of Pre test and Post test are as follow: No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Number of Respondent Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 n = 28 Post test 80 75 50 60 90 70 80 70 40 90 80 50 70 70 70 70 60 75 40 70 90 70 85 80 90 50 55 50 = 1930 Pre test 100 85 90 85 95 90 90 85 70 90 95 50 80 80 80 90 80 95 50 80 100 75 90 85 95 80 85 80 = 2350 D 20 10 40 25 5 20 10 15 30 0 15 0 10 10 10 20 20 20 10 10 10 5 5 5 5 30 30 30 D = 420 D2 400 100 1600 625 25 400 100 225 900 0 225 0 100 100 100 400 400 400 100 100 100 25 25 25 25 900 900 900 D = 9200

D ( D) D N N (N 1)
2 2

15 176400 9200 28 28(28 1)

15 ( 420) 9200 28 28(28 1)

2

15 9200 6300 28(27 )

15 2900 756
t 15 3,83

t 3,91

C. Discussion Based on the calculation in fourth chapter showed that the t value of 3,91 was higher than 2,06 at the 0.05 level (p < 0.05) or 2,78 at the 0.01 level, so the writer could conclude that the difference between two means was significant. Because the t observed was higher than t-table, so the writer could conclude that the null hypothesis was rejected and the alternative hypothesis was accepted. E. Conclusion and suggestion 1. Conclusion Referring to the findings in the previous chapter, it can be concluded that teaching English vocabulary using Jigsaw method at fourth grade students of SDN Sukagalih 6 is effective. The writer tried to conclude as follows: 1. The English instruction should be done with fun for making the students was interesting to English lesson. 2. The main factors affecting this success are the students interest in the teaching and learning activities given using jigsaw method, the relevancy between the vocabularies offered in the activities, and the vocabulary that the students used in daily activities. 3. Jigsaw method make the students are active participants in the learning process. 4. Teaching English vocabulary using jigsaw method could make the students achievements were better than before. 5. Based on the calculation in fourth chapter showed that 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 the writer could conclude that the difference between two means was significant. 4

After the writer got the computation of the two means, continues to the next step to get the value of the T-test (to/t-observed). To get the value of D is from sum of D squared by sum of number of matched pair. That is D 420: 28 = 15.

6. Because the t observed was higher than t -table, so the writer could conclude that the null hypothesis was rejected and the alternative hypothesis was accepted. 7. And jigsaw method for teaching English vocabulary was a good method for students especially for the fourth student at SDN Sukagalih 6. 2. Suggestion Based on the conclusion above, the writer wanted to give suggestions as follow: 1. Using jigsaw method in teaching English vocabulary is recommended for English teachers, especially for the elementary school teacher to attract the students interest and motivation in learning English. 2. Use jigsaw method as an alternative teaching method than conventional one. 3. The program should be done regularly and continuously. 4. The teacher should be often practice English in classroom to make easier the students in understanding of English. BIBLIOGRAPHY Aronson, et Al. (1978). The Jigsaw Classroom. Available at: http://www.Cooperativelearning.com/Instructional Strategied Online-jigsaw.htm. (April 1, 2012). Aronson, Elliot (2007), A History of psychology in autobiography, volume 9, American Psychological Association, pp. 342, 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 of Educational Research. Brown and Bencmark Publisher. Hatch, Evlyn and Hossein Farhady. 1982. Research Design 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. Fifty Strategies for Teaching English Language Learners. Pearson Merrill Prentice Hall. Richards, Jack C. 1985. The Context of Language 5

Teaching. Cambridge University Press.