Using Jigsaw Technique to Stimulate the Tenth Grade of Senior High School Students’ Participation in English Classes at SMA Negeri 8 Malang

This study was designed to increase students’ participation in English classes through the use of Jigsaw technique. The objective of the study was to find out how the jigsaw technique can stimulate students’ participation in English classes. Based on an informal interview with one of the English teachers at SMA Negeri 8 Malang and the preliminary study, the students hardly participated in English classes. They only participated in the class discussion after being pointed by the teacher. This study was a classroom action research. It adapted Kemmis and McTaggart’s model. The study consisted of two cycles, each of which consisted of four stages, namely: planning, acting, observing, and reflecting. The subjects of this study were the tenth grade students of SMA Negeri 8 Malang. During the research, the researcher acted as the teacher, while the English teacher became the researcher’s collaborator and acted as an observer during the implementation of Jigsaw technique. The instruments used to collect the data were an observation guideline, observation sheets, field notes, interviews, students’ journals, and students’ participation questionnaire. The data from the observation guideline and the observation sheet were presented in the forms of tables, while the data gained from field notes, interview, students’ journal, and students’ participation questionnaire are analyzed and reported descriptively. The results of this study showed that the jigsaw technique was able to stimulate the students’ participation through the chain of its activities that led them to practice their integrated skills. The procedure to be followed were (1) group the students into heterogeneous groups based on their intelligence, characters, and gender, (2) choose a text which can be ideally divided into the number of the students in a jigsaw group. The text should be one level under the students’ English competence so that they can easily discuss the content of the text, (3) prepare “Students’ Position Table” media to show the students’ formation in both the expert group and the jigsaw group. This media help the students to identify their position while they are in the expert group or in the jigsaw group, (4) introduce the jigsaw technique, including it’s procedure and it’s benefits, to the students by using Bahasa Indonesia to save the limited time and to make the students perfectly understand the jigsaw technique, (5) guide and monitor the students’ activities during the class to make sure that they are following the procedure and, finally, experiencing fun in the class and getting the benefits of the jigsaw technique. It is suggested that the English teachers implement the Jigsaw technique in the classroom to get maximum result from the time limitation in English teaching and learning in the classes. However, it should be carefully planned to get the maximum result, especially the group formation, the text used in the expert group, and the activities in each step of the procedure of Jigsaw. It is possible for the teacher to insert games in the jigsaw activities and use media during the implementation of the jigsaw technique. Finally, other researchers are suggested to use the Jigsaw technique in other subjects and other level of the students. It is expected that the jigsaw technique would bring the students to experience lively and enjoyable classes