USING JIGSAW TECHNIQUE TO IMPROVE THE SPEAKING ABILITY OF THE GRADE VII STUDENTS OF SMPN 3 DEPOK IN THE ACADEMIC YEAR OF 2010/2011

This study is an action research that aims to improve the speaking ability and the teaching learning process for the grade VII students of SMP N 3 Depok in the academic year of 2010/2011. This study consisted of two cycles used qualitative and quantitative methods. The researcher worked collaboratively with the English teacher, the collaborator and the students. The subjects of this research were 36 students of VII C class of SMP N 3 Depok in the academic year of 2010/2011. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the actions and interviewing the students and the collaborator about the implemented actions. The qualitative data were in the form of field notes and interview transcripts. Meanwhile, the quantitative data were gained by assessing the students’ speaking ability through the pre-test and post-test. Therefore, the quantitative data were in the form of the students’ speaking scores. The result of Cycle 1 showed that the implementation of jigsaw activities and the other accompanying actions (classroom English, asking the students to perform their work in front of the class) were successful in improving the students’ speaking ability and their involvement during the teaching and learning process. However, the jigsaw activity was not successful in the first meeting because there were some students who were not actively engaged in the activities. Therefore, I improved the action of Jigsaw and the other accompanying actions. The results of Cycle II showed that the implementation of Jigsaw technique and the other accompanying actions (i.e. using classroom English, asking the students to perform their work in front of the class, and giving rewards) were successful in improving the students’ speaking ability and involvement in the English teaching and learning process. The findings were supported by the means of the students’ speaking scores which had improved from 6, 66 and 6, 85 in the pre-test to 7, 54 and 7, 75 in the post-test