A comparative study on the effect of jigsaw listening and comprehension questions in teaching listening on the listening achievement of grade X students

Listening plays an important role in communication and teaching-learning activities. The fact that people listen twice as much as they speak, four times as much as they read, and five times as much as they write and the regulation of some—or maybe many—high schools in Surabaya for English teachers to conduct their English classes using only English language make listening very important to be learnt. There are many techniques for teaching listening that can be applied in a classroom. But applying the most effective technique for teaching listening will help students to improve their listening achievement better. Therefore, the writer conducted a quantitative study to compare the effect of jigsaw listening and the effect of comprehension questions in teaching listening on the listening achievement of grade tenth students to find out whether jigsaw listening is effective in improving grade tenth students’ listening achievement which applies quasi-experimental pretest-posttest non-equivalent control group design. Three classes were chosen as the subjects of the study as they were proven to have not significantly different English ability after their mid-term test scores were counted using the computerized Anova: Single factor formula. Next, the writer randomly decided which of the three classes will be the pilot, the experimental group for jigsaw listening technique, and the control group for comprehension questions technique. After that, a series of experiment activities which was started by the tryout of the instrument in the pilot group was executed to answer the problem of the study which says, “Is there a significant difference between the listening achievement of students who are taught using comprehension questions technique and students who are taught using jigsaw listening?”. The data of the experiment was later processed so that the gain scores of the treatments and the tests were obtained. The gain scores between the experimental and control group then compared using the computerized t-Test: Two-Sample Assuming Unequal Variances formula with 0.05 level of significance. The result of the t-test calculation of the gain score of the post- and pre-tests shows that there is no significant difference between the listening achievement of students who were taught using comprehension questions technique and students who were taught using jigsaw listening. However, the mean scores and the t-test calculations for the treatments show that the listening achievement of the students who were taught using jigsaw listening tend to escalate higher than the listening achievement of the students who were taught using comprehension questions technique which shows that jigsaw listening technique can be more effective in improving students’ listening achievement if the treatments were conducted in longer period of time