LESSON STUDY TO IMPROVE STUDENT ENGLISH GRAMMAR MASTERY USING JIGSAW TECHNIQUE TO THE THIRD SEMESTER STUDENTS OF IKIP SILIWANGI - Journal UNIKU
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Indonesian EFL Journal, Vol. 4(1) January 2018
p-ISSN 2252-7427, e-ISSN 2541-3635
AISEE
The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
LESSON STUDY TO IMPROVE STUDENT ENGLISH
GRAMMAR MASTERY USING JIGSAW TECHNIQUE TO THE
THIRD SEMESTER STUDENTS OF IKIP SILIWANGI
Acep Haryudin
English Education Department of IKIP Siliwangi
E-mail: haryacep@gmail.com
Ningtyas Orilina Argawati
English Education Department of IKIP Siliwangi
E-mail: tyas.orilina@yahoo.com
APA Citation: Haryudin, A., & Argawati, N .O. (2018). Lesson study to improve student English
grammar mastery using jigsaw technique to the third semester students of IKIP
Siliwangi. Indonesian EFL Journal, 4(1), 49-56. DOI: 10.25134/ieflj.v4i1.798.
Received: 10-11-2017 Accepted: 27-12-2017 Published: 01-01-2018
Abstract: The implementation of Lesson Study is aimed to improve students’ ability in mastering the
teaching materials on English grammar, fostering creativity, improving critical thinking, and
increasing ability to work both personally and in group. In implementing this lesson study, the
researchers used jigsaw as a learning technique. This study was conducted in 3 cycles, in which each
cycle consists of planning (Plan), implementation (do), and reflection (see). The results showed that
there are good developments on students’ learning where the constraints that appear can be
minimized. Besides, students understand the function and word forms, they have high critical thinking
or curiosity, and they have no difficulties in comprehending Grammar Formula. Moreover, the result
also showed that students have high motivation in learning English and there was no gap between
high-motivated and low-motivated students. Finally, after knowing what, why, and how Lesson Study
was implemented, lecturers could consider the importance of applying lesson study in the learning
process.
Keyword: cooperative learning, grammmar mastery, jigsaw, learning technique, lesson study
INTRODUCTION
Many approaches and methods have English is not dealing only on vocabulary but
been tried by English teachers and instructors also on grammar. Strumpf and Douglas
on teaching English as a foreign language. (2004, p. 14) also say “we study grammar so
They do such efforts in order to improve their that we may speak and write in a clearer and
students mastering English. As we know, more effective manner.” Grammar covers
English has four basic skills; they are many themes that may confuse students on
listening, reading, speaking, and writing. To memorizing and understanding them.
master all of the four basic skills, students However, since grammar is important to their
must learn the other skills such as vocabulary development of English mastery, they have to
and grammar as the basic skills. Both study it well.
vocabulary and Grammar are the two Many difficulties are faced by
important things that should be mastered by English teachers during the process of
students in learning English. This assumption teaching grammar since grammar need to be
arises because vocabularies are very not only memorized but also understood by
significant on one’s mastery of such a the students. It relies more on the concepts.
language. Besides, grammar is something Once the students comprehend the concept,
which cannot be ignored on learning English they will easily develop their ability on
as stated by Argawati (2017) that learning solving problem concerning grammar. To
49
Acep Haryudin & Ningtyas Orilina Argawati
Lesson study to improve student English grammar mastery using jigsaw technique to the third
semester students of IKIP Siliwangi
deliver the concept, teachers must put their 1. Students are divided into a 5 or 6
effort to seek for a suitable learning technique person jigsaw group. The group
for the students. should be diverse in terms of
To cope with the problems mentioned ethnicity, gender, ability, and race.
above, teachers may refer to the cooperative 2. The day’s lesson is divided into 5-6
language learning (or simply cooperative segments (one for each member)
learning) approach. This is an approach to 3. Each student is assigned one segment to
teaching that makes maximum use of learn. Students should only have direct
cooperative activities involving pairs and access to only their own segment.
small groups of learners in the classroom. As 4. Students should be given time to read
stated by Slavin (1995) that cooperative over their segment at least twice to
language learning in which students work in become familiar with it. Students do not
small groups help students learn academic need to memorize it.
content more easily. In cooperative learning 5. Temporary experts groups should be
situations, there is a positive interdependence formed in which one student from each
among students’ goal attainments: students jigsaw group joins other students
perceive that they can reach their learning assigned to the same segment. Students
goals if and only if the other students in the in this expert group should be given
learning group also reach their goals. time to discuss the main points of
Therefore, the success of cooperative learning their segment and rehearse the
highly depends on the nature and presentation they are going to make to
organization of group work. According to their jigsaw group.
Slavin (1995, p. 5), there are several specific 6. Students come back to their jigsaw
models teachers can use to set up cooperative group.
learning groups: 1) STAD (Student Teams 7. Students present his or her
Achievement Divisions), 2) Team segment to the group. Other
Accelerated Instruction (TAI), 3) Jigsaw members are encouraged to ask question
Technique, 4) Reading and Composition for clarification.
(CIRC), 5) Teams Games Tournaments 8. The teacher needs to float from group
(TGT), and 6) Cooperative Integrated. to group in order to observe the
From those six models, jigsaw is process. Intervene if any group is having
selected to be proposed as a solution in this trouble such as a member being
research. dominating or disruptive.
Jigsaw is a technique belonging to 9. A quiz on the material should be
cooperative approaches which enable given at the end so students realize
students to work in group discussion.The that the sessions are not just for fun and
jigsaw technique is a method of organizing games, but that they really count.
classroom activity that makes students The application of this method, jigsaw,
dependent on each other to succeed. It breaks itself will not be effective if it is only used
classes into groups and breaks assignments without any appropriate arrangement.
into pieces that the group assembles to Therefore, the researchers put this method
complete the (jigsaw) puzzle. It was designed into several cycles which belong to lesson
by social psychologist Elliot Aronson to help study. Lesson study is a major form of quality
weaken racial cliques in forcibly integrated improvement of learning and teacher
schools. professional development. It was first
There are nine steps considered to be developed by elementary teachers in Japan
important in the implementation of the jigsaw (Susilo et al., 2011, p. 2). It provides a
classroom. Aronson (2008) describes them as process for collaborating and designing
follows. lessons and evaluating the success of teaching
50
Indonesian EFL Journal, Vol. 4(1) January 2018
p-ISSN 2252-7427, e-ISSN 2541-3635
AISEE
The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
strategies that have been implemented in an learning is the most impactful action a
effort to improve students’ learning and school leader can take to improve
learning process itself (Santyasa, 2009). educational outcomes for pupils (Robinson,
Lesson study has three main sections in every Hohepa & Lloyd, 2009). LS only started to
cycle; they are (1) plan: planning an become popular in the west this century,
instruction or action in the classroom, (2) do: following the success attributed to it by US
doing an action which had been planned, and researchers in developing deep teacher
(3) see: evaluating and revising the action knowledge of both pedagogy and of subject
done. Teachers feel free to determine how amongst Japanese teachers. This leads to high
many cycle they want to conduct on this standards of educational attainment by
study. The more the cycle conducted, the Japanese pupils when compared with those of
better the effect would be. comparable groups of pupils in the US
Lesson Study (LS) is a highly (Stigler & Hiebert, 1999; TIMSS, 1999).
specified form of classroom action research Another definition for lesson study
focusing on the development of teacher comes from Rusman (2011, p. 385) who
practice. It has been used in Japan since the argues that lesson study is one of the
1870s. LS therefore pre-dates action research coaching efforts to improve the learning
as we know it in the West, by some 70 years. process conducted by a group of teachers in a
LS involves groups of teachers collaborative and continuous in planning,
collaboratively planning, teaching, observing implementing, observing and reporting the
and analyzing learning and teaching in results of reflection of learning activities.
‘research lessons’. They record their findings. Moreover, Hendayana (2006, p. 10) argue
Over a cycle of research lessons, they may that lesson study is a model of educational
innovate or refine a pedagogical approach profession development through collaborative
that will improve pupil’s learning and which learning and continuous learning based on the
will be shared with others both through principle of colleague and mutual learning to
public research lessons, and through the build learning communities.
publication of a paper outlining their work. The procedure of research and how the
Taking part in collaborative program work in implementing lesson study
enquiries into improving teaching and is showed at figure bellow.
51Acep Haryudin & Ningtyas Orilina Argawati
Lesson study to improve student English grammar mastery using jigsaw technique to the third
semester students of IKIP Siliwangi
Lesson Study
Problems Found on Students’ Learning Grammar
1. Students have low motivation in learning English
2. Students do not understand between function and form of words (verb, noun, adjective etc.)
3. Students have no critical thinking/curiosity
4. Students have difficulties in comprehending Grammar Formula
5. There was a gap between high-motivated and low-motivated students
6. Students rarely interacted with the teacher and/or among them
7. Do not want to be involved in learning process
Jigsaw Technique
Outputs after LS Implementation
1. Students have high motivation in learning English,
2. Students understand between function and form of using words (verb, noun, adjective etc.)
3. Students have high critical thinking/ curiosity,
4. Students have no difficulties in comprehending Grammar Formula,
5. There was no a gap between high-motivated and low-motivated students,
6. Students have good interacted with the teacher and/or among them,
7. Students want to be involved in learning process.
Figure 1. Problem, solution and output after LS
METHOD study provides a process for collaborating
This study was conducted at IKIP and designing lessons and evaluating the
Siliwangi Bandung. Specifically, the study success of teaching strategies that have been
was carried out at Class A3 which consists implemented in an effort to improve
of 40 students majoring English Education. students’ learning and learning processes.
In this research, lesson study was used to This study relies more on the process of
improve the quality of the students covering colaboration between student to student, and
creativity, critical thinking, ability to between students to teacher. In conducting
collaborate and communicate when they this study, the researchers use procedure as
study grammar using jigsaw. Fernandez proposed by Putra et al. (2010, p. 8). He
(2005) as cited in Hartanti (2007) expresses states that lesson study is supported by three
that the goal of lesson study is to improve pillars of activities, namely, plan, do and see.
the effectiveness of the experiences that the Figure 2 below shows the procedure of
teachers provide to their students. In lesson study used by the researchers.
addition, Santyasa (2009) argues that lesson
52Indonesian EFL Journal, Vol. 4(1) January 2018
p-ISSN 2252-7427, e-ISSN 2541-3635
AISEE
The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
Figure 2. Procedure of Lesson study
Firstly, in plan step, the researchers psychologycal factor that affects the
design learning activities which relate to students’ difficulties, namely anxiety. Since
student-centered instruction where students they do not understand the concept, they
are able to participate actively in the learning mostly could not answer the question
process. Secondly, in do step, the researchers correctly. This situasion rises their anxiety of
conduct an action planned by using jigsaw. being wrong.
Here, the students actively follow the To solve the problem, technique of
learning process given by the researchers. jigsaw was proposed. Jigsaw belongs to
Lastly, in see step, the researchers evaluate cooperative learning which seeks to develop
the action done and make a necessary classrooms that foster cooperation rather that
revision for the next cycle. competition in learning. Brown (2001, p.
185) defines jigsaw technique as a special
RESULTS AND DISCUSSION form of information gap in which each
Lesson study involves groups of member of a group is given some specific
teachers meeting regularly over a period of information and the goal is to pool all
time (ranging from several months to a year) information to achieve some objectives.
to work on the design, implementation, Jigsaw involves two distinct groups in which
testing, and improvement of one or several students will be a part of. Initially, there is a
“research lessons” (Stigler & Hiebert, 1999). heterogeneous group that the students will
Research lessons are actual classroom temporarily leave to meet with homogeneous
lessons taught to one’s own students, that are group to learn to be an expert on a topic.
(a) focused on a specific teacher-generated After students have become “experts” they
problem, goal, or vision of pedagogical reconvene with their original heterogeneous
practice, (b) carefully planned, usually in group to take turns sharing their “expert”
collaboration with one or more colleagues, knowledge.
(c) observed by other teachers, (d) recorded The teaching method used in this
for analysis and reflection, and (e) discussed reseach was Lesson study. Lesson study has
by lesson study group members, other three main section in every cycle; they are
colleagues, administrators, and/or an invited (1) plan: planning an instruction or action in
commentator (Lewis &Tsuchida, 1998). the classroom, (2) do: doing an action which
Lesson study which was conducted by had been planned, and (3) see: evaluating
the researchers took place at IKIP Siliwangi, and revising the action done. On this
especially to thethird semester students research, the researchers decided to use two
which consisted of 40 students. The class cycles of the lesson study. Each cycle
was choosen due to the existence of some consisted of those three steps.
problems. As mentioned above, many Action in cycle I began with the
students found difficulties in understanding application of Jigsaw technique. The
the concept of grammar. Grammar has a implementation of this lesson aims to
wide discussion and number of point to improve discipline and teamwork. Cycle I is
discuss. Besides, there is also a held during the first meeting or 2 hours of
53Acep Haryudin & Ningtyas Orilina Argawati
Lesson study to improve student English grammar mastery using jigsaw technique to the third
semester students of IKIP Siliwangi
lesson.The implementation of this learning would be delivered by one of the researchers
technique was done by one lecturer model as a lecturer of the subjects of the
who was assigned to teach and become a Foundation of English Grammar who will
learning facilitator, and three observers who also serve as the lecturer model in the
were tasked to observe the learning process. implementation of this lesson study. The
In the first cycle, the application of learning design of learning was made by focusing on
is done by collaborative learning method the importance of teamwork and student
which contains two activities, namely group discipline. Based on the draft, the lesson
discussion and group presentation. study for do in the first cycle requires
1. Plan stage instructional tools, such as papers containing
The first phase of the first cycle is the materials for Jigsaw implementation and
plan or planning phase implemented on lessons learned in group discussions. The
April 6th, 2017. The researchers did researchers should prepare an observation
discussion session to determine the material sheet to observe the activities and
and the technique apllied in the classroom. It performance of each group.
Figure 3. Discussion session and material preparation
Figure 3 shows the situation when the conducted preliminary learning activities
researchers discussed about the material such as checked the readiness of the students
which would be delivered in the classroom. in following the lesson, asked students
The material chosen was about tense condition, checked the attendance, then
covering progressive and simple present leading the prayer. Then the model lecturers
tense. The first researcher proposed jigsaw as did the core activities of learning, delivered
a technique and some media in the form of learning objectives, materials and indicators
cards which contained some problems and to be achieved. After that, the lecturer model
their answer sheet. Students would set on divided the students into several groups to
group and would get their own task to be further implement Jigsaw as a technique in
gathered on the expert group. After coming learning. After the lecturer divided the
back to their first group, they had to share students into several groups and provided the
their knowledge gaining from the expert Foundation of English Grammar material,
group. other lecturers as observers observed the
2. Do stage course of the learning process and observed
Do stage or stage of learning the involvement of each student in the
implementation in cycle I is executed on learning process.
April 7th, 2017 where the learning activity Based on the conditions and target
starts with the lecturer model. After the achievement of the course, the group formed
lesson was started, the lecturer model then is a group based on the divisions that exist in
54Indonesian EFL Journal, Vol. 4(1) January 2018
p-ISSN 2252-7427, e-ISSN 2541-3635
AISEE
The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
Grammar learning activities. It aims to have results of the discussions that have been
good communication and coordination on carried out by each group. Then, the lecturer
every student. At the end of the learning concluded and motivated students to work
activities, the lecturer conducted an well together.
evaluation by requesting a brief report on the
Figure 4. The learning condition in the classroom
The figure shows the process of a. Students have high motivation in
learning and teaching conducted by the learning English,
researchers. The first researcher was as b. Students understand the function and
the lecturer, and the second researcher word forms (verb, noun, adjective, etc.)
acted as the observer. The students c. Students have high critical
were doing discussion and one of them thinking/curiosity
was explaining about the definition and d. Students have no difficulties in
function of present progressive and comprehending Grammar Formula
present simple tense. On the other e. There was no a gap between high-
hand, the other students were paying motivated and low-motivated students
attention and they had to be ready to f. Students have a good interaction with
give any suggestion or additional the teacher and among them
information if needed. After the g. Students want to be involved in
discussion, they came back to their learning process.
first group and accomplished the
exercise given by the lecturer. Actually there are three cycles for
3. See stage this research based on Lesson study and
Phase see or evaluation of learning Jigsaw as technique, but the researchers only
was done immediately after the do stage provided one cycle as the representative of
completed on April 7th, 2017. Based on LS. To make it clear, the description of final
observations, stage do that has been result of Lesson study from cycle 1 to 3 is
conducted has a great impact on students in shown in the table below.
the learning process, namely:
Table 1. Description of Final Lesson Study Observation Sheet
No Aspect of Learning Activities Score Note
1 A. Students with Materials 86 Excellent
2 B. Students with Learning Media 85 Excellent
3 C. Student with Teacher 87 Excellent
55Acep Haryudin & Ningtyas Orilina Argawati
Lesson study to improve student English grammar mastery using jigsaw technique to the third
semester students of IKIP Siliwangi
4 D. Students with Students 84 Good
5 E. Achievement of Learning Objectives 88 Excellent
Total Score 430= 86 Excellent
General Comment Based on the result, Lesson Study Using Jigsaw as
the technique could give Excellent feedback for
students in learning Grammar.They had great
improvement in joining learning process.
Scoring Scale:
Excellent : 85– 100
Good : 75 – 84
Fair : 65 – 74
Poor : < 64
From the table, it can be seen that the consider the importance of applying lesson
four aspects of learning activities, including study in the learning process.
students’ interaction with learning materials,
learning media, teachers, and the REFERENCES
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