THE USE OF JIGSAW FOR TEACHING READING TO ENGLISH SECOND LANGUAGE CLASS INTRODUCTION Jigsaw technique is one of cooperative learning techniques. Slavin (1995) mentions that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. Research over the last twenty years has identified cooperative learning methods can be used effectively at every grade level to teach every type of content, from math to reading to writing to science, from basic skills to complex problem solving. Neil Davidson (1990: pp. 8-9) defines cooperating learning involves some certain things. They are a task for a group completion, discussion and (if possible) resolution, face-to-face interaction in small groups, an atmosphere of cooperation and mutual helpfulness within each group, individual accountability (everyone does their share), heterogeneous grouping, explicit teaching of collaborative skills, structured mutual interdependence Kagan and Kagan (1994: pp. 125-129) describe four principles which are key to the structural approach to cooperative learning namely simultaneous interaction, equal participation, positive interdependence and individual accountability. Some students seem find it difficult to comprehend a text which is relatively long and full of new words they come across. It is more helpful for some students to negotiate the meaning of some new words and to understand a paragraph in a team, and share the result of the negotiation to build comprehension of the whole text with other teams. A possible way to aid the students is by applying ‘jigsaw’ technique. This article examines the use of ‘jigsaw’ technique as one of the strategies for teaching reading. The article begins with the concept of ‘jigsaw’ technique, and continues with various ways of using this technique for teaching reading in various situations. The concept of ‘jigsaw’ technique Definition of ‘jigsaw’ technique Jigsaw is a cooperative learning invented by social psychologist Elliot Aronson in 1970. Its strategy enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective. The Jigsaw method is a cooperative learning technique in which students work in small groups. Jigsaw can be used in a variety of ways for a variety of goals, but it is primarily used for the acquisition and presentation of new material, review, or informed debate. Advantages/significance of this technique positive interdependence collaborative skills processing group interaction heterogeneous grouping individual accountability In addition the technique has some other benefits, namely Teacher is not the sole provider of knowledge Efficient way to learn Students take ownership in the work and achievement Students are held accountable among their peers Learning revolves around interaction with peers Students are active participants in the learning process Builds interpersonal and interactive skills Steps of conducting this technique teacher forms home teams each home team member gets a different piece of the reading material: e.g. piece A, B, C, or D. students form expert teams to become experts on their own piece they return home and teach their piece to their home team home teams combine the information from their experts with their other knowledge to perform a task The use of ‘jigsaw’ technique in teaching reading Teaching reading Preparation Materials To make materials for jigsaw, some steps need taking, namely: - Select one or more chapters, stories, or other units - Make an expert sheet for each unit - Make a quiz, essay test, or other assessment for each unit - Use discussion outlines (optional) Assignment of Students to Teams Assign students to four- or five-member heterogeneous team Assignment of Students to Expert groups Determination of Initial Base Scores Assign students initial base scores. 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