THE IMPLEMENTATION OF JIGSAW METHODS TO IMPROVE SPEAKING COMPETENCE OF THE ACCOUNTING CLASS AT UNISBANK SEMARANG 2010-2011 ACADEMIC YEAR

Abstract

This research deals with the implementation of Jigsaw method to improve speaking competence, increase motivation and solve the problems in speaking of the Accounting Class of Faculty of Economics at UNISBANK 2010-2011 academic year. This research is generally aimed to answer the research questions: (1) whether the students’ speaking competence can improve through the jigsaw method, (2) how the jigsaw method motivates the students to speak English in speaking class (3) What problems are faced by students in learning speaking when the jigsaw is implemented by the teacher. The study was carried out from October 2010 to August 2012. The subject of the research was students at Accounting Class of Faculty of Economics at UNISBANK Semarang 2010-2011 academic year consisting of 30 students, 18 females, and 12 males. Classroom action research was conducted to answer the research problems thus the researcher did some spiraling steps namely planning, acting, observing, and reflecting. Classroom observations, field notes, interviews, and test were employed to collect the data. Then, the quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using constant comparative method. The result shows that the students’ speaking competence improved. The research findings of this research imply that (1) jigsaw technique enables the students to improve their speaking competence (2) jigsaw method can improve students’ motivation in speaking class. They are more confident in speaking English and can express ideas through speech in front of the class without fear of making mistakes. The technique changes the students’ view on the speaking subject from difficult subject into easy and favorite one. Moreover, it increases students’ participation in the teaching and learning process. Finally, (3) the bright students dominate their groups and many students have difficulty sharing time and materials. In order to reduce this problem, each jigsaw group has an appointed leader. The researcher decided to give slow learner and quite students extra attention by giving them motivation, making priority in classroom activity especially in speaking evaluation.