IMPROVING STUDENTS’ SELF-CONFIDENCE IN SPEAKING ENGLISH THROUGH NARRATIVE TEXTS USING JIGSAW FOR XI-IS-1 STUDENTS OF SMAN 2 SEMARANG IN THE ACADEMIC YEAR OF 2013/2014

Abstract

This study aims to determine whether and how jigsaw learning technique could be implemented to improve students’ self-confidence and speaking ability through narrative texts presentation in class XI-IS.1 of SMAN 2 Semarang. A preliminary test was conducted in three parallel classes: XI-IS.1, XI-IS.2, XI-IS.3. It was found that the students’ self-confidence to speak English of this class was the lowest. Therefore, the writer, who is also the English teacher in this school, tried to implement one of cooperative teaching techniques with the hope that the students could gain more enthusiasm in speaking English in the classroom. Then the writer considered that jigsaw learning technique could encourage and motivate the students to speak when they have an English lesson, especially when they study narrative texts This learning technique makes the students dependent on each other in order to obtain information to be shared and discussed in group works. Each group member has to master his or her own task because he or she has to share what he or she has got with other group members, otherwise they cannot get complete information. Fortunately, this learning technique was successfully implemented in Class XI-IS-1. Three similar narrative texts were presented in this class in three cycles. The results of the three-cycle implementations were analyzed qualitatively and quantitatively. The qualitative analysis proved that jigsaw learning technique could be implemented in learning narrative texts and could improve the students’ self-confidence. Meanwhile, the quantitative analysis proved that the students’ speaking ability also improved to meet Minimum Passing Grade: 80. The quantitative analysis was conducted by using SPSS Program. Thus, the action hypothesis (H1): Jigsaw learning technique can improve students’ self-confidence in speaking English through narrative texts presentation is accepted. Considering the result of analysis mentioned above, it can be inferred that jigsaw learning technique is an alternative teaching technique to improve students’ self-confidence and speaking ability when they study narrative texts.