" THE IMPORTANCE OF JIGSAW TO BUILD THE RESPONSIBILITY OF STUDENT IN LISTENING COMPREHENSION "
By : Rachmad Susendi
English Department of STKIP PGRI JOMBANG
A. BACKGROUND
Teaching English as foreign language in learning activity especially in listening comprehension is not easy. Because of that is needs comprehension more than reading. pronunciation, grammar, and vocabulary influential for comprehension. Therefore, we should understand the meaning which is intended to be useful in communication with people from different countries. Listening as one of the four language skills is one of the oral and the receptive skills. Actually students always think it is difficult to listen well. To foster the students’ listening comprehension skills and prepare them as active listeners in language learning is a big challenge. The teacher’s role is also needed to assist student so they can accept and learn well. So, students can be enjoy, be happy, and they don’t think difficult.
A cooperative learning has a lot of models, there are STAD (Student Teams – Achievement Division), Jigsaw, Mind maping, Think-Pair-Share, etc. In listening comprehension, teaching using jigsaw can be maked teacher easier and the student can be enjoy and fun when they learning the material. The jigsaw is simple to apply. The student also could drilled to responsibility about the materials from his/her teacher. The Jigsaw Strategy is an efficient way to learn the course material in a cooperative learning style. The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.
B. LISTENING COMPREHENSION
Listening comprehension divided into four parts: the first comprises exercises where the students simply listen without necessarily making any overt response; in the second, a minimal (usually non-verbal) response is required to demonstrate understanding; in third, the response is more extensive and many involve reading, writing, speaking, and some thinking-out of problems; in the last, listening takes its place as only (albeit fundamental) skill used in fairly demanding fluency – and study – tasks. There is a general progression from easier, simpler activities at first to more sophisticated ones at the end. (Fachrurrazy : 2011)
According to Wang Shouyuan (2003), the most important component in the five aspects of overall English competence he suggests as listening, speaking, reading, writing and translation, it deserves particular attention. Educators must actively explore the nature and process of listening comprehension and study the theory and methodology of listening comprehension in order to improve listening teaching outcomes and make students recognize that listening comprehension is the crucial aspect of English learning. Indonesian education, teachers can’t make student understand well. The monotony of teaching strategies which taught the teacher to students, particularly in the primary school are refers to old teaching methods. However, young teachers has been trying to change learning systems of teaching to be interest, useful, and make students be understands when the teachers taught the materials.
In process of listening comprehension, Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). Listening, then, is a complex, active processes of interpretation in which listeners match what they hear with what they already know. They also be understand about the foundation of learning English, it is about pronunciation, grammar, and vocabulary. next, they will be understands well. Therefore, the first step of listening comprehension is learning how to identify and select sound signals according to pronunciation.
C. JIGSAW MODELS
As we know that a lot of the way in learning activities, but I will presents learning methods using jigsaw models. The Jigsaw Strategy is an efficient way to learn the course material in a cooperative learning style. The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.
The Implement of Jigsaw
According to Penny Ur (1984), in jigsaw listening different but connected passages, each of which supplies some part of what they need to know. Then they come together to exchange and pools their information and are thereby enable reconstruct a complete picture a situation or perform a task. In other words, the listening functions as basis for various other linguistic, Benneth B (1991) jigsaw class is:
1. Organize the class into cooperative home groups of, say, three and hand out three different sets of information which relate to particular topic for example, rules for language usage, structure of a novel (page one, two, and three).
2. Organize the class into cooperative expert groups by teaming up students with like materials. For example, all page one students in the class together, page two, and so on. This group reads the materials and discusses the best method of sharing their acquired knowledge and understanding with their cooperative home group.
3. Organize the expert group to return to their home groups. Each student presents their understanding of their part of the topic and the home group must then demonstrate understanding of the whole topic. For example, how the convention of a cavital letter, a full stop, and comma are used in sentence or how the setting, plot, and characters, work together in the structure of a novel. The demonstration of that understanding may a written or oral activity.
The Benefit of Jigsaw
1. Teacher is not the sole provider of knowledge
2. Efficient way to learn
3. Students take ownership in the work and achievement
4. Students are held accountable among their peers
5. Learning revolves around interaction with peers
6. Students are active participants in the learning process
7. Builds interpersonal and interactive skills
Listening comprehension using jigsaw models can be make students understand and fun when learning activities applied. They can develop the materials which is they got by own words, works together with friends, and they share if they felt the materials so difficult. Therefore, the main purpose of this learning method is make students understand well on listening and students can be work together, especially to help the lower students in the class.
D. CONCLUSION
In Indonesia, majority of student couldn’t get well when studying listening, especially they still confused about the vocabulary or the pronunciation isn’t clear (media teaching in the classroom doesn’t work well). Sometimes the teacher doesn’t provide the guidance for their student and the effect of that is student can’t receive the lesson well and make confused. Therefore, the role of the teacher is needed to help the students learning. Listening comprehension using jigsaw models can be make students understand and fun when learning activities applied. They can develop the materials which is they got by own words, works together with friends, and they share if they felt the materials so difficult. The main purpose of this learning method is make students understand well on listening and students can be work together, especially to help the lower students in the class.
E. REFERENCES
Bennett B., Rolheiser C. & Stevahn L. (1991). Where Heart Meets Mind. Toronto, Ontario. Canada: Educational Connections.
Fachrurrazy, M.A, Ph.D. 2011. Teaching English as a Foreign Language for Teachers in Indonesia. State university of Malang Press.
Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.
Ur, Penny. 1984. Teaching listening comprehension.Cambridge Handbooks for Language Teachers. Cambridge, England: Cambridge University Press. 173 pages.
Wang Shouyuan, 2003 The theory and methods on English listening teaching.
http://www.ew.com.cn/yynl/tlnl/ca7440.htm
