Students participation in local language learning through the jigsaw-based cooperative learning method
Annisa Aris Tantya; Siti Sarayulis (2017)
2017
Master's Degree Programme in Teacher Education
Kasvatustieteiden tiedekunta - Faculty of Education
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Hyväksymispäivämäärä
2017-06-30
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:uta-201707142219
https://urn.fi/URN:NBN:fi:uta-201707142219
Tiivistelmä
The purpose of the study was to investigate students' participation in local language learning through the jigsaw based cooperative learning method.
The research was carried out in the elementary school of Sukma Bangsa Lhokseumawe with the fifth grade students of local language learning. Observing 25 students' activities, interactions (teacher-student, student-student), and learning journals, which were written by students based on their experience, were the main sources in gathering the data. The results revealed that applying the jigsaw based cooperative learning method produced significant development in students' learning activities. Based on the observations, it could be seen that the teacher successfully implemented the jigsaw method. There were better progressions day by day in students' personal and social skills; working cooperatively, mastering the materials, acquiring knowledge, giving opinions, knowing each other, respecting each other, helping each other, and encouraging each other.
In summary, students' participation is enhanced by using the jigsaw method; jigsaw method characterized by constructing different groups, giving different subtopic in the group, requiring the students to separate from home group into the expert group. After that, the student in expert group should return to the home group and teach their peers in the home group. A better atmosphere in the classroom is successfully created. Notwithstanding, the challenges cannot be denied. Based on the learning journals, students being fussy, bossy, impatient, unconvinced by others' explanations about the essence of learning materials, and time constraints became the main problems, which disturbed the implementation of the jigsaw method. In spite of it all, the teacher as facilitator succeeded in managing the obstacles that appeared during applying the jigsaw method by introducing students to jigsaw method procedures, giving intervention to avoid unexpected events, and confirming the explanation at the end of the learning process, and hence the learning purpose could be achieved.
The research was carried out in the elementary school of Sukma Bangsa Lhokseumawe with the fifth grade students of local language learning. Observing 25 students' activities, interactions (teacher-student, student-student), and learning journals, which were written by students based on their experience, were the main sources in gathering the data. The results revealed that applying the jigsaw based cooperative learning method produced significant development in students' learning activities. Based on the observations, it could be seen that the teacher successfully implemented the jigsaw method. There were better progressions day by day in students' personal and social skills; working cooperatively, mastering the materials, acquiring knowledge, giving opinions, knowing each other, respecting each other, helping each other, and encouraging each other.
In summary, students' participation is enhanced by using the jigsaw method; jigsaw method characterized by constructing different groups, giving different subtopic in the group, requiring the students to separate from home group into the expert group. After that, the student in expert group should return to the home group and teach their peers in the home group. A better atmosphere in the classroom is successfully created. Notwithstanding, the challenges cannot be denied. Based on the learning journals, students being fussy, bossy, impatient, unconvinced by others' explanations about the essence of learning materials, and time constraints became the main problems, which disturbed the implementation of the jigsaw method. In spite of it all, the teacher as facilitator succeeded in managing the obstacles that appeared during applying the jigsaw method by introducing students to jigsaw method procedures, giving intervention to avoid unexpected events, and confirming the explanation at the end of the learning process, and hence the learning purpose could be achieved.