Student Interaction in the Implementation of the Jigsaw Technique in Language Teaching

Tamah, Siti Mina (2011) Student Interaction in the Implementation of the Jigsaw Technique in Language Teaching. PhD thesis, University of Groningen.

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As more investigation on student interaction in the implementation of Jigsaw used as a new technique in traditional Indonesian classrooms is needed, I conducted a qualitative study in a university reading class to reveal students’ involvement in group interaction, find out the types of information students use to understand a text, observe how students help one another, and reveal to what extent students with different levels of ability ask for assistance and get assisted. The data collected from natural peer discussion reveal that the students are involved much more in the on-task oriented discussion which is strictly relevant to the subject content than in the off-task one where they talk about issues bearing no apparent relation to the text content. The students are involved in initiating and responding one another as they are really seeking for information resulting in the infrequent occurrence of students’ providing feedback to one another. It is also revealed that high achievers tend to dominate the interaction leaving little space for low achievers to be involved. However, the role of captain for low achievers can increase their involvement regardless of their overall low involvement. The roles of non-captain can prevent high achievers from dominating the interaction, while the types of role do not affect the involvement of middle achievers. The investigated interaction shows that when given the opportunity to set their own types of information to discuss a text, the students account for more implied information than factual information. The students make use of not only simple referential questions but also clarification requests and confirmation checks to get assisted. The students make use of various assertions and extended explanation to provide assistance to one another. They correct one another and they even help peers by checking comprehension – though infrequent use of these categories is detected. Three patterns emerge when students of different ability levels interact. High achievers scaffold as much as middle achievers do. High achievers and middle achievers scaffold much more than low achievers do. Low achievers scaffold the least. The research reported on shows that in Indonesian education, which is traditionally strongly teacher-centered, more group work and cooperation and involvement of students is possible and appreciated, but only when the teachers are trained in the new methodology and willing to adopt it. In future research the aim is to implement this new approach to language teaching on a wider scale.

Item Type: Thesis (PhD)
Department: ["eprint_fieldopt_department_Faculty of Arts" not defined]
Subjects: English Education > PE English
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Ms M.N. Siti Mina Tamah
Date Deposited: 18 Mar 2016 09:58
Last Modified: 18 Mar 2016 09:58

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