Introducing classroom rules using the jigsaw technique: a model

Tamah, Siti Mina (2013) Introducing classroom rules using the jigsaw technique: a model. English Edu Journal of Language Teaching and Research, 11 (1). pp. 34-41. ISSN 1412-5161

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Abstract

The very first session of a classroom instruction is prevalently spent on something ‘light’. Some classes are started by course outline sharing. Some are started with classroom rule sharing. In short, the class is not yet engaged in serious discussion of the predetermined materials. Concerning classroom rule sharing, students are told about the respective classroom rules. The students ‘passively’ listen most of the time while the teacher is informing them what is expected from them. The point highlighted is that the classroom rule is traditionally informed. Constructivism theory has been adopted formally since the Indonesian government applied Competency-based Curriculum. The new curriculum being implemented, the Indonesian teachers are inevitably to transform their traditional class into a more engaging class. The teachers are, in other words, challenged with constructivist thinking of how to involve their students in relevant tasks so that the students are really engaged ‘actively’ in the classroom. Engaging students in Competency-Based Curriculum class can be realized by employing cooperative learning techniques one of which is Jigsaw. This provides students chance to experience collaborative learning environment which emphasizes interaction among group members. This particular paper exemplifies the implementation of the Jigsaw technique in the very first session of a language instruction when the classroom rules are introduced. Keywords: classroom rule sharing, cooperative learning, the Jigsaw technique.

Item Type: Article
Subjects: English Education
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: 24 Feb 2016 10:17
Last Modified: 24 Feb 2016 10:17
URI: http://repository.wima.ac.id/id/eprint/4505

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