Juli 2018 ENHANCING ENGLISH SPEAKING SKILL THROUGH JIGSAW COOPERATIVE LEARNING ( Action Research In X Class of MIA SMA Negeri 2 DKI Jakarta )

Many factors make quality education or not. These factors include the professionalism of educators, educational inputs both in the form of student input and facilities (infrastructure input), learning process, environment and others. This paper attempts to confirm the process of improving students' speaking skills on English subjects through cooperative learning of Jigsaw models on students in X Class of MIA SMA Negeri 2 DKI Jakarta. The subjects were 108 students studying speaking English The subjects then were randomly assigned into experimental group and control group The experiment lasted for nine weeks started with pre-test in the beginning and ended with a post test in the last meeting. During the treatment, the teacher applied planning, drafting, revising and editing stages in learning. The result shows Learning outcomes in students, especially speaking skills in students in SMA Negeri 2 DKI Jakarta has increased. This is evident through the experiments on cycles I and II both for class 10 Mipa 1, from the mean of 70.9167 to 84.2778. class 10 Mipa 2, from the average 71.8056 to 86.2222 and for class 10 Mipa 3 from the average 70.5833 to the average 84.2222 so that the total increase during applying the Jigsaw type cooperative learning model from the initial value.

Motivation is also defined as the strength, drive, need, passion, pressure or mechanism of a person or group of people to achieve certain accomplishments in accordance with what he wants Mulyasa says a theory that focuses on the human need that is the need for achievement (Mulyasa, 2005).Behavior that is directed to achievement is called achievement motivation (achievement motivation).In learning English at SMAN 2 DKI Jakarta, every student needs and has motivation in his life as a force that can push him to achieve the desired goals.In that case, it is necessary for teacher's attention in encouraging, guiding and directing students in learning activities using Jigsaw method learning.So the students are motivated in learning especially speaking English.According to Tarigan (2008), speaking is a language skill that develops in a child's life, which is only preceded by listening skills, and at that time the ability to speak or say learned.(Munarni, 2013;Yu, 2017;Leffler, and Lundqvist, 2014;Franc and Morton, 2015;Puspitaloka, 2014;)   Jigsaw type cooperative learning method that makes students more easily understand the material because they will get an explanation from peers so that more easily understood.Good mastery of the material to be presented, then the students will be more courageous when speaking and able to deliver material that is understood to peers, it will make other http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 INTRODUCTION The study of learning foreign languages as a second language mentions affective factors have a very important role.There are a many of affective factors that can affect the results of speaking in English.Affective factors (attitudinal factors) owned by each individual, one of which is the motivation of students.
Wibawa (2012)  discloses, action research as a controlled, self-recycled, selfdirected investigative process that has the purpose of making improvements to systems, work, processes, content, competencies, or situations.Cooperative learning Jigsaw is one type of action research conducted by teachers to improve the quality of learning in its class.
English Speaking Skills is one of the most important skills to master, both in learning and beyond learning.METHOD The present study employed an experimental design in which 108 from the class in this study ranged from 10 Mipa 1, 10 Mipa 2, 10 Mipa 3. The experiment lasted for eight weeks started with pre -test in the beginning of the meeting and ended with a post -test in the last meeting.
http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 51 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 students motivated to speak in conveying the presentation of the results of the discussion for the better.It makes the material submitted by other students will be better understood.Based on the data analysis presented in this chapter, it can be showed that The result shows Learning outcomes in students, especially speaking skills in students in SMA Negeri 2 DKI Jakarta has increased.This is evident through the experiments on cycles I and II both for class 10 Mipa 1, from the mean of 70.9167 to 84.2778.class 10 Mipa 2, from the average 71.8056 to 86.2222 and for class 10 Mipa 3 from the average 70.5833 to the average 84.2222 so that the total increase during applying the Jigsaw type cooperative learning model from the initial value.Jigsaw is kind of technique to improve students' speaking skill.It is a technique where the students put in small groups (expert and jigsaw group), engage in a structured discussion that encourages each student in turn to contribute ideas and share information with each student and provide students an opportunity to actively help each other build comprehension.Jigsaw is like discussion where this technique is designed to improve students' sense of responsibility towards their learning and also learning other people.Dyna (2013) The research results showed that Jigsaw technique was effective to improve the students' speaking skills of Science Students Grade XI-1 of SMA N 2 Yogyakarta in the academic year of 2011/ 2012 during the process of the action.However, not all students gained improvement indicted in the post-test result due to external factors.There were students who did not gain any improvement at all, while for those who did, the improvement could be seen from their increasing score especially in the pronunciation and the interaction management skill.However, Jigsaw technique also has the downside.The observation showed that it was very time consuming.Despite its weakness in practice, Jigsaw made students more motivated and active during the teaching and learning process.The students produced more oral language, more negotiation in meaning and better pronunciation.In summary, Jigsaw helped students improve some skills in speaking English http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 52 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Yuhardi (2015) It was found that the mean score of experimental class was 76.37 (Sd 7.280), higher than the control class (mean 63.37; Sd 12.15).Statistical analysis showed that the tcalculate (5.416) was higher than ttable for 5% (1.990), indicating that Jigsaw technique improved students' speaking skill..The major improvement was found in pronunciation (E=3.81), and (C=3.156) with differences 0.65, vocabulary (E=3.91), and (C=3.406) with differences 0.504, grammar (E=3.9) and (C=3.438) with differences in 0.462, fluency (E=3.66), and (C=3) with differences 0.66, comprehension (E=3.84), and (C=2.81) with differences 1.03.Therefore, it can be concluded that Jigsaw Technique improved students' speaking skill especially in vocabulary and comprehension.CONCLUSION Based on the data analysis presented in previous chapter, it can be concluded that Jigsaw type cooperative learning model motivates student and teacher learning activities so that students' learning outcomes of SMA Negeri 2 DKI Jakarta increase Considering the result of the research and the conclusion, the writer would lie to propose some suggestion as follows: 1.It is necessary to consider about the time in applying jigsaw task.The teacher should have more time for adapting jigsaw task or even make the available time as the efficient as possible.The teacher as motivator should always encourage students to express their ideas in better pronunciation by giving much oral activity practice.2. The teacher should monitor the students' progress of pronunciation more intensively while they are being involved the activity.After this activity the teacher can discuss the students' work with their students.REFERENCES Dyna, Evi WS (2013).Using jigsaw technique to improve speaking skill for the science students of grade xi-1.At SMAN 2 Yogyakarta in the academic year of 2011/2012 Thesis.Faculty Of Languages And Arts State University Of Yogyakarta Yu, Ann Tit Wan (2017) Using jigsaw method to enhance the learning of research and consultancy techniques for

Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018
Volume Juli 2018 reassure the data obtained from the interview and correct if there are errors and add if there are some shortcomings.