Improving Students’ Speaking Ability Through Jigsaw Technique In Teaching And Learning A Recount Text At The Third Grade Of SMPN 1 Baros, 2015

dr. h. sukardi, m. si; dr. ujang suparman, ma., ph.d.; prof. dr. gunawan suryoputro, m.hum.;

Based on the result of pretest held a week before doing the research, it was found that the students' scores of speaking ability especially in retelling a recount text of the third grade of SMPN 1 Baros, the academic year 2015/2016 were unsatisfying. It showed that the mean score got was only 6,3 %.. Most
of the students are reluctant and look shy to have their speaking practice especially in retelling a recount text, It is mainly due to their lack of motivation, interest, practice, courage and confidence as well. In previous reason that some English teachers of SMPN 1 Baros do not know how to implement teaching speaking in a big class especially in teaching a spoken recount text. It is greatly due to their limited technique they are familiar with. They do not know what suitable technique that can encourage the students to have their speaking practice, in which they have individual differences. It certainly can impede the process of teaching and learning itself. Furthermore that the students of the third grade are expected to be able to learn and master some kinds of text or "genre". One them is recount text, in which it must be mastered either in written or spoken form. In brief statement that retelling the past event or recount text belongs to one of the requirements they must fulfil and take before they graduate. From such considerations, the researcher inspired emphasizing on the implementation of
jigsaw technique in teaching and learning a recount text at the third grade of SMPN 1 Baros.lt belonged to classroom action research, in which it consisted of three cycle. Each cycle had four stages, they were planning, implementing, observing and reflecting. The cycle one found that most of the students were reluctant and looked shy to have their speaking practice in front of the class. Then the researcher defines the problem statement of cycle 1 . It was "Can jigsaw technique reduce the students' reluctant to have their speaking practice ?". In fact, the test result showed that the mean score of the students' speaking is improved. The mean score got 8,5. It increased into 2,2. It vas meant that the students' reluctance was already reduced. It was because
certainly that either in the home group or in the expert one, each student was demanded to have their speaking practice because of his or her accountability to share the sentences he or she got, then he or she had to collaborate with others to synthesize all the sentences. It inevitably asks each member to have his or her speaking practice. However, the students had to speak with other members though their pronunciation was still bad. From this reason, the researcher then began to define the problem statement of cycle two. It was "Can jigsaw technique improve the students' pronunciation in retelling a recount text? The researcher and the collaborator tried to make a new lesson plan, in which it was hoped to answer the problem statement of cycle two. In reality, the mean score of speaking ability test in cycle two got 11,5. It showed that the aspect one (voice of mechanic) in which it refers to their pronunciation was already improved if it was compared with previous test. It was obviously that the students' pronunciation got better than before, even though it was still got that most of them couldn't ci:'en and end their speaking. It is he why, the researcher continued to define the next problem o , cycle three. It was "Can jigsaw technique improve the students' skill o open and end their speaking practice, especially in retelling a recount text ?. The researcher then tried to make a new lesson plan in which it could solve the problem statement of cycle three. In the teaching and learning process especially in the stage of building knowledge of the field, the researcher trained the students to recognize how to open and end their speaking. It was also included when they had the implementation of jigsaw technique. From the result test of speaking ability of cycle three it was found that all of the aspects assessed was improved again. The mean score of the students' speaking ability in le three got 14,3, in which it referred to the improvement of all aspects. The researcher, then could s to that there was a positive improvement of the students' speaking ability especially in retelling a recount text. That was the main reason she stopped the classroom action research till the cycle three
. It finally could be inferred that the jigsaw speaking technique could improve the students’ speaking ability especially in retelling a recount text, as the main aim of this study.