Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking Ability

International Journal of Current Medical Science and Dental Research (IJCMSDR) Volume 1 Issue 1 ǁ May-June 2019ǁ PP 06-10 ISSN: 2581-866X || www.ijcmsdr.com

Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking Ability Kamollapat Chaisongkram Kalasin University

ABSTRACT : The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretestposttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.

KEYWORDS:English Speaking Ability, Jigsaw Tasks,Problem Solving Tasks, Attitude I.

INTRODUCTION

Now English has become an international language all over the world that is useful for many goals in communication. Moreover, English is the most widely spoken language globally. To be able to speakEnglish enables people to be successful in doing jobs, further studies, politics and economics. Therefore, learning English to speak can create good relationship among people in diversity cultures and learn about cultures.In teaching and l earning English language to communicate that a main factor, speaking skill is one ofthe four language skills which becomes vital for human beings in communicating. In addition,Ur (1998) proposed that among the four language skills (listening, speaking, reading and writing), speaking becomes the most important since it indicates that a person has known that language concisely. Speaking skill transfers ideas, understanding, objectives and feelings to listeners in daily life, not only in educational field but also the business fields.

Speaking English skill is a major significance in the process of learning English. The speaker must have knowledge of the vocabulary, grammar, expressions, structure and use fluently, correctly and appropriately.However, it is complex procedure in mastering this skill since it takes time for practice.Communication task types has been generated from the interactant relationship, interaction requirement, goal orientation and outcome option and the potential impact of the opportunities for learners.A number of language teaching has been proposed by various language theorists (Canale & Swain, 1980; Savignon, 1983; Hedge, 2000; Harmer, 2001) There is the one which is consistent to current language teaching context particularly in EFL context where students learn and practice the English language only in the classroom. That is Task-based language learning which has been proposed by Ellis (2003) in 3 steps: 1) Pre-task, 2)During-task, and 3) Post-task. The purpose is to bring in tasks prepared by teachers in providing students opportunity to learn and expose to the language within the classroom environment which the teacher has constructed. Through the process of task-based instruction, students are able to learn and use English speaking under the teacher’s supervision purposively.According toPica, Kanagy & Falodun (1993) has encouragement to language teaching context using five different tasks which include jigsaw, information-gap, problem-solving, decision-making, and opinionexchange are introduced. In using tasks for implementation in the language classroom, the outstanding research conducted by Harmer & Surguine (1987)stated that jigsaw task is particularly representative. Students are commonly asked to work in group of four and pairs completing the particular. The students have to interact among the group trying to share and exchange the information they need in order to complete the whole story.

In other types of jigsaw task, students are asked to work in pairs using pictures, maps, or dialogues. While acting the jigsaw task, the speaker must be able to usethe accent, and the words with accuracy according to rules in English in various levels, as well as can use the body language appropriate to point or direct to speak English by

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Using Jigsaw and Problem-Solving Tasks to Enhance… producing the language that suits a variety of situations or people associated with the situation, so in the development of English speaking ability, knowledge management is a precious section in the encourage and opportunities for students to practice English speaking ability effectively (Harmer, 2001). Speaking used jigsaw tasks make studentshave good occasions in negotiating and interacting using English for accomplishment communication.Problem solving following by Yousef & Banafsheh (2018) stated that problem solving tasks request the learners to offer advice and recommendations on problems ranging from the normal to special. Problem solving tasks were used in the language classroom to promote students perform their speaking and solve problems, and they do not necessarily require feedback and checking. Problem solving is activity by speaking naturally and accurately, which is a communication situations. Problem solving that speaking skills accrue to the students increase the proficiency of the students and problem-solving tasks is a point to fix the problem of produce activities. The purposes are to solve communication speaking the questions which requirestudents to solve problems, get to the summary and clarifying problem solving with reason to show understanding the challenge.The research is effectiveness the effects of using jigsaw and problem solving tasks on students’ success in English speaking, results confirm the proficiency of these tasks in developing speaking skill through the group process: pair work and group work. In doing this, the researcher would like to study and compare whether the students’ English-speaking ability posttest scores were higher than the pretest ones or not, and at what level the students’ attitudes towards teaching English speaking using jigsaw and problem-solving tasks were.

II.

OBJECTIVES OF THE STUDY

The objectives of the study were as follows: 1. to study and comparestudents’English-speaking ability using jigsaw and problem-solvingtasks before and after the instruction.

2) to investigate the students’ attitudes towards teaching English speaking using jigsaw and problem-solving tasks.

III. METHODOLOGY Scope of the study 1) The samples The samples were 23first-year undergraduate students of Kalasin University in Kalasin Province, Thailand, using Cluster Random Sampling.

2) Variables The dependent variable was teaching English speaking ability using jigsaw and problem solving tasks, and the Independent variables were student’s English speaking ability and students’ attitude towards teaching English speaking using jigsaw and problem solving tasks.

B. Instruments There were 3 types of instruments: 1. Lesson plans using jigsaw and problem solving tasks 2. An English-speaking ability test which was used as the pretest and the posttest’ 3. An attitude questionnaire.

C. Data collection: Data were collected and the study was administered in the normal English classroom.

An English speaking ability test was employed as the pretest. Twelve lesson plans using the jigsaw and problem-solving tasks were employed with 23undergraduate students. After that the speaking test was employed as the posttest,and the students’ attitude questionnaire was used.

D. Data analysis : The data were analyzed quantitatively from the English-speaking ability test and the attitude questionnaire. Statistics employed were percentage, Mean, Standard Deviation, and t-test for Dependent Samples.

IV.

RESEARCH FINDINGS

The pretestmean score was 25.04 percentand the posttest mean score was 83.19 percent.The student’s Englishspeaking ability scores after using jigsaw and problem-solving tasks were significantly higher thanthe prior one.

Also the students’ attitude towards teaching English speaking using jigsaw and problem solving tasks was rated at a good level...

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Using Jigsaw and Problem-Solving Tasks to Enhance…

Figure 1: Pretest-Posttest Analysis A comparison of English-speaking ability scores prior to and after using jigsaw and problem-solving tasks of first-year undergraduate students in Kalasin University, Thailand. n Pretest Posttest

23 23

Mean 30.04 99.83

Std. Deviation 9.06 9.27

t 2.21

Figure 2: Mean and standard deviation for the students’ attitude towards teaching English speaking ability jigsaw and problem-solving tasks.

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

15 16 17 18 19 20

Item Jigsaw and problem-solving tasks are the most remarkable activities to teach English speaking.

Jigsaw and problem-solving tasks help me a lot to feel more confidence in English speaking for all situations.

Drama, songs and games at pre-task are very pleasure.

Iam very enjoyable and pleasure by speaking English using jigsaw and problem solving tasks.

I am able to speak English smoothly after studying English by jigsaw and problemsolving tasks.

Jigsaw and problem-solving tasks are the best activity to do and learn to speak English.

I use and applied jigsaw and problem-solving tasks for speaking in real daily life occasions.

Jigsaw and problem-solving tasks are very shining activity for speaking.

I speak English with complete confidence after studying jigsaw and problemsolving tasks.

Studying English speaking using jigsaw and problem-solving tasks gain me to communicative in different real situations.

Studying English speaking using jigsaw and problem-solving tasks give me delight and more confident while speaking English.

Build inner and the situations are valuable to practice speaking.

Studying English speaking using jigsaw and problem-solving tasks encourage me to express good inspiration to speak.

Studying English speaking using jigsaw and problem-solving tasks develop the interaction of speaking with pairs or group work for swapping information or ideas.

The steps for teaching English speaking are very clear to know.

Studying English speaking using jigsaw and problem-solving tasks are advantage to interact in English classroom.

I think the steps for teaching are benefit and useful in developing speaking skill.

I feel very confident to speak after studied.

I think my accent is strongly after studied English.

Pretests and Posttests are relevant to the contents.

V.

Mean 5.00

S.D. 0.00

4.74

0.45

4.78 4.87

0.42 0.34

4.78

0.42

4.83

0.39

4.87

0.34

4.87 4.91

0.34 0.29

5.00

0.00

4.78

0.42

4.91 4.91

0.29 0.29

5.00

0.00

5.00 5.00

0.00 0.00

5.00 5.00 5.00 5.00 4.90

0.00 0.00 0.00 0.00 0.09

DISCUSSION

The objectives of this research were to study and compare students’ English-speaking ability between the pretestand the posttest mean scores after teaching English speaking ability using jigsaw and problem-solving tasks of 23third-year undergraduate students and the students’ attitude towards the teaching English speaking ability using jigsaw and problem-solving tasks. According to the previous findings, the discussions were presented as follows.

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Using Jigsaw and Problem-Solving Tasks to Enhance…

1. To study and compare the students’ English-speaking ability using jigsaw and problem-solving tasks of the first-year undergraduate students, it was found that the students’ speaking posttest mean score was 30.04 or 25.03 percent and the pretest one was 99.83 or 83.19percent. The posttestmean score was significantly higher than that of the pretest one at the .01 level. That was in accordance with the research hypotheses that the students’ speaking ability had been developed to the set-up criteria at 70 percent. As shown from the findings, teaching English speaking using jigsaw taskswas very proficient in developing the students’ English-speaking ability. Jigsaw tasks entertained the students with a lot of fun while they interacting in pairs or in groups. This might be that jigsaw tasks provide great opportunities for students to practice speaking using expressions and sentences in pairs or in groups.The results were consistent with Pica, Kanagy & Falodun (1993) in that, the communicative task types, indicate clear differences in their effectiveness as a means of providing learners with opportunities to work toward comprehension, feedback, and interleague modification. The most proficient task types appear to be the jigsaw task.

Problem solving tasks is the pattern that students take part in communicating, discussing, creatingand giving reasons the English language to interact with other speakers in an appropriate way to solve the problem they had. The problem-solving tasks encourage students to be more delighted and confident when speaking the language. While prepossessingthe interaction, the students worked in pair or group which can help students to deductanxiety and panic in speaking the target language. This was in concordancewith Pica (1993) who stated that problem solving tasks is suitable for working in pairs or groups that also create a speaking atmosphere in inspiring students to speak English. Similarly, and students are able to visualizethey are someone else, present and show that part in the situation or activity. It can be mentioned that when acting or practicing speaking English using problem solving tasks, students were able to use the learnt language to communicate with their pairs or among groups more smoothly and confidently. The students performed increasingly the language they created and the emotions or gestures to that role with familiar pairs and language functions that could be familiar with students’ daily life. Outstandingly, this allowed them to relatively improve their English-speaking ability.In addition, the activities motivated the students to be able to produce the appropriate target language under the proposed situations and gain lots of knowledge. Consequently, the students were able to use the language to communicate effectively and confidently. According the teaching program motivated them to participate in the activities since the activities inspired them to get greater confidences and produce the target language (Gardner, 1985).

2. To study students’ attitude towards teaching English speaking using jigsaw and problem-solving tasks, it was found that the students’ attitude towards the teaching English speaking using jigsaw and problem solving tasks was at a good level. This revealed that the students pleasured performing and showing activities and gained more confidence and delightin speaking English after the instruction. This revealed that the students enjoyed performing jigsaw and problem-solving tasksand acquired more confidence in speaking English after the instruction. This was consistent with the suggestions proposed by Dulay, Burt & Krashen (1982) study in those attitudes and feelings are the main factors to help learners shined and succeed in second language learning. Gardner (1985) in that a positive attitude was the most effective tasks is consistent of jigsaw and problem-solving tasks in that students gained positive attitudes towards the communicative tasks at the good level. Thus, jigsaw and problem-solving tasks improve students’ English-speaking proficiency, the main factor to achieve the goal of language learning.All in all, from the results, using jigsaw and problem-solving tasks were able to accumulate and develop students’ English-speaking ability and it is aproficient way to learn and stimulate speaking, engagement, and empathy by giving each member of the pair or the group work asignificant episode to play in the academic activity. English speaking using jigsaw and problem-solving tasks provided them joyful while speaking. The students could also acquirement lots of knowledge on daily-life language functions and confidence in using them. They integrated practice the language expressions and effectiveness to produce suitable use of the target language naturally and confidently. The students’ good attitude towards using jigsaw and problem solving tasks helped them to enhance their speaking ability for real daily life communication.

VI. 1.

2.

RECOMMENDATIONS

Recommendations are as follow: To develop speaking ability, teachers should employ several activities that provide opportunities to students to speak English and to stimulate them to learn.

Having students to work in pairs or small groups motivate them in creating the language use for communication.

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Using Jigsaw and Problem-Solving Tasks to Enhance‌ 3.

4.

5.

Developing speaking ability using jigsaw and problem-solving tasks should be accomplished with students in different grades.

To develop speaking ability should be used other procedures or methods in order to compare with using jigsaw and problem-solving tasks.

Creating good relationship among a teacher and students would be advantageous for students to reduce their anxiousnessand build up their confidence.

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Harmer, J. &Surguine, H. (1987). Coast to coast. London: Longman.

Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex: PearsonEducation.

Pica, T. (1993). Questions from the Language Classroom Research Perspectives. TESOLQuarterly, 28(1), 49-79 Pica, T., Kanagy, R., &Falodun, J. (1993). Choosing and using communication tasks forsecond language research and instruction. In S. Grass & G. Crooes (Eds.), Tasks andlanguage learning: Integrating theory and practice.Clevedon, England: Multilingual Matter: 9-34.

Gardner, R.C. (1985). Social psychology and second language learning: the role ofattitudes andmotivation.

Dulay, H., Burt, M., &Krashen, S. (1982). Language two. New York: OxfordUniversity Press.

Yousef, B. & Banafsheh, A. (2017). Journal of Applied Linguistics and Language ResearchVolume 4, Issue 6, pp. 174-182.

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