Theoretical Framework

This theory anchored on the cognitive theory by Piaget

(1957), Language is just one aspect of a child’s overall intellectual

development. Language plays an important role to social interaction

of an individual. By the use of language, a person may acquire the

aspect of being sociable among others. In a classroom, language

plays an important role to teacher/students. For teachers it is used

as their medium of instructions and for students it is used as their

tool to communicate to their classmates and teachers. Language

helps students to deliver their ideas during class participation. It is

the only way that the students can express their ideas. They can also

communicate easily to those students from the other country by

using the same language or the universal language. Especially those

exchange students who came here in the Philippines to study our

culture and tradition.

Another theory is the behaviorist theory by Skinner (1957),

Children imitates adults. Their correct utterances are reinforced

when they get what they want or praised. English language develop

proficiency in an academic performance. Its importance has only

been heightened with the advent of the common core. When a child

in a classroom a teacher has the responsibility to boost the

knowledge of a child. One of the specific way of that teacher must

praise the children when they participated in a class. The teacher

must aware the needs of the child in order for the child be motivated

to participate in a class. By that the children can acquire her/his skill

in language by participating in the class. Listening and speaking skills

that students tend to acquire quickly in a new-language. In order to

communicate in social situations such as asking someone direction.

As the child grows their learning capacity expanded. They also learn

from the community that they stayed during childhood years. They

capture their culture and traditions especially the language that being

used in a community.

Another theory is innate/mentalist theory by Chomsky (1957).

A child’s brain contains special language-learning mechanism at

birth and a person was born with a predisposition to learn language.

It is said that the child’s learning is according to the environment that

they grow. Its language is learned by the place that they reside. If the

child grows in a well-productive site, it is expected that the child’s

language is well stated. English is the language that the well

productive family uses especially the family of business owners.

Mostly the students who attend in the private school belong to the

elite family and uses English language as their medium of instruction.

Another theory is interactionist theory by Bruner (1957).

Language changes owing to its instability, because of random errors

and events within the language system, as a response of the ever

changing context of language use and its users. Language changing

due to the events and the usage of its uses upon the language

system. The main reason of these occurring changing is that, the

words uses/spoken is not literally what it defines but it depends on

the structures of the sentence or words that has been used in a

conversation. In our generation today there are a lot of languages

that being used in the community. It is said that Filipinos can easily

adopt the tradition and most especially the language from the other

country. Example is the Korean language; it is now being used by

the students because of their movies that being played in the

Philippines.

The English proficiency is an important tool in learning not

only for the tertiary students but also for lower year that are learning

the process of being proficient in the said language. It is also useful

in getting job because it is now used as the medium of instruction.

Learning English language is also useful for it can help use in

creating our reflections and other projects in the school. English

proficiency affects the class performance of the students for it is

being practiced inside the premises the English language more

effective. Class participation can help the students in enhancing their

grades in school. It is said tha5t the child learns as they grow. So, as

the student’s grow they must learn the language step-by-step so that

when they get into higher level it is not difficult for them to understand

the instructions that the teacher will give.

 REVIEW OF RELATED LITERATURE

A review of related literature is an essential aspect of investigation. The term “review”

means revision or “glance over” or “refer back on”. It implies locating, studying and
evaluating the reports of relevant researches, study of published articles, research
abstracts as well as reports of casual observation and opinion that are related to the
individuals’ planned research project. Atlas, (2001)

The survey of related studies serves multiple purposes. It helps the investigator to
acquaint with correct knowledge in the area of research. It furnishes the tried methods,
techniques, priorities and importance about the similar related past studies and to help in
the formation of hypotheses for the new study. By studying the works of other
investigators, one can avoid futile and irrelevant topics, vain efforts and ineffective
approaches already discarded by his/her predecessor. So the investigator has attempted
to collect relevant information related to the work from literature available in the field.

According to Harmer (1991) states that when the two people are engaged in talking
to each other we can be sure that they in general way to suggest that a speaker makes
a define decision to address someone. Speaking may be forced on him in the way but we
still say that he wants or intends to speak, otherwise he would keep silent.

Maybin (1992) says that communication is an exchange between people, knowledge,

information, ideas, options, feeling so there must be concept, ideas, in the fellow speaker
of what they are going to say. The speakers have a basic competence in communication
their ideas. The able to communicate their ideas, the students will be given opportunity to
practice their English.

Micheal (1998) language is a symbolic system used by communicators to construct

and convey information. Good languages developed by a system, set of rules followed by
the wearer.
 Nunan (1991) Speaking is one of four skills of English. It can help people to
understand something from other interlocutors of language. Speaking will be focus for the
first section on speaking. It involves fluent and accuracy expression meaning, the
exercising of pragmatic, or communicative, competence and the observance of the rules
of appropriate. Communication is a collaboration venture in which the interlocutors
negotiate meaning in order to achieve their communication.

Widdowson (1985) that speaking is an oral communication that gives information

involves two elements, they are; the speaker who gives the message and the listener who
receives the message in the world, the communication involves the productive skill of
listening. And he also states that an act of communication through speaking is commonly
perform in face to face interaction and occur as a part of dialogue or rather than form or
verbal exchange.

Brown (1987) states “pronunciation is the sound that the speaker can imitate from
others. In this case, a listener can imitate when he is listening to others”. He continuous
that language user can imitate from others. In this case, a listener can imitate from the
speaker and then say same thing to others listeners.

Broughton (1988) states that “pronunciation is way to sound the words of which to
give its meaning”. He continuous that in teaching pronunciation, the teacher has to repeat
the sounds on the pronunciation of a word until the students can get the perfect one.

Harmer (1991) points out pronunciation as how to say a word in which is made of
sound, stress and intonation. Some important points on pronunciation such as sounds,
stress, and rhythm, and intonation will be discussed and it is consisting of a various
element.

Manser (1991) state that performance is the person’s process or manner of a play.
Therefore, we may conclude that speaking performance is the way of one’s manner in
speaking. Which is assessed through how the fluency and accuracy are. Marcel (1978:
78) distinguishes the outlined of accuracy and fluency. According to him that accuracy is
the manner of people in using appropriate words and the pattern of sentences while
fluency is someone ways of speaking dealing with how to procedure words in certain
period of times without missing any main words on their speech.

Chastain (1976) speaking is a productive skill, its development is undertaken after

the receptive skill of listening comprehension, perhaps of reading and is always
somewhat behind that of the receptive skill. Speaking is the productive skill in the oral
mode. It, like the other skills, is more complicated than it seems at first and involves more
than just pronouncing words.

Blount (2005) There are four criteries used to mark the speaking test are:
Communicative ability and content this criterion refers to the candidate’s ability to express
opinions and information. It also refers to the candidate’s ability to initiate and respond to
questions appropriately and their ability to take an active part in the interaction.
Pronunciation and fluency this criterion refers to the candidate’s ability to produce
comprehensible language and includes aspects such as the production of individual
sounds, stress patterns, amount of hesitation and accent. Lexical accuracy and range this
criterion refers to the candidate’s accurately and appropriate use of vocabulary to
communicate in the speaking test. It also refers to the candidate’s ability to cope with
vocabulary problems encountered during the test and the ability to use circumlocution.
Grammatical accuracy and range this criterion refers to the range and accuracy of the
grammatical structures which the candidate uses during the speaking test.

Nurdaya (2012) in her research, using recognizing scripts can help the beginner
speaking by make a classification about every communication situation with predictable
set of spoken exchanges such as greetings, apologies, compliments, invitations, request
and many other scripts, by using scripts the learner could be a active speaker because
they know and could prediction the answer from the question in a conversation, the
instructors or the teachers must give many example script in different situation so that the
learner can develop their speaking ability and give more practice using the script.
 Nurdaya (2012) in her research, using language to talk language is a method which
the teachers or the instructors to resolve the problem when the learner faced the problem
such misunderstanding between the learner and the other in communication so that can
make the learner become shy or embarrassed, the learner does not understand the
speaker says, when they realize a conversation their partner could not understand them
so that the learner does not want to speak again, to overcome this situation the teachers
or the instructors have key position to clarify that misunderstanding and clarification
something can occur in any types of conversation and in any level of language skill and
give motivation so that the student will have confidence in communication in various
situation in anywhere.

Fashnea (2012) in her research, the foreign speaker sometimes speaks quickly, it is
difficult for the learner to understanding the speaker talk. The listeners have to know the
different about direct question, indirect question, requests.

Villasanta (2012) in her research, we have to organize detailed answer so as clear

as we can so that listener could understand our question or our statements, before
beginning to answer the question, it is possible to comment on it by saying, if you use this
strategy, it will give you a little more time to prepare an organized answer. In organizing
answer,it may be useful as in writing to begin a sentence or phrase that gives a summary
of the main points that we are going to talk about.

Shuanga (2012) in her research, the question needs answer clearly and correctly so
that we could transferring our aim our statement, with the clearly and the correctly there
is no misunderstanding between the speaker and the listener. We can check the
speaker’s understanding and we need to develop our confidence in forming correct
question.

Skemmy (2012) in her research playing role could helpful to increase speaking skill
because when you playing role you could be the listener and the speaker in the same
time, there is interaction between the other characters. To play our role well, we have to
understand some things are like.
 Green and Petty (1978) a teacher who thoughtfully recognize the interrelationship
of language skills may well discover that a reading problem really hinge upon in sufficient
oral language base. Since speaking is a part of the four language skills such as speaking,
reading, writing and listening) its relationship cannot be neglected in developing speaking
skill itself.

Rustan (2004) in his research the teacher’s role in giving material is very
important. Their way using material can encourage student’s spirit to learn.

Nurdaya (2012) in her research, sometimes the teacher gives the wrong teaching
method to their students, they have to know the best method in teaching so that the
learners interest in studying the language.

Askar (2005) in his research the improving of the ability of listening comprehension
will indicate support to the improvement of the quality of speaking. Listening a foreign
conversation or foreign song makes the learner know the pronunciation of the words.

Rizki (2011) Role play in the process of learning English will be fun and can
be effective. Technique of role play in the learning process is used to learn about the
introduction of feelings and issues facing students, and to develop problem solving skills.
Role play techniques aimed at solving problems concerning human relationships,
particularly those involving student life and to motivate students to pay more attention to
the content being taught. Role playing is a simulation of the behavior of people who
played, which aims to train students in real situations; train intensively oral language
practice, and provide the opportunity for students to develop communication skills.

Nining (2011) in her research “Stories engage the student’s imaginations and hold
their interest, especially if there are pictures to go with the story.Through picture
presentation, people are able to reach outside their minds”. Storytelling makes the learner
feel like playing, through listening to stories students develop their vocabulary and
grammar knowledge, which improves their fluency in verbal expression.
 Kate Ross (2010), who stated that the use of cellular phones is affecting student’s
spelling and grammar proficiency negatively, as evidenced from their use of abbreviated
words. This resulted in extensive use of electronic chatting. The students are producing
worse assignments, creating incorrect subject-verb agreements, and misspelling. Ross is
an instructional coach for language arts teachers in her own district, and she often see
shortened words or sentences in text messaging dialogues on students’ compositions.
She said that this might have changed the attitude of the students towards writing, and it
seemed that they want everything done as fast as possible. But before mobile phones
became a problem to some, it used to be a connector between people.

Rivers (1968) believes that the learners have nothing to express maybe because the
teacher had chosen a topic which is not suitable for him or about which he knows very
little. It is difficult for many students to respond when the teachers ask them to say
something in a foreign language because they might have little ideas about what to say,
which vocabulary to use, or how to use the grammar correctly

Feyten (1991) conducted a study to examine whether there is a relationship between

listening ability and foreign language proficiency, between listening ability and foreign
language listening comprehension skills, and between listening ability and foreign
language oral proficiency skills.

Qian (1996) tests whether contextualized or decontextualized vocabulary items are

learned and retained in greater numbers for Chinese English Language Learners. His
results show that posttreatment decontextualized words were retained longer, but with
little depth of word knowledge based on Beck et al.,'s previously mentioned continuum of
word knowledge. The words learned through context were considered to “deepen
students' understanding of the word” and is a positive precursor to producing the word.
 Bleakley and Chin (2008) estimate the causal effects of immigrants’ English
proficiency on various outcomes of their U.S.-born children, and allow the effects to vary
by Hispanic origin. We find that children with Limited-English-proficient parents have
worse English-language skills and are more likely to drop out of high school, be below
their age-appropriate grade, and not attend preschool.

Yaratan (2011) in his study, as a result of this substantial change in language

teaching, teachers needed extra aids to provide learners with the desired environments
and foster exposition to authenticity. Therefore, this study would give a thorough and deep
knowledge to every language teacher that through the use of media, these give abundant
information and create continuous communicative competence among ESL learners that
a media can develop and enhance the learning of English language in classrooms where
they spend a lot of their time.

Mayora (2006) stressed that multimedia used in English classes result in motivating,
productive and advanced lessons. The use of instructional technologies in the classroom
has theotential to help the teacher explain new concepts clearly, resulting in better student
understanding of the concepts being taught. In a survey, to find factors that facilitate
teacher skill, teacher morale, and perceived student learning in technology-using
classrooms.

Lightbown (2010) assented on the viewing skill where students can learn very much
from looking at film or shorter video clips. Students can improve their receptive skills by
reading English subtitles. It also improves their communicative skills as they talk about a
common experience with their classmates.

Espada (2000) those learners preferred watching English shows, movies and
documentaries had a higher chance to improve their English performance. It was denoted
that majority of the student – respondents were “Intermediate” level in terms of their
writing skill which describe as able to use the language effectively in most formal and
informal in written exchanges. It was revealed that majority of the student – respondents
level in terms in listening skill were “Intermediate” level. In this level, the listeners can
understand information conveyed in simple, sentence-length speech on familiar or
everyday topics. For reading skill, majority of the student – respondents interpreted as
“Intermediate” level.

According to Marcelleti, et. al. (2013) educational settings have been significant
environments for language teaching. English language instruction focuses specifically on
helping English learners develop English language skills in reading, speaking, writing,
listening and viewing.

Brewster,et. al. (2000) there are some reasons why the textbook is used in teaching
learning; it is useful learning aid for the students, it can identify what should be taught or
learned, it can indicate what methodology should be used, it can provide attractively and
economically, all or most materials needed.11 The teachers not only can use material
from a book, but they also can use several books for supplementing original material.

Kennedy (20014) textbook provide the majority of materials, teacher can also use
other materials in order to provide variety. The numbers of supplementary materials can
be chosen are storybook, songs, rhyme, chants, game, posters, flashcards, worksheet,
video, CDs, the internet and other CALL program, etc. Furthermore, Harmer has defined
method as the practical realization of an approach. The methods are arrived at decisions
about types of activities, roles of teachers and learners, the kinds of material which will
be helpful, and some model of syllabus organization.

Wolberg (2001), the procedure of teaching English is simply a combination of

activities of teaching grammar and translation. The teaching begins with English rules,
isolated vocabulary items, paradigm and translation. The teacher explains the rules in
students’ firs language and then simple words are put into slots of grammatical rules. The
grammatical rules are memorized as units.
 Leamelle (2013) the teacher must provide the class with other words and translation.
The students, then, practice using the rules by using the words provided. The students
are expected to be conscious of the grammatical rules of the target language. The text to
translate is usually easy classics; this type of text is used to have students practice
understanding the literature in the target language. The students should memorize list of
words.

Moore (2001) In learning English language, there is one important component that is
English vocabulary. As young learners, the students in elementary school was taught the
simples vocabularies, it is caused the students in elementary school is still young, so they
are still needs to acquire and understand just the simple vocabularies. It is caused, with
simple vocabularies the students can acquire and understand the vocabularies easily.

Fromkin (1998) said that young children before the age of puberty who are exposed
to more than one language seem to acquire all the languages equally well. There are
many bilingual and multilingual speakers who have acquired their languages early in life.
Sometimes one language is the first learned, but if the child is exposed to additional
languages at an early age he or she will learn those languages.

Maxin (2007) writer can conclude that the process of acquisition between children
and adult is different. If adult can acquire their language when they were child, and they
can learn more than one language after they can get their first language in their early life.
And the children can acquire to additional languages at an early age he or she will learn
those languages. On the other hand, english vocabulary must be mastered by the children
in elementary school. It is caused the English vocabulary as the basic components of
learning English language. And the English materials consists of the names of animals,
daily activities, greetings, the names of food and drinks, hobbies, introductions, weather,
numbers, times, and another simple vocabulary.
 Thornburry (2011), stated that there are also some kinds of English vocabulary that
is homonyms, homophone, and homographs. First, words that share the same form but
have unrelated meanings are called homonyms for ex, we have seen how like and like
can be two quite different words, i.e. I like looking TV and it look like new. Second, there
are many words that sound the same but the spelling is differently for ex, words horse
and hoarse, meet and meat, these are called homophones (literally same sound). Third,
there are also words that are pronounced differently but spelt the same for example: a
windy day but a long and windy road, a live concert but where do you live? These are
called homographs.24 From all statements above, the writer concluded that English
vocabularies have many benefit, as; first, with vocabulary people can learn some
language because without vocabulary they cannot learn language, they cannot express
their feeling, their attention to communicate with others. Second, in learning English
vocabulary, we can know some aspects of vocabulary, consists of, homonyms,
homophones, and homograph. With these aspects, we can know about words that share
the same form but have different sound, and any others.

Smith (1999), there are some ways in the process of acquiring English vocabulary,
such as; first, according to behaviorist that language learning takes place through
imitation, reinforcement, and habit formation.25 Furthermore, when the children learn
English in the school, they can learn and acquire the language by imitating what the
teacher said in the teaching. Then, After the children imitated what the teacher said
repeatedly, the children will try to practice what they say and knew. And by practicing the
vocabularies on every day with their friends and their teacher, especially when they learn
in the school, so they can acquire and memorize the vocabularies easily. Likewise, in
elementary school, the children will acquire, memorize and understand the daily
vocabularies by interacting with their friends or their teachers. If they often to say the
vocabularies repeatedly, they can also memorize, acquire and practice that vocabulary
easily.

According to Stun (2001), children is less interest with the materials that the teachers
taught in the classroom, it is because the materials was too difficult to understand by the
children, so that the children become less to enthusiastic and eager to learn these
materials. It means that, if the children have not the spirit or the enthusiastic to learn, so
they will also difficult to acquire and master the materials especially in learning English
vocabulary.

Naruga (1998), some students learn a new language more quickly and easily than
others. This simple fact is known by all who have themselves in school. Clearly, some
languages learners are successful by virtue of their sheer determination, hard work and
persistence.

Sarkasm (2014), younger learners in informal language learning environments

usually have more time to devote to learning language. They often have more
opportunities to hear and use the language in environments where they do not experience
strong pressure to speak fluently and accurately from very beginning.

According to Krashen (2011) , there are three generalizations of the effect of age and
second language, is as follows; first, adult proceed through the early stages of second
language development faster than children do. Second, older children acquire faster than
young children, time and exposure to second language proficiency than those beginning
as adults. It means that the second language development of older and younger learners
who are learning in similar circumstances have shown that at least in the early stages of
second language development, older learners are more efficient than younger learners.

According to Spada (1998), she said that while intelligence, especially measured by
verbal IQ tests, may be a strong factor when it comes to learning which involves language
analysis and rule learning. Intelligence may play a less important role in classroom where
the instruction focuses more on communication and interaction.36 She also said that
intelligence is composed of different types of abilities; first, the ability to identify and
memorize new sounds. Second, the ability to understand the function of particular words
in sentences. Third, the ability to figure out grammatical rules from language samples.
Fourth, memory for new words.37 From the statements above, I concluded that the
successful language learners may not be strong in all of the components of intelligence.
Some Individuals may have strong memories but only average abilities in the other
components of intelligence.

Brox (1992), clearly, some language teachers are better than others at providing
appropriate and effective learning experiences for the students in their classroom. The
students will make faster progress. Instruction is also very important factors for the
student’s acquisition of English vocabulary, especially for young learners. It is because,
the children more need the instruction when they are learning the language in the
classroom. They will do anything easily, if the teacher gives the instruction clearly, i.e.,
when the teacher gives some exercises, the teacher must give more explanation ad
instruction about the exercises, it is in order to the students can answer and understand
about what the students must do for the exercises.

According to Pang (2003) reading is defined as understanding written texts. He says

that reading consists of two related processes: word recognition and comprehension.
Word recognition is defined as the process of getting how written symbols correspond to
one’s spoken language while comprehension is the process of making the meaning of
words, sentences and connected text. He adds his statement that the reader who has
background knowledge, vocabulary, grammatical knowledge, experience with text and
other strategies can help them understand written texts.

Klingner (2007) reading comprehension is “the process of constructing meaning by

coordinating a number of complex processes that included word reading, word and world
knowledge, and fluency”. It refers to the ability in interpreting the words, understanding
the meaning and the relationships between ideas conveyed in a text. He summarized
reading comprehension instruction for the teacher as following a three-step procedure:
mentioning, practicing, and assessing. That is, teachers mention the skills that the
students want to use, then they give them opportunities to practice those skills through
workbooks or work sheets, and finally assess whether or not they use the skill
successfully.

Pang (2003) comprehension is the process of making sense of words, sentences and
connected text. He says that comprehension is the processes of deriving the meaning of
one word to another in a text. Readers typically make use of background knowledge,
vocabulary, grammatical knowledge, experience with a text and other strategies to help
them understand the written texts.

Kimbly and Garmezy in Brown (2000) define that teaching is the activities to show or
help someone to learn how to do something, give instructions, guide in the study of
something, provide with the knowledge, cause to know, understand knowledge and give
new knowledge.

Readers can resume the long string of ideas or events by grouping the important key
of the word they get from the reading. The strategy of semantic mapping, or grouping
ideas into meaningful clusters, helps the reader to remember the contents of the text.
(Brown,2000).

Renandya (2002), In the classroom, students need some activities to decrease their
difficulties in studying English. The teacher can apply these activities, those are, playing
guess and communication games, doing role-replay and skits; sing a song, using group
work, laughing with the students, having them share fears in small groups.

According to Brown (2001), long-term goals may include the mastery of English, the
passing of an exam (at the end of the year), the possibility of a better job in the future,
etc. Short-term goals, on the other hand, might be the learning of a small amount of new
language, the successful writing of an essay, the ability to partake in a discussion or the
passing of the progress test at the end of the week.
 Allen (cited in Brown, 2001), there are some 18 characteristics of good language
teachers. Firtsly, the teachers should love and comprehend English language such as
listening, speaking, reading, and writing. Secondly, they understand and use a wide
variety of techniques. Next, they give optimal feedback to students, use appropriate
principles of classroom management, adapt textbook material and other audio creatively,
enjoy people, and show enthusiasm. In a classroom, teachers’ roles can influence
activities. It means that the teachers change from one activity to another. If they are fluent
at making these changes, the effectiveness as the teachers is greatly enhanced.

Teachers should be good organizer. It means that the teachers should organize the
students to do various activities. This often involves giving the students information, telling
them how they are going to do the activity, putting them into pairs or groups, and finally
closing things down when it is time to stop (Harmer, 2001)

In a classroom, teacher does not only teach the students but also observe them. It is
aimed to give them useful feedback. In the classroom observation, the teachers watch
students’ learning process in order to judge the success of different materials and
activities. The teachers can make changes in the future if the activities are not appropriate
to the students’ needs (Harmer, 2001)

Kemp (1977), for example, says that media are supporting materials that can motivate
students and can effectively explain and illustrate subject content. His concern is on the
use of materials in order to make the students motivated to learn something and to make
clear the content of a subject. He also adds that media as any tools, methods and
technique used to make the communication and interaction between the teacher and the
students more effective in the teaching learning process. Here media can be anything,
material and non-material, physical, and non-physical, those are useful to support the
communication and interaction in the teaching learning process. It can be for explaining,
motivating or making clear the thing being discussed or talked about.

Feez (2002), she says that in the building the context, the students are introduced to
the social context of an authentic model of the text-type being studied and the students
explore features of the general cultural context in which the text-type is used and the
social purposes the texttype achieves. In this stage, the researcher tried to brainstorm the
students’ background knowledge by providing some questions related to the material that
they would learn. He encouraged the students to use the background of the knowledge
they had already known, such as knowledge that they got in daily life related to the text
studied by them.

According to Feez (2002), the students investigate what they have learnt in this
teaching and learning cycle can be related to other text in the same or similar contexts. It
is important to note that the genre approach does not advocate that students mindlessly
imitate the teacher. Instead, it gives students the opportunity to learn to function at a level
beyond that which they could learn to do on their own. The teacher may continue the task
to independent task when a group or pair construction has shown that the students have
gained control of the field and the mode. The teacher’s rule in this stage is only to provide
constructive comment to the students on what further development may be necessary.
The problem that may emerge in this stage is how to support students to complete their
task independently.

According to Slavin (1995) cooperative learning is a variety of teaching method in

which students work in small groups to get helps from one student to another in learning
academic content. In cooperative classroom, students are expected to help each other,
to discuss and argue with each other, to assess each other’s current knowledge and fill
in gaps in each other’s understanding.

Bintari (2010) did action research in improving the students’ achievement in speaking
learning. This thesis tries to find out whether the jigsaw can improve the student’s
speaking ability especially in narrative texts in the learning process. The result of this
study shows that there is an indication that implementation of teaching speaking by using
jigsaw method ran well. By using this technique, the students can improve their speaking
ability. Additionally, most of the students agree that jigsaw method is effective,
appropriate, and not bored. Based on this research, it is clear that helping students to
improve their speaking skill by using jigsaw method is successful.