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CHAPTER I

THE PROBLEM

Introduction

Speaking English is inevitable in this 21st century era of technology.

English language is well entrenched in Philippine formal education since the

American colonization. Furthermore, English language is an essential thing which

is needed by human beings for communication. It is a universal language.

Therefore, the mastery of English speaking skill is a priority for language

learners.

The problem of most Filipino in speaking the second language became a

big issue. That is why the teaching of English in every school has been

implemented. Our country is now on its road facing the K-12 curriculum in

Education and we all know that some other countries are already following in this

kind of curriculum many years ago. For us to be called a globally competitive

country, we have to be on the trend on what is the latest in the policy of

Education. The students that we are going to produce should answer all the

needs of the economy not only in the Philippines, but also all around the world.

One of the most difficult things to learn about being a university student is

being able to speak the second language in Education. To have a remedy on this

problem, there are lots of previous researches which seek an answer on this

problem to help the students improve their English speaking efficacy.

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A strategy called the Jigsaw technique had been discovered. Jigsaw is a

cooperative learning technique that has been studied in various ways by a

number of researchers and teachers in classes of different levels and subjects.

The Jigsaw classroom, originally developed by Elliot Aronson in 1971 in Austin,

Texas, was considered effective in increasing positive educational outcomes. It is

based on group dynamics and social interactions which is one of the “pure”

cooperative learning techniques (Acikgoz, 2006). Jigsaw technique answers the

student’s problems in participation in group discussions and to have a stand in

their own learning. According to past researches, students tend to remember the

things that they do, rather than those that they just only seen and heard. Once

the students are engaged in the teaching-learning process, they will be

responsible to build and construct their own learning. Their basic understanding

of the lesson will depends upon on how they will be working and collaborating

with their group. For better understanding, Jigsaw technique allows students to

actively participate in the learning process. By being constantly subjected to this

method, they should feel more comfortable about their roles. Ways of evaluating

the groups can enhance the effectiveness of the Jigsaw technique by making

each student have a sense of responsibility for their group’s performances

(Lucas, 2000).

In the application of Jigsaw technique, students separate from their own

groups and form new groups with the other students who are responsible for
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preparing the same subjects. These groups, called the “groups of experts” try to

make other students understand the subject; they make plans about how they

can teach the subject to their friends, and prepare a report. Afterwards, they

return to their own group and teach their subjects to them with the help of the

reports they have prepared. In the last stage, stage of completing, teachers can

perform some activities with individuals, small groups or the whole class in order

to unify students’ learning. For instance, she/he can make one of the home

groups or individual students make presentations in the classroom on their

subjects. In the evaluation stage, the study is completed by making the

evaluation proposed by the cooperative learning method (Simsek, 2007).

On the other hand, speaking is an interactive task and it happens under

real time processing constraints. It means that students will be able to use words

and phrases fluently without very much conscious thought. Speaking requires

learners to know not only how to produce specific points of language such as

grammar, pronunciation, or vocabulary but also how they understand when,

where, why and in what ways to produce language. In order to achieve students’

improvement in English speaking efficacy in education, the researchers aim to

conduct a study about jigsaw technique to know its effectiveness in speaking the

second language to Junior High school students in Dr. Crisogono B. Ermita Sr.

Memorial National High School. Furthermore, the Jigsaw technique is also one

way of implementing the use of English speaking efficacy in the classroom

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activity wherein the students will depend on each other to succeed in a particular

task. This technique will break the class into several heterogeneous or mixed

groups. The student will depend on each other for the discussion. They are the

ones who will discuss the topic and will make their own understanding and

generalization. Each of them needs to speak and share what ideas they have

formed in their minds. Definitely, an assigned teacher in an English class should

be prioritizing the use of the second language in the teaching-learning process to

help the learners improve their English speaking efficacy. Even at an early stage,

students should be aware and be familiarized in a kind of environment which

practices the use of the second language in education.

In line with this, all such things will be useless if there will be no measure

of efficacy. Efficacy is the power to produce the desired result of effect. To be

able to know the use of jigsaw technique, there will be tasks given to students to

measure their level of mastery and if they already acquire the ability to speak

confidently in English, this is the real essence of every technique.

By enabling the active participation of the students, the collaborative

learning method creates an environment for them to gain high level academic

and social skills. In this regard, the researchers thought of conducting a study

which aims to know the use of Jigsaw technique in developing the speaking

efficacy of the junior high school students in Dr. Crisogono B. Ermita Sr.

Memorial High School. There are still many unexplored questions about how
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many small group works operates and what students actually do when Jigsaw is

implemented. This research is then an attempt to reveal student’s interaction in

the implementation of Jigsaw technique in one typical classroom.

Statement of the Problem

The study aims to determine the use of jigsaw technique in developing the

English speaking efficacy of junior high school students in Dr. Crisogono B.

Ermita Sr. Memorial National High School. Specifically, the study seeks answers

to the following questions:

1. To what extent should the students in Dr. Crisogono B. Ermita Sr.

Memorial National High School are exposed with of the use of jigsaw

technique in developing their English speaking efficacy?

2. What is the speaking efficacy of the students prior and after the use of

jigsaw technique?

3. Is there a significant difference on English speaking efficacy of the

students before and after the use of jigsaw technique?

4. What are the perceptions of the students on the use of jigsaw technique in

developing their English speaking efficacy?

5. What are the problems or difficulties experienced by students in using

jigsaw technique?
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6. What learning plan may be proposed to further determine the use of

Jigsaw technique in developing English speaking efficacy of junior high

school students?

Scope, Delimitation and Limitation of the Study

In this study, the researchers aim to determine the use of Jigsaw

technique in developing English speaking efficacy of junior high school students

in Dr. Crisogono B. Ermita Sr. Memorial High School.

The study will further determine on what extent the students should be

exposed in using the Jigsaw technique, their perception about the technique,

their speaking efficacy prior and after the use of the technique and the problems

or difficulties encountered by the respondents in using this technique. The

research will employ the experimental and descriptive type of research method.

This study makes use of demonstration teaching strategy and survey

questionnaires that also serves as their pre-test and post-test.

The researchers will only determine the use of Jigsaw technique in the

speaking efficacy of the students and will not include other language skills which

are the reading, writing and listening. The study will be conducted with the

selected junior high school students in Dr. Crisogono B. Ermita Sr. Memorial

High School. The study will not include as respondents the other junior high

school in Nasugbu District and the senior high school students.

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The subject of the study is limited only to one public school in Nasugbu

West District. The respondents are limited only to Grade 7 junior high school

students in Dr. Crisogono B. Ermita Sr. Memorial High School.

Significance of the Study

It is expected that the outcomes of the study will be beneficial to:

Batangas State University – ARASOF Nasugbu. The result of the study

may help the university to have quality education and can contribute to the

development of the English speaking efficacy of the students of this university.

College of Teacher Education. The result of the study may further

underscore the relevance of Jigsaw technique in teaching and learning process,

thus, promoting the use of jigsaw technique in developing the English speaking

efficacy of CTE students

College of Teacher Education Faculty Members. The result of the study

may strengthen their strategies and have a better approach in teaching English.

This may enhance the skills and knowledge of CTE faculty members in

developing English speaking efficacy of the students.

College of Teacher Education Students. The result of the study may help

the students to develop their speaking efficacy in English through the use of this

technique.
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Researchers. This study may help the researchers become aware on the

benefits of Jigsaw technique as a teaching technique in their future career as a

teacher.

Future College of Teacher Education Students. The result of the study

may help the future CTE students for this can serve as their guide on answering

their inquiries. And this can also open for another development of related studies.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual and research literature, synthesis,

hypothesis, theoretical and conceptual framework, and the definition of terms

used in this study.

Conceptual Literature

The following review includes the concept on teaching technique, jigsaw

technique, and English speaking efficacy.

Teaching Technique. Teaching technique is well defined procedure used

to accomplish a specific activity or task. It is a teacher’s particular style or trick

used to accomplish on immediate objective. More than one technique may be

available for accomplishing a specific study or task (Corpuz et al., 2015). The

teaching technique to be used depends on the activity or task that the teacher

will give to the students. The technique that will be used will be based on the

teacher’s personal style in teaching. If the teacher has a good style in teaching,

the technique used will be effective to the students. The teacher should use a

technique that can accomplish an immediate objective. Additionally, not only one

technique can be used in finishing a particular task or activity. It will be

depending on the skills of the students. The teachers should know what the
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capabilities of their students are so they can apply the proper technique for the

students to meet their goals for a certain topic.

Technique is defined as “the body of specialized procedures and methods

used in any specific field (dictionary.com). Techniques therefore are always

included in different kinds of field. There will be an effective learning if techniques

are implemented. Similar with teaching, teachers plan first the objectives and

then decide on what technique he is going to use. Technique plays an important

role in the part of any teaching. It will be better and productive if techniques are

properly implemented.

Many things like sports, education and even in a professional work,

technique is highly needed. Without technique, there will be no organization and

order on what you are doing. The task will be easy if techniques are properly

used. It consists of procedure and steps to achieve and succeed in any field.

Techniques used in a particular field vary. The method and approach used

will be depending on the situation. For example in a classroom setup, the

technique that a teacher is going to use depends upon the type of students and

the learning strategies included in their objectives. Techniques should be

implemented in any kind of strategies.

Teaching techniques are the little sneaky tricks teachers use to get the job

done in the classroom. Teachers have systems of rewards or punishments for

students who comply and exceed or defy and lag behind (yahooanswers.com). If
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the classroom environment is becoming distracted, a teacher may use different

techniques of silent reading or shared reading to try to rope them in again. The

teacher may use alternative techniques to use a quick physical activity to remove

or prevent distraction and get them to all to do the same thing at the same time.

There are teachers who have a lot of experiences that can help another

teacher to improve her abilities. These are the trick or techniques that can be

taught to another teacher. Furthermore, lots of in-service and workshops which

teachers attend offer little tidbits of games, activities and actions that the

teachers can be used to achieve their goals and objectives in the classroom.

Different teaching techniques are really important for a teacher to be able

to talk about something and understand the particular topic. The teacher can be

used techniques to be able to achieve the desired goals and help the students to

develop their language skills.

There are different teaching techniques that the teacher can be used to

enhance the ability and skills of the student in developing their language skills

especially speaking skill. The commonly used is Round robin in which each

student in turn shares something with his or her teammates. By the use of this

technique, the students can express their ideas and opinion about the assign

topic. Furthermore, the student will give an equal participation and getting

acquainted with teammates. The student will build their own understanding and

they will enrich their vocabulary development.

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Likewise, the used of Round Table Technique (RTT) which is defined as

small groups of students, with each student given specific speaking role to

perform. The roles allow the students to practice different types of presentations

and build proficiency (Harms and Mayers, 2013). With regards to this technique,

assessing prior knowledge, practicing skills, recalling information and creating

cooperative art is a must. The student’s participation and team building will

develop.

The art of an effective caller/teacher often lies in the ability to describe, in

the simplest terms possible, the action of the moves. This skill is especially

critical when a caller chooses to teach a move without the benefit of a

demonstration (Reed, 2003). Teaching therefore happens within a simple terms

used by the teacher in which learning will possibly takes place. Students should

not feel confuse with lesson teach by the teacher. There should not be an

overlapping of information in the mind of the students.

Teaching in this definition is done by the teacher who implements his/her

lessons in a simple way and at the same manner, the learning is taking place.

Choosing the method to be used is easy, but the way of executing the method is

another story. A teacher should think of a way on how he/she is going to execute

the lesson in the simplest way without complication in the part of the student.

An effective teacher is not only knowledgeable about the subject matter

but also flexible in many ways. They think of ways on how learning will take place
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in his/her students. They are not satisfied if the learners are passive inside the

classroom. One living proof of a productive environment in a classroom is the

learners who actively engaged themselves in the teaching-learning process. By

doing so, students will be learning a lot from the teacher in the simplest terms

wherein there is no confusion.

Jigsaw Technique. Jigsaw is one of the techniques under the cooperative

learning. Each student on the team becomes an ‘’ expert ‘’ on one topic by

working with members from other teams assigned the corresponding expert

topic. Upon returning to their teams, each one in turn teaches the group; and

students are all assessed on all aspects of the topic (Corpuz et. al., 2015). All of

the members of each teams are obliged to participate and work collaboratively

with their peers. Those students who did not listen and act while performing the

tasks will not be able to cope up and adopt on the assigned topic. In this manner,

all students have their part in learning and contributes in each task. Furthermore,

the role of each student becomes a big part on their learning.

Creating an active and productive environment in the classroom is a big

task in the part of the teacher. Jigsaw technique will help the teachers to

implement this kind of environment in the learning of the students. Working with

each member will be the task of the students. The understanding and learning of

each student will depends upon on how they will be collaborating with their

peers. Those students who participate and listen carefully to the discussion will
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be performing well while those who did not work will be left behind. Engaging

themselves in the task is a must.

There will be a productive environment in the classroom of all students will

be engage in their own learning. Together with the role of the teacher which is to

guide and facilitate each student, learning will be an enjoyable task.

The jigsaw strategy is a cooperative learning technique that is appropriate

for students from 3rd to 12 grade (Adams, 2013). In this strategy, the students

with the size class of thirty to forty, they will be divided into groups of four to five.

Each of them will be given a list of topics to be search. The individual members

of each group will break off to work with other group. After discussing their

different topics, they will back to their original group to discuss the topics they

gained. Both individual and the group responsibilities are enhanced in this

strategies. Furthermore, jigsaw technique can develop the four-skill approach

which is reading, listening, writing and of course, speaking.

The jigsaw technique is very simple to use. It includes easy steps. The

first one is the class will be divided into five or six persons per group. The group

should include diverse kinds of students. The second step is appointing on who

will be leading each group. The leader should be the most mature student in the

group. The third is dividing the lesson into five to six segments. Each group

should have topic. The forth step is assigning each student to learn on segment.

The fifth step is giving the student enough time to read, understand and be
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familiar with their topic. The sixth step is forming a temporary ‘’expert groups’’ by

having one student from each group to join the other students and discuss their

topic. The seventh step is bringing back the students to their own groups. The

eighth step is asking the students to present their topic or segment to their own

group. The teacher needs to observe one group to another to see if there is any

trouble happening. It is better if the group leader will handle this task and this will

be the ninth step. The final step will be giving a quiz about the discussed topic. At

the end, the students will realize that it is not only for fun but this technique really

helps for an easier understanding of the lesson.

Jigsaw was developed and tested by Elliot Aronson and his colleagues

(Arends, 2001). Using the jigsaw technique, students were assigned to five or six

members of the study team heterogeneous. The academic materials that they

are going to discuss are presented to them. Each student in this sense have their

part, on learning each part of the material. Meaning, all of the team members will

be working and no one will be exempted on the task. At the end of the

discussion, assume that there will be some groups who are going to perform well

and others will be left behind. The task of the expert group or those who excel is

to help the other teams to learn the topic. Moreover, the students after the

collaboration will go back to their groups and teach team of other members what

they have learned from the other group.

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In jigsaw technique, the interdependence is necessary for students to

complete tasks, each student was given an independent responsibility that was

one part of the puzzle necessary for the final group product (Morris, 2003). This

technique is similar in making or completing a real jigsaw puzzle. It is because in

this technique the students are going to group themselves and breaks afterward

because they are going to discuss or tackle their own topic to other groups. After

discussing with the other groups they will come back to their original group and

come up with different ideas and suggestions. In that sense they completed the

jigsaw or the puzzle by going back or completing the task.

This technique divides the class into mixed groups to work on a certain

topic that the group will discuss and will come up on a final output or outcome.

The students can work individually to learn his own topic but will also collaborate

with his own groupmates to have their output. Every group member is required to

have their point of view on their material to share with the other groupmates. The

final presentation of the output of the group will provide all the members the

understanding of their own material and topic.

The Jigsaw technique can enhance cooperative learning by making each

student responsible for teaching some of the materials to the group. In this

technique, students are members of the different groups, the “home group” and

the “jigsaw group”. Initially, students meet in their home groups, and each
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member of the home group is assigned a person of the material to learn as an

“expert” (Doymus et. al., 2004).

Furthermore, students in this sense should learn how to work

cooperatively with their teams and help each other to better learn the materials.

Once they are deployed from their home group going to the jigsaw group, they

should be equip of the responsibilities and tasks assigned to them. Each student

therefore will be an “expert” to their material. They will return to their home group

together with the information and learning they have gained from the jigsaw

group. They will not only focus on one assigned task, rather they will be engaged

in multi-tasking activity. Learning the materials in the lesson and at the same

time, developing their social skills by means of cooperative learning.

Basically, students are the one who will be constructing their own learning.

One factor which may affect their understanding is their peers and the attitudes

they created in their assigned group. There should be a unity and sharing of

common goal within a group. The learning will also take place depending upon

the cooperation of each group and how each member of the team perceive the

materials given to them.

Jigsaw technique has its own advantages and these are: 1.) developing

cooperative behavior, 2.) establishing better relationship among the students, 3.)

developing the academic skills of students, and 4.) students learn more from their

friends (Ibrahim, 2000). When the teacher used this technique in the classroom,
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she can make her students develop their cooperative behavior. That students

can learn how to interact more with his other classmates. The students can also

build a harmonious relationship between each other because in this strategy,

they are going to group themselves and build a team not only with their group of

friends but from the other members of the class. They will not interact only with

their close peers but also to other classmates. This technique can also be a tool

in developing the academic skills of students. By engaging to this method, they

can easily recall what they have discussed because the learners can learn more

when they are the one who is doing the activity. They will easily retrieve the

information they have when there is an examination because they are the one

who discussed and talked about the lesson. Lastly, the students can gain more

information through this technique because the speaker is not only the teacher

but also the learners. They can get and learn more ideas from their groupmates.

On the other hand, jigsaw technique is said to have its disadvantages and

these are: 1.) the speaker is dominated by smart students and 2.) Some students

cannot aspects the other students from different groups because usually

students just want to be with their close friends (Ratuman, 2002). The

disadvantages of this technique can have an effect or impact on the students.

Because it is a group interaction, there will be smart students in every group. If

the speaker is on the middle of the discussion, there will be a smart student can

stop or interrupt him when he doesn’t like the idea. And because of this, that
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student will be discouraged to talk again and share his thoughts because he will

think that what he is saying is not important or necessary. Moreover, this

technique can also affect the relationship of each student because when there is

a group activity in the classroom, the students will pick their friends and some

students may be left behind. It will be hard for them to speak and share what’s on

their mind because they are not comfortable with the groupmates they have.

Speaking Efficacy. Speaking is an interactive process of constructing

meaning that involves producing, receiving and processing information (Brown

et. al., 2004). It usually occurs formally and informally in different kinds of

situations. Its form and meaning depends upon the physical environment and the

purposes for speaking.

Speaking requires that learners not only know how to produce specific

points of language such as grammar, punctuation or vocabulary, but also that

they understand when, why and in what ways to produce language. A good

speaker of the language therefore knows how to use the skills and knowledges to

succeed to a speech or act.

Efficacy is the power to produce the desired result of effect

(learnersdictionary.com and oxforddictionary.com). In everything that we do, we

always expect to have an outcome in the end whether it is good or bad. This is

indispensable especially for teachers who are waiting to see an improvement or

development to their students.

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One of the common things that the teachers want to develop with their

students is their ability to speak confidently and fluently in English. The

effectiveness of a teacher will be somehow proven through the authentic result of

the performance of the students. If the students unveil a good performance in

and outside the classroom, it produces feedback to the teaching instruction of the

teacher and if not, it also has too. To be able to see the efficacy or desired result

of the development of the each student, they will be given a task to measure their

mastery and capacity about the topic assigned to them.

The teaching instruction will be useless if there will be no assessment at

the end of the lesson. The purpose of this is to produce an outcome, to know the

effectiveness of instruction and to know also where the improvement is needed.

Speaking efficacy refers to one’s ability to learn other subjects in his/her

own way. Different people have their own way of learning especially when it

comes to speaking the second language. They have different attitude and

motivation in learning. They all have different behaviors in coping with the

learning environment (Liu,2013). The speaking efficacy or effectiveness of the

students can be enhanced if the teacher will ensure that the students like their

own learning environment. If they are not comfortable in their environment they

will not be motivated and be more eager to learn.

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The students in every classroom should learn how to speak so they will be

practiced in speaking the language and be more effective in speaking it. They

should be more exposed on different activities that are connected to speaking so

their speaking efficacy will be more developed. The teacher must be the one to

ensure that all of his/her students are speaking and is not lagging behind.

Through this practice on speaking their speaking efficacy is being developed that

can add to their self-confidence.

Though the students have their own differences, the teachers will make

sure that the learning strategies that they will use will be exact on the abilities of

their students. They should help each other and make sure that the learners are

enjoying in their activities and is not forgetting what they need to do and that is to

develop their speaking efficacy.

Speaking ability consists of two words ‘’speaking’’ and ability’’. A person

therefore needs to know the process of speaking and builds and ability to speak

the language. It is considered as an interactive process because in order to be

engaged in the process of speaking, one needs to construct meaning that

involves producing, receiving and processing of information. There should be an

interaction and the process will occur.

In order to convey thoughts, wishes and ideas, one should be capable to

construct their own meaning. Speaking therefore is an important part of our life
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because we express mostly our feelings and emotions through speaking. It

became as an outlet and extension of our self.

Speaking is one of the four macro skills necessary for effective

communication in any language, particularly when speakers are not using their

mother tongue. As English is the universally used as a means of communication,

especially in the internet world, English speaking skill should be developed along

with the other skills so that these integrated skills will enhance communication

achievement both with native speakers of English and other members of

international community (Bailey, 2005).In addition, the development of speaking

skill will enhance by means of syllabus, design, principles of teaching, type of

task and materials, and speaking assessment.

Speaking ability is the key of human to interact in their life. Hence, it is

very needed by human being. Besides that, speaking is also the second skill that

needs to be comprehended by the people chronologically in their life (Rusniati,

2008). Without speaking, a person is considered as being robbed of the rights to

be free, to speak. Without speaking, a person will not be able to interact with

others that’s why speaking plays an important part in our life.

From our early childhood, we have been taught how to speak by some

elders, especially our parents. The moment that a child learns how to speak, it

seems that a big part of a pie has been filled. It gives a new joy and happiness in

the parents. That’s why it is very needed by every human being.

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Not only for interacting or communicating, but also for making a person

satisfied and complete. Speaking should be comprehended by every in their life.

Especially for those students who assess their progress sometimes in terms of

their accomplishment in spoken communication.

Speaking is a mean to us to express thought, wish and opinions.

Nowadays, the student is hoped be able develop their speaking ability, in order

that they can share or convey their thoughts, opinions or others correctly.

Moreover, speaking is one of language skills that have vital function to express

any messages, ideas, opinions and emotions. This skill helps to develop the

ability of a person especially the student in terms of communication. They will

enrich their thinking skills and improve their potentials in communicating with

others.

Additionally, speaking requires the learners to know when, what and how

to produce specific points of language skills such as punctuations, grammar or

vocabulary of the learners. These language skills help for the enhancement of

the student’s ability to think. Through speaking, the student can express their

suggestions and opinion in particular activities.

Furthermore, the communication can be established between on person to

another because of the influence of language skills particularly having a good

speaking. And having a good communication, through sharing thoughts and

opinions, the individual is continuously develop their speaking ability.

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Spoken language is easy to perform, but in some cases it is difficult. In

order that they can carry out the successful speaking, they must have some

characteristics of successful speaking activity such as the learners talk a lot, the

motivation is high, and language is of an acceptable level (Brown, 2001). This

must be successful and effective if those characteristics are attained by an

individual.

Learners are eager to speak because they are motivated and interested to

the topic and have something new to say and something that he want to share to

his peers. When the learners are motivated, they want to contribute to achieve a

task objective. They are triggered to talk a lot. As much as possible of the period

of time allocated to the activity, in fact occupied by the learners talk.

The successfulness of speaking activity is also depending on the

language, if the language is of an acceptable level. The learners express

themselves in utterances that are relevant, easy comprehensible to teach other

and of acceptable level of language accuracy.

Knowing a maximum of about 3000 words was required for effective

speaking (Richard, 2002). It means that for you to be able to be a good speaker,

you must enhance and improve your vocabulary. One way of enhancing the

vocabulary skills is by reading books, and other literary works or material. There

are lots of published works in internet and everyone can have an access on it.

The development of speaking skill is developing upon on how you will help
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yourself to improve and discover the skill. Therefore, the speaker will be more

fluent in speaking depending on how much they mastered vocabulary.

Moreover, the process of learning is a continuous process together with

the learning of speaking skill. Learning will not takes place within just an

overnight. It requires a life-time of studying. One should know that learning must

be patience and dedication of work.

The success of the speaker is a testimony on how he/she enhance and

improve his/her speaking skill. An effective speaker has lots of ideas and ids

which came from what he/she have red. A good speaker therefore is a great

explorer.

Research Literature

The following were the studies which bear significance and relevance to

the present study.

The study of Adams (2001) revealed that jigsaw is a very useful

technique. Through the use of the technique, pupils maturely developed the

interest of working with their colleagues and through that they learnt from each

other and have learnt better. In using jigsaw technique, the students are

discussing with each other the topic and subtopics assigned to them. And by this

technique, their skills and knowledge are enhanced.

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On certain occasions, the students are realizing that their skill are being

developed through the use of this technique. The students can learn better

through this technique because they will construct their own understanding of the

topic assigned to them. The ideas they have gained will surely be retained or

their mind because they are the one who made an understanding about it.

Furthermore, he recommended that teachers should avoid merely using

lecture method in teaching lesson at the lower level (basic level) because it leads

to poor participation of pupils in the lesson and poor understanding of concepts.

The teacher should make an improvement on the teaching technique for a better

teaching-learning process. The strategy that the teacher will use should improve

the for language skills which are the reading, listening, writing and specially the

speaking skill. The teachers should not stick to one strategy only, they should

have variety of techniques that can improve and develop the skills of the

students.

The study conducted by Boonkit (2009) claimed that the speaking

performance of a student can be strengthened if the topic can be applied in real

world situations and contains a broad range of related topics. The speaking

ability can be nurtured if the students can relate to that topic. The learner can say

many ideas or knowledge if the question or topic that is assigned to her is timely

and applicable to her own life situations. It should be in line with the experiences

of students so they can voice out many ideas and enhance their speaking ability.
 27

The freedom of picking up or choosing their own topic will motivate the students

to speak more because they know to themselves that they are knowledgeable

about that matter.

Therefore, it is concluded that the creativity in picking or making a topic is

really a significant factor to make the students speak and enhance their speaking

ability. The students should be interested about the topic that she will discuss so

she will be motivated to speak more and practice the language. There are many

different ways on how to motivate the students to speak it is for the teacher to

encourage the students to speak and share their ideas using the English

language for them to be competent and become more fluent in the language.

The study suggests different activities in which the teacher can make the

students practice and learn English. The students can use their listening skill to

listen different music and watch English movies. By doing these activities the

students can get more vocabulary words that can help them to enhance their

speaking ability. Their vocabulary is widening through that activities, so when

they were assigned to speak in the class it will be easier for them to do it

because they are more knowledgeable than before.

Similarly, Dyna (2013) stressed in his her study that Jigsaw gave students

more opportunity to practice speaking as well as solve problems. This

opportunity was hard to achieve when teachers dominate the teachin0g and

learning process. Students were able to interact more intensely in English with
 28

less pressure because they work together with their friends to solve the task.

Because of using jigsaw, the relationship among the students are enhanced and

the students learned better in English because they work together and they feel

comfortable to solve the particular task if they are along with their friends.

Moreover, Jigsaw made students collaborate more with their friends in

English. Because of the cooperative learning was implemented, the use of

Jigsaw made them less anxious. The students’ sense of cooperation is

developed and the confidence of the students is enhanced. By interacting with

their friends as well as their classmates help them to learn better in English

Because of this, they can express their thoughts and ideas in English.

And, she recommended that the English teacher needs to improve her

teaching quality. The teacher should use some interesting techniques in teaching

speaking and be creative in using the materials. In relation to Jigsaw technique,

the teacher needs to use various routines and classroom English which are

appropriate to his or her students’ level of proficiency and make sure that his

students listen and understand them. Additionally, by means of communication,

the teacher should pay attention to the speaking learning process and give

students more opportunities to practice their English speaking efficacy by use of

jigsaw technique.
 29

Another study done by Maden (2010) found out that most of the students

who used jigsaw technique said that their achievements in the subject matter

were increased. The students also said that they permanently acquire the

knowledge because they are the one who discussed and made examples on the

certain topic that is assigned to them. In this sense, it is found out that the jigsaw

technique is really helpful in making the students learn and acquire knowledge.

This strategy can be a helpful tool in improving the cooperation and active

participation of the learners in different classroom activities.

Therefore, this jigsaw technique is said to be more effective than the

traditional way of teaching. It is seen that the students have a positive and good

attitude towards this. It is strongly said that this method can really have a great

effect on the academic achievement of the students. The mental skills or abilities

of the students is not the only thing that is enhanced but also their social skills or

potentials.

Finally, the jigsaw technique really shows the good effects in using it in the

classroom as a medium of instruction. It is shown that it is really a great help not

only on the students bit on the teachers also. Therefore, jigsaw should really be

used as a teaching tool in the teaching learning process.

Moreover, Dewi and Putri (2017) in their study about speaking anxiety

revealed that this anxiety is a feeling of worry that the students cannot achieve to

speak. Speaking anxiety can be an affective filter that prevents the students to
 30

absorb the language input. It can make the students feel worry during the

process of learning so they are under pressured to complete their tasks. It can

influence their performance in speaking. The students who have higher speaking

anxiety are usually afraid of making mistakes in speaking class and they hesitate

to speak without considering the threat. They also face difficulties in speaking

classroom as they are not confidence in completing their tasks. Sometimes, they

are not confidence enough to produce language.

Furthermore, they concluded that jigsaw technique is more effective than

role play in teaching speaking. There is also an interaction between teaching

techniques and students’ speaking anxiety in teaching speaking that helps them

to overcome their fear in speaking. The jigsaw technique is more effective than

role play that helps the students to enhance and improve their low speaking

anxiety, but for the students who have high speaking competence anxiety, role

play is more effective than jigsaw technique to teach speaking competence. But,

by means of effectiveness of the methods to teach speaking depends upon to the

level of students’ speaking anxiety.

Additionally, they also suggest that teacher can use jigsaw technique as

an alternative technique in teach speaking. Teacher has to consider that

speaking anxiety can influence the students’ speaking skill in the classroom. For

the students who have higher speaking anxiety, they should encourage
 31

themselves and be aware that they have to be more active in their involvement in

the teaching and learning process. The students do not need to fully aware that

they are being assessed and watched in completing speaking task to reduce

their speaking anxiety.

Mengduo and Xiaoling (2010) study on jigsaw technique discovered that

said technique helps learners to actively participate in a classroom and achieve

the learning objectives. It is a good strategy in learning which creates a

productive learning environment for the learners. The students are engaged in

cooperative and collaborate work with their peers. It also promotes enthusiasm

for each student because all of them are engage in the learning process.

One factor which can contribute to learners understanding of the task is

the role of the teacher which is to facilitate and guide the learning of each

student. This can be done through reinforcement which is based from pleasure-

pain view of human behavior. The students tend to do a given task if they are

rewarded or if the task itself is rewarding. After engaging on a jigsaw technique,

assume that there are students who will be performing well and others will be left

behind. The teacher now can help the students and facilitate their learning. The

role of the students who perform well is to help other students who are

considered to be left behind and assist them to better understand the topic.

To produce a productive learning environment, students should be able to

participate in their own learning. Their basic understanding on the lesson will
 32

depends upon on how they will engage themselves in the process which will

eventually promotes fun and enthusiasm.

The study conducted by Asakereh and Dehghannezhad (2015) revealed

that the student’s fulfilment with their learning environment can affect their

willingness to contribute in developing his/her own speaking skill. When the

students are not satisfied with the learning environment, they will not exert an

effort to contribute or participate in the teaching-learning process.

The study shows that when the students have high satisfaction with their

learning environment they can get higher grades than with the students that have

a low satisfaction that are getting lower grades. The learning environment is an

important factor in the learning process of the students. The teachers should

remember that they are the one who will make sure that their students have a

good learning environment wherein they can learn more and be more motivated.

Additionally, the study suggests to have more investigation about the

factors that can affect the satisfaction of the students in their learning

environment. There should also be a further study about the factors that

contribute in making the students show a negative speaking efficacy belief.

Synthesis

This section presents the significance of the literatures reviewed as

compared with the present study.

 33

The concepts cited by Corpuz show its significance in terms of the step in

making or conducting the Jigsaw technique. It is important for the students to

have an active and productive environment for them to be engaged in the

learning process. In connection with the speaking skill, the study stated that in

order to be engaged in the speaking process, the student should first receive and

process the information. It is because the process will takes place wherein the

researchers will first give the topic and let the students process the information

before they speak on the class. On the other hand, the study also has

significance in terms of the teaching technique used. The technique used in the

study can be more than one.

Another concepts done by J. Reed emphasized the significance of

teaching technique to make the students feel comfortable in the classroom and

by doing so, the learning will takes place. In order to build a productive learning

within the students, the way on how the teacher will execute his/her method in

teaching should be simple while at the same time effective in terms of learning.

The teacher should avoid the feeling confusion and overlapping of information in

the innocent mind of the students. A teacher therefore is not only knowledgeable

with the subject matter, but also flexible and productive in many ways. He/she

discover ways on how learning will integrate inside the classroom. This study

abide relevance in the present study in terms of promoting learning in each

student and developing their communication skill.

 34

In the study conducted by Adams, it states the process on how the jigsaw

technique is done. It is very important to understand and apply the following

steps so the teaching-learning process will be easier to implement. If the teacher

follows these steps, the student will understand easier the process and the

discussion will not be interrupted. At the end of those steps, the teacher will

make an assessment if this technique really works and if the students learn

something or not. The present study conducted by the researchers focus on the

use of jigsaw technique in the development of English speaking efficacy of the

students. The significance of the study is that the researcher wants see the

positive and negative effects of jigsaw technique on the students. The researcher

wants to figure out if the speaking skill of the students will enhance and develop

through this technique. Through demonstration and giving the student the survey

questionnaire, the researcher can assess the development of the speaking skill

and the response of them about the technique.

The significance of the concept by Arends about Jigsaw technique is that

it emphasizes the role of every student in class. It shows that every student is

important to the teaching and learning process. The smart students are not the

only one who is learning but also the students who are left behind. All members

of the group will also learn because each of them will need to speak and share

their own ideas.

 35

Another concept conducted by Morris gives the importance of jigsaw

technique as a method of organizing classroom activity that makes students

dependent on each other to succeed. The process breaks the class into groups

and breaks assignments into pieces that the group assembles to complete the

puzzle. The aim of this technique is to of course promote learning in every

student. In relation to the present study, the objective of the researcher is to

develop English speaking skill in every student. The class in this technique will

be divided into groups and will help each other to make learning takes place.

Therefore, the student will be engaging in the teaching-learning process and will

be an active participant inside the classroom.

The concepts made by Doymus, abide relevance in the present study by

means of enhancing cooperative learning in each student to make them

responsible for teaching some of the materials to the group. In this essence,

cooperative learning should be emphasized and be developing to make the

jigsaw technique successful. The students in this technique are active member of

the group rather than passive. The present study focuses on developing the

English speaking skill of high school students through the use of jigsaw

technique. In this process, the students are obliged to cooperate with their peers

whether they like it or not. Cooperative learning contributes a lot in the process.

The preceding study conducted by Ibrahim, it shows the significance in

terms of the advantages of Jigsaw technique. It is important the teacher to know

 36

what will be the advantages of Jigsaw technique in teaching especially in

developing the speaking skills of the students. In the study, it stated that the

student can develop their cooperative behavior, they can establish better

relationship among others. Through Jigsaw technique, it also helps to the

development of academic skills of students and the students can learn more from

their friends. When the teacher uses this technique in the classroom, she can

make her students to develop their cooperative behavior. The students can

develop their harmonious relationship towards other and they can easily interact

with his/her friends or peers.

The significance of the past study conducted by Ratuman is that when

using Jigsaw technique, there is a disadvantages. It stated that the use of this

technique can have an effect or impact to the students. It can affect the

relationship of each student. For instance, when there is a group activity in the

classroom, the students will pick their friends and some students may be left

behind. It will be hard for them to share what’s on their mind because they are

not comfortable with the group mates they have.

In line with the concepts made by Brown abides relevance in the present

study in developing speaking efficacy in every student and it includes certain

characteristics in order to be a successful one. In order to make the students feel

free to speak the language, they should be motivated and happy to learn. These

characteristics will push them up to fluently speak the language.

 37

The study done by Liu emphasized the significance on the student’s

motivation and attitude towards learning. It focuses on how the learning

environment can affect their attitude towards learning. The teacher should make

sure that the students like their learning environment. The teachers should

encourage all the students to participate in every learning activity. The teachers

should always remember that the students are different from each other so the

teacher must ensure that their learning strategy will be fitted on their skills and

abilities.

Another study conducted by Bailey abide relevance in the present study

using English speaking skill as a universal language. Speaking is considered as

one of four macro skills which is necessary for effective communication. In

relation to the present study, the used of English is important to develop the

speaking skill of every student. The students in this manner should be able to

utilize English speaking skill while in the process of Jigsaw technique. By means

of cooperative learning, they will be interacting with their teams and make sure

that the used of English speaking skill is observed.

Another study conducted by Rusniati, it shows the significance of

speaking skill as a means to express thought, wish and opinions with others. It

has relevance in the present study in relation to cooperative learning wherein

students should be able to share their thoughts and ideas with their classmates.

One of the vital function of speaking skill as a type of language skills is to

 38

express any messages, ideas, opinions and emotions. Students must learn to

acquire those skills.

The importance of the concept introduced by Brown about the spoken

language is also essential because it focuses on how the students can develop

their speaking ability. It also shows the importance of picking the right topic to

capture the attention of the students. When they are interested on the topic the

tendency is that they will be more active to talk that leads to the enhancement of

their speaking skill.

The improvement of speaking should be seen in every student in order for

them to develop an effective communication not only inside the classroom, but

also in other fields. It is important that they possess this skill because it will serve

as a big requirement and of great use in the future. As early as now, students

must be aware of this skill and be aware of the reality that it is essential for their

learning.

The study conducted by Richard abides relevance in the present study by

means of effective speaking. For us to be able to develop an effective speaking,

we should know a maximum of about 3000 words. At an early stage, the

student’s vocabulary should be enhanced. They must be assigned to read

different articles to add the words on their vocabulary. In the process of Jigsaw

technique, the learners needs to interact for them to exchange words and

messages.
 39

Another study conducted by Adams revealed that jigsaw is a very useful

technique. The main focus of their study is on the effects of jigsaw technique in

developing student’s interest in working with their colleagues and that they learn

from each other. Furthermore, his study recommended that teachers should

avoid merely using lecture method in teaching lesson at the lower level because

it leads to poor participation of pupils in the lesson and poor understanding of

concepts. The study conducted by Adams focused on student’s interest on

working with their colleagues different from the present study which focuses in

the use of Jigsaw technique in developing the English speaking efficacy in Junior

High School in Dr. Crisogono B. Ermita Sr. Memorial High School.

The study conducted by Boonkit, it was revealed that the speaking

performance of a student can be strengthened if the topic can be applied in real

world situations and contains a broad range of related topics. It is stated that the

students have their freedom to select or pick their own topic so they know to

themselves that they are knowledgeable or they can say many things about that.

It is similar with the present study because the researchers will also make the

students practice their speaking skill through the Jigsaw technique. On the other

hand, it also shows difference with the presents study because in the previous

study, the teacher engaged the students in activities like listening to music or

watch different English ideas while in the present study, the researchers will only

make the students group and oral activity without any music or videos.
 40

The study conducted by Dyna, it was revealed that Jigsaw gave students

more opportunity to practice speaking as well as solve problems. Students were

able to interact more intensely in English with less pressure because they work

together with their friends to solve the task. Because of using jigsaw, the

relationship among the students are enhanced and the students learned better in

English because they work together and they feel comfortable to solve the

particular task if they are along with their friends. By interacting with their friends

as well as their classmates help them to learn better in English Because of this,

they can express their thoughts and ideas in English.

Maden conducted a study and it is revealed that the most of the students

who used the Jigsaw technique said that their achievements in the subject matter

were increased. Through the use of that technique, the student can easily recall

the ideas that they gained because they are the one who discussed the topic and

that is its similarity with the present study because the students will also make a

group and discuss on their own the topic that is assigned to them. In spite of the

similarity between the two, it also has its differences and it is on the achievement

of the students because on the past study, it looks on the academic achievement

of students while in the present study, it will only look at the development of the

students in terms of English speaking skill.

The study conducted by Dewi and Putri, it was showed that speaking

anxiety is a hindrance that the students cannot achieve to speak. Speaking

 41

anxiety can be an affective filter that makes the students hard to absorb the

language input. It can make the students feel worry during the process of

learning so they are under pressured to complete their tasks. The students who

have higher speaking anxiety are usually afraid of making mistakes in speaking

class and they hesitate to speak without considering the threat. They also face

difficulties in speaking classroom as they are not confidence in completing their

tasks. Sometimes, they are not confidence enough to produce language.

In line with Adams foregoing study, the study conducted by Mengduo and

Xiaoling promotes learners participation and enthusiasm as well as a useful

technique in using Jigsaw in their study. Jigsaw according to the foregoing

studies contributed on the learner’s participation in the teaching-learning process.

It promotes enthusiasm and enjoyment on their learning. The students in their

manner participate actively and engaged themselves on the process of learning.

Their achievement depends upon on how they engaged themselves on the

learning process.

The study conducted by Asakereh and Dehghannezhad states that the

student’s fulfilment with their learning environment can affect their willingness to

learn. It shows that if the students like their learning environment, they will have

more chance to learn and understand their lesson. It shows the difference on the

present study because the present study only focus on the development of the
 42

speaking efficacy of the students while the previous study focuses on the

development of their speaking efficacy on a certain learning environment.

Hypothesis

HO: There is no significant difference between the use of other teaching

techniques and jigsaw technique in developing English speaking efficacy among

junior high school students in Dr. Crisogono B. Ermita Sr. Memorial National High

School.

H1: There is significant difference between the use of other teaching

techniques and jigsaw technique in developing English speaking efficacy among

junior high school students in Dr. Crisogono B. Ermita Sr. Memorial National High

School.

Theoretical Framework

Enhancing the meaningful learning by integrating Jigsaw technique on

instruction was central to this study. The most influential theory associated with

Jigsaw technique was the theory of social constructivism and the intergroup

contact theory.

Based on Vygotsky’s theory of social constructivism and cited by Lucas

and Corpuz (2014) emphasizes that knowledge exists in a social context and is

initially share with others instead of being represented solely in the mind of an
 43

individual. This theory is based on Vygotsky’s theory. It is said that the

construction of knowledge is shared by two or more people. The student can give

their own ideas to other group and the student have an opportunity to interact

and share among learners to help to shape and refine their ideas.

The teacher and the students play important roles in learning. The teacher

should be active and responsible in the process of learning. The teacher is the

one who facilitates learning and guide the student towards learning. The

collaboration of one student to another is a big factor in transferring knowledge.

They have a chance to interact with other peers and they are responsible in

sharing ideas to form another concept of ideas.

In 2015, McKinley cited that social constructivism maintains that human

development is socially situated and knowledge is constructed through

interaction with others. In this work sense, the student will work together to

construct concept. It is concerned with how knowledge is constructed by

interacting with other people.

In the classroom setup, the interaction of every student will help

themselves in constructing ideas and knowledge to form another idea in which it

helps them to easily acquire knowledge. Because of the interaction between the

student and other peers, they can construct broad information that widen their

knowledge and help them to develop their skills. They will enhance the ability to

communicate and capacity to interact with other student.

 44

On the other hand, based onGordon Allport’s intergroup contact theory

and cited by Tropp shows that this theory is one of the most effective ways to

reduce prejudice between majority and minority group members. They are able

to understand and appreciate different points of views involving their way of life if

one has the opportunity to communicate with others. As a result, prejudice

should diminish.

The intergroup contact theory proposes that intergroup prejudice can be

reduced when members of the different groups interact with each other under

optimal conditions. Allport developed what has become the most influential

statement or intergroup contact theory, stating that prejudice will be reduced

when the contact situation embodies the four condition which was the equal

states between groups; common goals; cooperation between groups; and

support of institutional authorities, laws and custom.

Prejudice that mentioned above is one of the factors that affect the

learning of student when conducting group activities. There are times that

student didn’t give a chance to voice out his ideas. The tendency is the

interaction of a student toward other will not develop. So the intergroup theory is

an effective way to reduce the prejudice in a particular group.

 45

Conceptual Framework

This study on the Jigsaw technique aimed to determine the development

of English speaking efficacy of junior high school students in Dr. Crisogono B.

Ermita Sr. Memorial High School. This study made use of descriptive and quasi-

experimental method. This includes demonstration and giving of survey

questionnaire.

INPUTPROCESS OUTPUT
 The extent in which the
students should the
students be exposed Gathering of Data Learning activities
with of the use of jigsaw through: may be proposed to
technique in developing further determine the
their English speaking  Demonstration use of Jigsaw
efficacy.
 Distribution of technique in
 The speaking efficacy of
the students prior and survey developing the
after the use of jigsaw questionnaires English speaking
technique.  Analysis and efficacy of junior high
 The significant
interpretation school students.
difference on English
speaking efficacy of the
students before and
after the use of jigsaw
technique.
 The perceptions of the
students on the use of
jigsaw technique in
developing their English
speaking efficacy.
 The problems or
difficulties experienced
by students in using
jigsaw technique.

Figure 1
Research Paradigm on the Use of Jigsaw Technique in Developing the
English Speaking Efficacy of Junior High School students in Dr.
Crisogono B. Ermita Sr. Memorial High School.
 46

Frame 1 showed the input included the problem statements. Frame 2

reflected process. It included the methods used in gathering data and

information. The researchers conducted demonstration to see the use and

impact of the Jigsaw technique in the development of English speaking efficacy

of junior high school students. The process also included the distribution of the

survey questionnaire made by the researchers. Frame 3 presented the output. It

included the different feedbacks of the students on the use of Jigsaw technique

in the development of their speaking efficacy.

Definition of Terms

The following terms are defined conceptually and operationally for the

better understanding of this study.

English Language. This term is defined universally as a means of

communication, especially in the internet world (Bailey, 2005). English language

as used in this study is defined as the language that a student needs to develop

as the teacher observed the use of Jigsaw technique in developing the English

speaking efficacy.

Jigsaw Technique. Jigsaw is defined as one of the techniques under the

cooperative learning (Corpuz et. al., 2015). This was used in this study as the
 47

method used in teaching to know its uses in developing the English speaking

efficacy of Junior High School in DCBESMNHS.

Learners. Learners are someone who learns or takes up knowledge or

beliefs (TFD-Thesaurus). The term was used as one of the key elements in the

process of jigsaw technique.

Speaking efficacy. Speaking efficacy is defined as an interactive process

of constructing meaning that involves producing, receiving and processing of

information (Brown et. al., 2004). The term was used as an ability which the

students are going to develop as they engaged in the process of Jigsaw

technique.

Teacher. A teacher is someone who helps others learn new thing

(yourdictionary.com). The teacher is used as one of the key elements in the

process of jigsaw technique.

Teaching Technique. Teaching technique is defined as a well-defined

procedure used to accomplish a specify activity or task (Corpuz et. al., 2015).

The term was used in the study as the procedure in teaching in which it

comprises the jigsaw technique.

 48

CHAPTER III

RESEARCH METHODS AND PROCEDURE

This chapter provides a discussion on the research methodology that is

used in the study. It includes the research design, research environment,

subjects of the study, data gathering instrument, data gathering procedure, and

statistical treatment of data.

Research Design

The researchers used descriptive research method and quasi-

experimental research method for the purpose which is to assess the use of

Jigsaw technique in developing the English speaking efficacy of junior high

school students.

The descriptive research method is pretty much as they sound – they

describe situations. They do not make accurate predictions, and they do not

determine cause and effect (Hale, 2011). It provides an answer to the questions

of how something happened and who was involved. Data gathering techniques

such as observational method, case study method and survey method are

examples of descriptive research method.

The quasi- experimental method involves selecting groups, upon which a

variable is tested, without any random pre-section subject (explorable.com). This

 49

experiment proceeds in a very similar way to any other kind of experiment, with a

variable being compared between different groups.

The researchers used demonstration design. Demonstration is the

process of teaching through examples or experiments. It requires observational

collection of data on participant’s behavior and learning when engaged in the

process. This design is the best way to be sure that one’s intervention or types of

technique used had a causal effect.

Likewise, the descriptive research method design focused on determining

the knowledge, background and perception of English teachers and junior high

school students of Dr. Crisogono B. Ermita Sr. Memorial National High School in

Jigsaw technique in terms of its strategy, instructional approach and

effectiveness in the teaching-learning process.

Research Environment

The researchers conducted a study at Dr. Crisogono B. Ermita Sr.

Memorial National High School located at Roxaco Subdivision, Barangay

Pantalan, Nasugbu, Batangas. The respondents are the Grade-7 junior high

school students for academic year 2016-2017. The setting of the study was

located by the researcher for they believe that if the skills of the students will be

assessed, there will be gathered data that will serve as a basis for knowing the

strengths and weaknesses of the technique to attain a quality education.

 50

Subjects of the Study

The participants of the study are ninety (90) junior high school students in

Dr. Crisogono B. Ermita Sr. Memorial National High School. They actively shared

in the discussion during the teaching demonstration for the use of the jigsaw

technique. They were also the ones given the survey questionnaire to assess the

extent of their use of the said technique and their level of English speaking

efficacy before and after using the jigsaw technique.

Profile of the Respondents. This study determine the characteristics of

junior high school students in Dr. Crisogono B. Ermita Sr. Memorial National High

School.

Table 3.1 presents the age of the respondents with its corresponding

frequency and frequency.

Table 3.1
Distribution of Respondents by Age
Age Students

Frequency Percentage

14 years old 14 15.55%

and above
13 years old 59 65.55%

12 years old 17 18.88%

TOTAL 90 100
 51

The table presented that out of 90 students, 17 percent are in the age of

12, 59 percent are in the age of 13 and 14 percent are 14 years old and above.

Table 3.2 presents the sex of the respondents with its corresponding

frequency and percentage.

Table 3.2
Distribution of Respondents by Sex
Sex Students

Frequency Percentage

Male 37 41%

Female 53 59%
TOTAL 90 100

The table shows that out of 90 students, 41 percent are male students and

59 percent are female students.

It can be seen on the table that there a few male students and most of the

respondents are females.

Data Gathering Instrument

Construction of the Questionnaire. The researchers constructed the

questionnaire by adopting concepts pertaining to the Jigsaw technique. The

questions are arranged based on the appropriate statement of the problems and
 52

then organizing it in a way that it can be understandable and readable for the

respondents.

Validation of the Questionnaire. The constructed questionnaire is

presented to the research adviser for checking. After revising, it is presented to

the validators for some validations. After few days, the validated questionnaire

was returned to the researchers to make some revisions based on the

suggestion of the validators. The improved questionnaire is ready for the

administration to the respondents.

Administration. The researchers used a paper-pencil procedure in

answering the questionnaire. The survey questionnaire was given to the

respondents personally before the researcher conduct a demonstration teaching

to know the use of common technique used by the teacher in teaching. After the

demonstration teaching, the researcher gave another questionnaire to determine

the use of jigsaw technique in developing English speaking efficacy of junior high

school students. They also gave it to the respondents personally.

Scoring Responses. Data from the responses are collected, tabulated

and interpreted. The responses are based on how they view the use of the

Jigsaw technique in developing English speaking efficacy.

The researcher used Likert’s Scale to score the responses of the

respondents as shown in the table below.

 53

Table 3.3
Presentation of How Respondents Score the Questionnaire
Scale Range Verbal
4 3.25 – 4.00 To a great extent
3 2.50 – 3.24 To a moderate extent
2 1.75 – 2.49 To a low extent
1 1.00 – 1.74 Not at all

The table above presents the scale used to determine the extent of using

jigsaw technique in developing the English speaking efficacy of the students.

Table 3.4
Presentation of How Respondents Score the Questionnaire
Scale Range Verbal
4 3.25 – 4.00 Strongly Agree
3 2.50 – 3.24 Moderately Agree
2 1.75 – 2.49 Disagree
1 1.00 – 1.74 Strongly Disagree

The table above presents the scale uses to show the agreement of the

respondents in using jigsaw technique in developing their English speaking

efficacy.

Data Gathering Procedure

The researchers formulated their topics first. The proposed topics were

submitted to their research instructor. The researchers undergo to a topic

defense with three panels. Their approved topics was submitted to the Associate
 54

Dean of College of Teacher Education. After approval of the title, the researchers

had an extensive research as a first approach in gathering data.

For the data gathering, the researchers make a letter addressing to the

Associate Dean of College of Teacher Education of the University to permit them

to conduct a study on their preferred research environment. After having their

permit from the Dean of Colleges, the researchers also make a letter for the

principal of the schools in Dr. Crisogono B. Ermita Sr. Memorial National High

School to a formal authorization for them to conduct a study on their school.

Upon having the approval, the researchers make a demonstration

teaching on the junior high school students and ask for their active participation.

The researchers also give the students the developed survey questionnaires,

and they are asked to answer it honestly. The researchers personally distribute

the survey questionnaire. The survey questionnaires that the researchers used

are carefully validated by the validators to make it efficient and effective.

Statistical Treatment of Data

After gathering results, the data in the filled out questionnaire were tallied,

tabulated, analyzed and then interpreted according to the statement of the

problem.
 55

Weighted Mean. It was used to measure the general responses of the

survey samples, whether they to a given statement or not.

T – test. This was applied to determine the significant difference on

English speaking efficacy of the students before and after the use of jigsaw

technique.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 56

This chapter presents the analysis and interpretation of data gathered

through the use of instrument utilized in the study regarding the use of Jigsaw

technique in developing the English speaking efficacy of junior high school

students. The data were tabulated with its equivalent weighted mean, verbal

interpretation and its ranking.

1. The extent in which the students should be exposed in using Jigsaw

technique in developing their English speaking efficacy.

The jigsaw technique is a method of organizing classroom activity that

make students dependent on each other to succeed. It breaks classes into

groups and breaks assignments into pieces that the group assembles to

complete the puzzle. This technique is similar in making or completing a real

jigsaw puzzle. It is because in this technique the students are going to group

themselves and breaks afterward because they are going to discuss or tackle

their own topic to other groups. After discussing with the other groups they

will come back to their original group and come up with different ideas and

suggestions. In that sense they completed the jigsaw or the puzzle by going

back or completing the task.

Table 4.1 provides the extent in which the students should be exposed in

using Jigsaw technique to develop their English speaking efficacy with its

corresponding weighted mean, verbal interpretation and rank.

 57

Generally speaking, through the use of this technique, pupils maturely

developed the interest of working with their colleagues and through that, they

learnt from each other and have learnt better (Adams, 2001).

Table 4.1
The Extent that the Respondentsare exposed in using Jigsaw Technique

Statements Weighted Verbal Rank

I should be exposed to the use of jigsaw Mean Interpretation
technique in developing my English speaking
efficacy…
1. … until I already developed my relationship 3.29 To a great extent 1
and cooperation with my other classmates.
2. … until I already learned how to comprehend 3.27 To a great extent 2
well in English
3. … until I already conquered my fear in 3.26 To a great extent 3
communicating with other classmates.
4. … until I already know that my vocabulary 3.23 To a moderate 4
improved. extent
5. … until I already felt that I can share my ideas 3.21 To a moderate 5
in English. extent
6. … until I already felt that I am comfortable in 3.19 To a moderate 6
speaking in English language. extent
7. … until I already have the confidence to 3.19 To a moderate 6
speak in English in front of my classmates. extent
8. … until I already developed my 3.16 To a moderate 8
pronunciation. extent
9. … until I already developed my diction. 3.04 To a moderate 9
extent
10. … until I already felt that I am not 2.91 To a moderate 10
discriminated by my classmates. extent
To a moderate
GRAND MEAN 3.17 extent

The table shows that most of the students should be exposed in this

technique until they already developed their relationship and cooperation with

their other classmates that got a weighted mean of 3.29 and verbally interpreted

as to a great extent and which ranked first. This was followed by the statement

that they should be exposed until they already learned how to comprehend well
 58

in English that got a weighted mean of 3.27 and is ranked second and is verbally

interpreted as to a great extent. In the third rank is the statement telling until they

already conquered their fear in communicating with their other classmates that

got a weighted mean of 3.26 and verbally interpreted as to a great extent. These

results may be due to the fact that the students want to develop their speaking

efficacy when they are with their peers. They want to be more exposed when

they are in the environment in which all the students may participate in

developing their own speaking abilities. It also shows that they want to be

exposed when they learned how to comprehend well and conquer their fear

when they are communicating with other people.

This also indicates the statement that they should be exposed in the

technique until they already felt that they are not discriminated by their

classmates that falls at the bottom rank and got a weighted mean of 2.91 and

verbally interpreted as to a moderately extent. This result may be due to the

relationship of the students with their classmates. They ranked this as the last

because they did not feel that they are dominated by their classmates.

The overall result in which the students should be exposed in using jigsaw

technique shows a weighted mean of 3.17 and verbally interpreted as to a

moderate extent. This shows that they should be engaged in this technique more

often in order for them to be more skilful in using the English language and

develop their communication using the second language.

 59

2. The Speaking Efficacy of the Students Prior and After the Use of Jigsaw

Technique.

One of the common things that the teachers want to develop with their

students is their ability to speak confidently and fluently in English. The

effectiveness of a teacher will be somehow proven through the authentic result of

the performance of the students. If the students unveil a good performance in

and outside the classroom, it produces feedback to the teaching instruction of the

teacher and if not, it also has too. To be able to see the efficacy or desired result

of the development of the each student, they will be given a task to measure their

mastery and capacity about the topic assigned to them.

Table 4.2A represents the speaking efficacy of the students prior the use

of jigsaw technique with its corresponding weighted mean, verbal interpretation

and rank.

It can be clearly seen from the study of Adams (2001) that teachers

should avoid merely using lecture method in teaching lesson at the lower level

(basic level) because it leads to poor participation of pupils in the lesson and

poor understanding of concepts.

Table 4.2A
Speaking Efficacy of the Students Prior
The Use of Jigsaw Technique

Statements Weighted Verbal Rank

Mean Interpretation
 60

1. I enjoyed speaking English especially 3.21 Moderately Agree 1

with my classmates.
2. I develop my cooperation with my 3.14 Moderately Agree 2
classmates
3. I achieve our learning goal that day. 3.04 Moderately Agree 3
4. I actively participate in the discussion 3.04 Moderately Agree 3
in our English class.
5. My spoken vocabulary improve. 3.04 Moderately Agree 3
6. I’m sure I can use English outside the 2.96 Moderately Agree 6
classroom.
7. My ability in exchanging ideas in 2.94 Moderately Agree 7
English improve.
8. I’m confident in speaking English. 2.79 Moderately Agree 8
9. I easily recall our past topic in English. 2.79 Moderately Agree 8
10. I’m more fluent in speaking English. 2.77 Moderately Agree 10
11. While speaking, I can remain calm 2.69 Moderately Agree 11
when facing difficulties.
12. I’m not stressed out when speaking 2.68 Moderately Agree 12
English in the classroom.
13. I tell a story in English. 2.64 Moderately Agree 13
14. While speaking, I can deal efficiently 2.63 Moderately Agree 14
with unexpected situations.
15. I share many things in English. 2.59 Moderately Agree 15
16. I express what I want to say in English. 2.58 Moderately Agree 16
17. I ask more questions in English. 2.49 Disagree 17
GRAND MEAN 2.83 Moderately Agree

The table shows that as the teacher used the traditional techniques, some

of students are enjoying speaking English especially with their classmates that

got a weighted mean of 3.21 verbally interpreted as moderately agree and which

ranked first. This is closely followed by the students develop their cooperation

with their classmates that ranked second with a weighted mean of 3.14 verbally

interpreted as moderately agree. Ranking third is that in the traditional technique,

the students can achieve their learning goal that day: they actively participate on

the discussion in their English class; and the students’ spoken vocabulary
 61

improves. They garnered a weighted mean of 3.04 and also verbally interpreted

as moderately agree.

On the other hand, the table presents that the last statement in which the

students asking more questions in English fall in the bottom rank. It got a

weighted mean of 2.49 and verbally interpreted as disagree.

To sum it up, the use of the traditional techniques in teaching got the

grand mean of 2.83 with verbally interpreted as disagree.

On the other hand, Table 4.2B represents the speaking efficacy of the

students after the use of jigsaw technique with its corresponding weighted mean,

verbal interpretation and rank.

It is observed in the study made by Dyna (2013) emphasized that Jigsaw

gave students more opportunity to practice speaking as well as solve problems.

Table 4.2B
Speaking Efficacy of the Students After
The Use of Jigsaw Technique

Statements Weighted Verbal Rank

mean Interpretation
1. I developed cooperation with my 3.42 Strongly Agree 1
classmates.
2. I enjoyed speaking English especially 3.34 Strongly Agree 2
with my classmates.
3. My spoken vocabulary improve. 3.29 Strongly Agree 3
4. Jigsaw gives me more opportunity to 3.24 Moderately Agree 4
speak the English language
5. I am sure I can use English outside the 3.21 Moderately Agree 5
classroom.
6. I achieve our learning goal that day 3.18 Moderately Agree 6
through the use of jigsaw.
7. I actively participate in the discussion 3.17 Moderately Agree 7
 62

during our English class.

8. I feel the enjoyment when I am speaking 3.17 Moderately Agree 7
English using Jigsaw.
9. My ability in exchanging ideas in English 3.16 Moderately Agree 9
improve.
10. I easily recall our past topic in English 3.12 Moderately Agree 10
using jigsaw
11. I learn better in English using jigsaw 3.12 Moderately Agree 10
technique.
12. While speaking, I can remain calm when 3.12 Moderately Agree 10
facing difficulties.
13. While speaking, I can deal efficiently with 3.10 Moderately Agree 13
unexpected situations.
14. I am not stressed out when speaking 3.09 Moderately Agree 14
English in the classroom.
15. I express what I want to say in English. 3.07 Moderately Agree 15
16. I am more fluent in speaking English. 3.04 Moderately Agree 16
17. I am confident in speaking English. 3.04 Moderately Agree 16
18. I share many things in English through 2.99 Moderately Agree 18
Jigsaw.
19. I can tell a story in English. 2.98 Moderately Agree 19
20. I ask more questions in English. 2.89 Moderately Agree 20
GRAND MEAN 3.1372 Moderately Agree

The table shows that when the teacher used the jigsaw technique in

teaching, the level of English speaking efficacy increased. Some of the students

are strongly agree in using jigsaw technique in developing their English speaking

efficacy. The statement that rank first is the students developed their cooperation

with their classmate with a weighted mean of 3.42. This closely followed by the

students enjoyed speaking English with their classmate with a weighted mean of

3.34. And, ranking third is that the students’ spoken vocabulary improves with the

weighted mean of 3.29.

 63

However, as shown in the table, the last rank is the statement which says

that the students ask more questions in English when using jigsaw technique. It

has a weighted mean of 2.89 with the verbal interpretation of moderately agree.

Followed by the statement, the students can tell a story in English, which is

interpreted as moderately agree and a weighted mean of 2.98 ranking second to

the last. The statement which stated that student’s share many things in English

through jigsaw technique got a weighted mean of 2.99 that verbally interpreted

as moderately agrees also.

To sum it up, the students developed their English speaking efficacy when

using jigsaw technique with the grand mean of 3.1372 and verbally interpreted as

moderately agree.

3. The significant difference on English speaking efficacy of the students

before and after the use of jigsaw technique.

In common to the study conducted by Maden (2010) revealed that this

jigsaw technique is said to be more effective than the traditional way of teaching.

Table 4.3
Difference on English Speaking Efficacy of the Students Before and After
the Use of Jigsaw Technique.
  Prior Jigsaw After Jigsaw
Weighted Mean 2.83 3.74
Variance 0.048267974 0.015974984
Observations 17 20
Pooled Variance 0.030737494
Hypothesized Mean 0
 64

Difference
Df 35
t Stat -5.389963122
P(T<=t) one-tail 2.46131E-06
t Critical one-tail 1.68957244

Null Hypothesis (Ho) – There is no significant difference between the evaluation

of the prior jigsaw and in the after the use of jigsaw.

Level of Significance: α=5%

Criteria of Rejection: Reject H0 if t c>1.69, Do not reject otherwise
Degree of Freedom (df) = 17+20 -2 = 35
Pooled Variance = 0.03

tc t 0.05(35)
Samples Weighted Mean (computed value (table value of t-
of t-test) test)
Prior Jigsaw Mean 2.83 -5.389 or -5.39 1.6896 or 1.69
After Jigsaw Mean 3.74

The negative sign of the t c which is -5.39 implies that the prior jigsaw and

after jigsaw Mean is less than the computed value of t-test. The tabular value of t

for df 35 at 0.05 level is 1.69, hence it is less than the computed value of t-test

which is 5.39. It is observed that there is a significant difference between the

prior jigsaw and the after jigsaw.

4. The perceptions of the students on the use of jigsaw technique in

developing their English speaking efficacy.

The use of jigsaw technique has several positive effects on the

performance of the students. Through the use of jigsaw technique, students are
 65

able to create an active learning environment inside the classroom and have

developed their relationship with their peers compared to what they have done in

the past.

Table 3.4.5 presents the perceptions of students in using jigsaw technique

in developing their English speaking efficacy.

In common to the study made by Mengduo and Xioling shown that jigsaw

technique helps learners to actively participate in a classroom and achieve the

learning objectives. It is a good strategy in learning which creates a productive

learning environment for the learners.

Table 4.4
Perceptions of the Students in the Use of Jigsaw Technique

Statements Weighted Interpretation Rank

Mean

1. Jigsaw technique is helpful in

building my self-confidence in 3.40 Strongly Agree 1
speaking English.

2. Jigsaw technique helps me to 3.39 Strongly Agree 2

easily cooperate in group activities.

3. Jigsaw technique helps me to 3. 37 Strongly Agree 3

easily understand our discussion.
 66

4. Jigsaw technique helps me to 3.33 Strongly Agree 4

develop my vocabulary skills.

5. Jigsaw technique helps me to 3.32 Strongly Agree 5

easily express my ideas in English.

6. Jigsaw technique helps me to 3.29 Strongly Agree 6

explain my thoughts in English.

7. Jigsaw technique makes me 3.23 Moderately Agree 7

responsible in developing my
English speaking skills.

8. Jigsaw technique helps me to 3. 19 Moderately Agree 8

develop good relationship with my
peers.
GRAND MEAN 3.32 Strongly Agree

As the table suggests, students perceived that jigsaw technique is

primarily helpful in building their self-confidence in speaking English that got a

weighted mean of 3.40 verbally interpreted as strongly agree and which is ranked

first. This is closely followed by the perception that jigsaw technique helps them

to easily cooperate in group activities ranking second with a weighted mean of

3.39 also verbally interpreted as strongly agree. Ranking third is that jigsaw

technique helps students to easily understand their discussion garnering a

weighted mean of 3.37 also verbally interpreted as strongly agree. These may be

due to the fact that jigsaw technique is definitely applicable when having

collaboration with group activities

 67

Followed by a weighted mean of 3.33 also verbally interpreted as strongly

agree which is ranked fourth, students perceived that jigsaw technique helps

them to develop their vocabulary skills. Ranking fifth is that jigsaw technique help

students to easily express their ideas in English garnering a weighted mean of

3.32 which is also interpreted as strongly agree. The sixth ranks having a

weighted mean of 3.29, perceived that jigsaw technique helps students to explain

their thoughts in English. These may be because jigsaw technique strictly

requires students to interact with their peers in English.

The seventh rank which is quite far with the succeeding item has a total

weighted mean of 3.23 and is verbally interpreted as moderately agree,

perceived that jigsaw technique makes students to be responsible in developing

their English speaking skills. This is followed by the perception that jigsaw

technique helps students to develop good relationship with their peers with a total

mean of 3.19 and is also verbally interpreted as moderately agree. It is clearly

shown that jigsaw technique is quite helpful in developing the English speaking

skills of the students and their relationship with their peers.

To sum it up, the overall result on the perception of the student in using

jigsaw technique in developing their English speaking efficacy got a grand mean

of 3.32 and with verbally interpreted as strongly agree.

 68

5. The Problems or Difficulties Experienced By Students in Using Jigsaw

Technique.

Jigsaw technique is said to have its disadvantages and these are: 1.) the

speaker is dominated by smart students and 2.) Some students cannot aspects

the other students from different groups because usually students just want to be

with their close friends. These are some of the common problems or difficulties

that the students are encountering when using the said technique.

Table 4.5 indicates the problems or difficulties experienced by the

students in using Jigsaw technique with its corresponding weighted mean, rank

and verbal interpretation.

It is obvious that speaking anxiety can be an affective filter that prevents

the students to absorb the language input. It can make the students feel worry

during the process of learning so they are under pressured to complete their

tasks (Dewi et. al., 2017).

Table 4.5
Problems or Difficulties Experienced by the Students in Using Jigsaw
Technique
Statements Weighte Verbal Rank
d Mean Interpretatio
n
1. When using jigsaw technique by 2.13 Disagree 1
my groupmates, I feel
discriminated when I speak
English.
2. I feel dominated by my smart 2.06 Disagree 2
groupmates when we are using
jigsaw technique.
 69

3. I cannot comprehend well when 1.86 Disagree 3

using jigsaw technique.
4. I cannot share my ideas using 1. 82 Disagree 4
English when we are using jigsaw
technique.
5. I cannot participate in our group 1.81 Disagree 5
discussion.
6. I am not comfortable in speaking 1.73 Strongly 6
English when I am facing my Disagree
groupmates.
7. When using jigsaw technique, I 1.72 Strongly 7
can’t express what I want to say in Disagree
English.
8. I cannot feel the enjoyment with my 1.58 Strongly 8
groupmates. Disagree
9. I cannot relate to the topic of our 1.58 Strongly 8
group using jigsaw technique. Disagree
10. I cannot participate in our group 1.54 Strongly 10
discussion. Disagree
GRAND MEAN 1.78 Disagree

The table shows that in using the technique, they disagree that they are

discriminated by their other classmates. It got a weighted mean of 2.13 and is

ranked as first. The number two in the rank is the domination of the smart

students in their other group mates, they also disagree with this and got a

weighted mean of 2.06. The third in the ranking is the comprehension of the

students in English when using jigsaw technique, they got a weighted mean of

1.86 and verbally interpreted as strongly disagree. The result of the study shows

that they did not encounter much problems in using the technique specially when

dealing with their classmates. In using this particular technique, they are

comfortable and did not show many conflicts or problems.

 70

The remaining statements all got a verbal interpretation of strongly

disagree that shows that the students did not find this technique hard to use. This

only indicates that they are comfortable in using the technique. The overall

results got a weighted mean of 1.78 and verbally interpreted as strongly

disagree.

6. Learning plan to further determine the use of jigsaw technique in

developing English speaking efficacy.

The utilization of Jigsaw technique in teaching may have different effects

to the students especially to their skills. The use of jigsaw technique can help the

students to improve language skills specifically their speaking skills.

The result of the study showed that the use of jigsaw technique could help

to develop the English speaking efficacy of the students. It is indispensable that

students are involved in the process of jigsaw technique to help them practice

their speaking skills. The majority of the respondents perceived that the use of

jigsaw technique has a great impact on their relationship with their peers. It helps

to develop a strong bond among the members in a group. With the foregoing

reasons, it is highly suggested that this plan of action relative to the development

of English speaking efficacy of students be given a positive consideration.

Republic of the Philippines

 71

Batangas State University

ARASOF-Nasugbu
Nasugbu, Batangas

COLLEGE OF TEACHER EDUCATION

DETAILED LESSON PLAN

LESSON TITLE TIME FRAME PREPARED BY:

Lesson 8 One hour Christian Mark M. Atie

Coping with the Angelica P. Fagara
Global Challenge Nikka Mae G. Odon

I. Objectives
At the end of the lesson, the students should be able to:
1. Identify whether modernity is a blessing or a curse.
2. State an opinion about the given text.
3. Use direct quotations and restatements based on information
sources to expand the knowledge about modernity.
4. Demonstrate cooperation in group activities.

II. Content

TOPIC: Modernity: A Blessing or A Curse By Gina Guanco

REFERENCES: Grade 7 English Learning Package
MATERIALS: Power Point, Visual Aids,Color Strips
III. Procedure
A. Learning Activities

TEACHER STUDENTS
DISCUSSION

“Okay class, what have you noticed about

the activity word search? Anybody who can (The student will give their answers)
 72

tell me what your answers is?”

“Very good observations! Now, let me

introduce to you our topic for today which is
the “Modernity:
A Blessing or A Curse?”

(The teacher will give the students a copy of (Everybody will read the text)
the text)

“Now that you already have an idea about

the text let us have a short activity.”

ANALYSIS

“I want you to identify which among the

sentences or statements express modernity
as boon or bane. Explain briefly your (Student will volunteer to answer)
answer.”

“Very nice. I am pleased with your

participation. You are able to identify
whether the sentences convey modernity as
boon or bane.”

GENERALIZATION

“Now, class. Let’s remember that

(Yes. Sir!)
modernization….

Do you have any questions or

(Students says none)
clarifications?”

APPLICATION

Group Activity: “Before we proceed to our

activity, I will group you into 7.”
 73

“Now that you arein your group, choose a

leader who will serve as an expert. The
leader will discuss the situation assign to
him or her and after that, each member of
the group will be scattered to other groups
to discuss the situations assign to them.
Each leader of every group has a
corresponding color. Group 1 will have the
red color. Group 2 will be orange. Group 3
will be yellow. Group 4 will be green. Group
5 will be blue. Group 6 will be violet and
Group 7 will be pink. The leader or expert
will designate each member on where they
are going to merge after the discussion on
their original group.”

“In the activity, I want you to identify the

following effects of modernization as a boon
or a bane.”

“After 15 minutes of discussing, you will go

back to your original group and discuss
what you have gathered.”

“Is it clear?”
“Yes sir!”
“These are the given situations:”

Group 1: Electricity is a main source of

energy has revolutionized the Earth.
Science has made medical field enough
advanced that today the average life of a
human being has raised to 90 years.
Science also worked for plant life as well
and now we have enough food for all.

Group 2: We have enough clothing and

better security too. This all became possible
due to science and technology. Computers,
Cell phones, TV and Radios are all products
 74

of Science. So, it is very easy to conclude

that Science is beneficial for mankind.

Group 3: Destructive weapons like guns,

rifles, atom bombs etc. are also came from
Science. It is science that gave us different
types of power like electric power and
nuclear power.

Group 4: Without computers, there would be

no food, medicine, schools, government,
corporations etc. Of course, civilisation got
along just fine 100+ years ago before
electricity but now almost everything you
see, do and take for granted relies on
electricity and computers.

Group 5: Cyber-crimes, hacking, stealing of

personal information, MMS scandals, illegal
pornography and various other issues have
emerged from the misuse of technology.

Group 6:
Computers are modern life. Modern
Civilization is built on 2 things. Computers
and electricity. Without those things
civilization as it is today wouldn’t and
couldn’t exist.

Group 7:There are many scientific and

engineering disciplines involved in the
development of our electrical and
computational world, but computers are the
key to everything.

EVALUATION

Direction: Tell whether the following

statements are boon or bane.
 75

_________ 1. America’s car explosion of  Bane

the 1950’s initiated an economic boom.
_________ 2. Test-tube babies and sperm  Boon
banks are still uncommon up to this day.  Bane
_________ 3. Use of cellular phones does
affect people’s health.  Bane
_________ 4. Modernity has affected both
 Boon
churches and value systems.
_________ 5. Cellular Phone serves as a
means of communication.

ASSIGNMENT

Write a narrative about the changes in your

community. Provide examples telling
whether these changes is a blessing or a
curse.

The learning plan hopes to address the use of jigsaw technique in

developing the English speaking efficacy of junior high school students in Dr.

Crisogono B. Ermita Sr. Memorial National High School. The result of the study

indicated that there are several positive effects to the student’s performance

through the utilization of jigsaw technique. The intended learning outcomes of the

presented learning plan are the students should be able to 1) Identify whether

modernity is a blessing or a curse; 2) State an opinion about the given text;

3)Use direct quotations and restatements based on information sources to

expand the knowledge about modernity; and 4) Demonstrate cooperation in

group activities.
 76

These intended learning outcomes can be achieved through the following

ways: 1) that the students under the jigsaw technique should learn to cooperate

with their peers to develop between them a good relationship; 2) that teachers

should be flexible enough to think of many ways to make their students be

involved in the teaching and learning process through the use of jigsaw

technique; and 3) teachers should be knowledgeable about the subject matter.

When this learning plan has been taken into consideration, the following

success indicators should be evident: 1) there will be a harmonious relationship

from the students in a class; 2) the students will be able to develop their English

speaking efficacy; 3) Lastly, the teaching and learning process would be easier

and there would be an active learning environment inside the classroom.

 77

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the study highlighting the research conducted on

the topic the use of Jigsaw Technique in developing the English speaking

efficacy of Junior High school, and a brief discussion on the findings,

conclusions, and recommendations regarding the study.

The study aims to determine the use of jigsaw technique in developing the

English speaking efficacy of junior high school students in Dr. Crisogono B.

Ermita Sr. Memorial National High School. Specifically, the study seeks answers

to the following questions:

 78

1. To what extent should the students in Dr. Crisogono B. Ermita Sr.

Memorial National High School are exposed with of the use of jigsaw

technique in developing their English speaking efficacy?

2. What is the speaking efficacy of the students prior and after the use of

jigsaw technique?

3. Is there a significant difference on English speaking efficacy of the

students before and after the use of jigsaw technique?

4. What are the perceptions of the students on the use of jigsaw technique in

developing their English speaking efficacy?

5. What are the problems or difficulties experienced by students in using

jigsaw technique?

6. What learning plan may be proposed to further determine the use of

Jigsaw technique in developing English speaking efficacy of junior high

school students?

In this study, the researchers made used of the descriptive research method

and quasi-experimental method. The study was conducted at Dr. Crisogono B.

Ermita Sr. Memorial National High School. The researcher used random

sampling design. It was conducted in the academic year 2016-2017. The

researchers conducted a demonstration teaching and used of survey

questionnaire.
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Findings

The following are the findings which answered the problems.

1. The extent in which the students should be exposed in the use of

jigsaw technique in developing their English speaking efficacy.

The researcher conducted a demonstration teaching and a survey among

students in order to determine the extent in which the students should be

exposed in the use of jigsaw technique in developing their English speaking

efficacy. The researchers found out that the students should be exposed in

jigsaw technique in order to develop their relationship and cooperation with

their classmates. It got the highest rank having a weighted mean of 3.29. On

the other hand, the students should be expose to jigsaw technique until they

already felt that they are not discriminated by their classmates and got a total

weighted mean of 2.91. The overall result shows that the students should be

moderately exposed in the use of jigsaw technique in developing their English

speaking efficacy got a grand mean of 3.17,

2. The speaking efficacy prior and after the use of jigsaw technique.

With regards to the use of traditional method in developing the English

speaking efficacy of the students, the overall results got a grand mean of

2.83. Based on the result, the students disagree that their English speaking

efficacy develop when the teacher used traditional method in teaching. On the
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contrary, with regards to the use of jigsaw technique the students’ level of

English speaking efficacy increased with a weighted mean of 3.13. It shows

that students moderately agree in the use of jigsaw technique.

3. The significant difference on English speaking efficacy of the

students before and after the use of jigsaw technique.

Based on the findings, it showed that there is a significant difference

between the use of traditional method and jigsaw technique.

4. Perceptions of the students in the use of jigsaw technique.

To briefly discuss the response of the students regarding their perceptions

on the use of jigsaw technique in developing their English speaking efficacy,

majority of the students responded that jigsaw technique is very useful in

building their self-confidence in speaking English, helps them to easily

cooperate to other groups and help them to easily understand the discussion.

These statements got a grand mean of 3.32 and verbally interpreted as

moderately agree.

5. The problems and difficulties experienced by the students in the use

of jigsaw technique.
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Based on the findings, most of the students strongly disagree that they

encountered or experienced problems and difficulties in using jigsaw

technique. The overall result got a grand mean of 1.78.

6. Learning plan to further determine the use of jigsaw technique in

developing English speaking efficacy.

Based on the findings of the study, the learning plan was proposed.

The learning plan was designed to further determine the use of jigsaw

technique in developing English speaking efficacy.

Conclusions

The following conclusions were gathered based on the findings of the

study.

1. The students should be moderately expose in developing their English

speaking efficacy.

2. In using jigsaw technique, the level of speaking efficacy of the students

increased compared to the use of traditional method used by the teacher

in teaching.

3. It showed that there is a significant difference between the use of

traditional method and jigsaw technique.

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4. The respondents perceived that the use of jigsaw technique really helps to

develop their English speaking efficacy, building their self-confidence in

speaking English and helps them to easily cooperate to other groups.

5. The respondents showed that they did not experienced a lot of problems

or difficulties in using jigsaw technique.

6. The learning plan can guide the teachers to help their students to develop

their English speaking efficacy with the use of jigsaw technique.

Recommendations

Based on the results of the study, the following recommendations are

given.

1. The teacher may use the proposed learning plan in order to help their

students to develop their English speaking efficacy.

2. The teacher may use the jigsaw technique to develop the cooperation and

good relationship among the learners.

3. For further studies, the similar study can be conducted to find out what

other language skills can be developed through the use of jigsaw

technique.
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