Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs
DOI:
https://doi.org/10.32332/pedagogy.v8i2.2274Keywords:
Cooperative Learning, Jigsaw Strategy, Students’ Beliefs, Teacher’s Beliefs, Thematic AnalysisAbstract
The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.
References
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Nolen, S. B., & Haladyna, T. M. (1990). Personal and environmental influences on students’ beliefs about effective study strategies. Contemporary Educational Psychology, 15(2), 116–130. https://doi.org/10.1016/0361-476X(90)90011-O
O’Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education, 74(4), 617–633. https://doi.org/10.1007/s10734-016-0068-y
Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching, January/Fe, 42–48.
Oliver, P. (2003). The student’s guide to research ethics. Open University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. https://doi.org/10.1016/j.system.2009.03.002
Raymond, C. Y., & Choon, T. (2017). Understanding Asian students learning styles, cultural influence and learning strategies. Journal of Education and Social Policy, 7(1), 194–210.
Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In Learning Strategies (pp. 165–205). Academic Press, Inc. https://doi.org/10.1016/b978-0-12-526650-5.50012-5
Simsek, U., & Baydar, A. (2019). Impacts of jigsaw and teams-games-tournaments (TGT) on socual studies preservice teachers’ epistemological beliefs. International Online Journal of Education and Teaching, 6(2), 405–414.
Stutchbury, K., & Fox, A. (2009). Ethics in educational research: Introducing a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39(4), 489–504. https://doi.org/10.1080/03057640903354396
Subekti, A. S. (2019). A study of Introduction to College English’s teachers’ beliefs in their teaching roles. International Journal of Indonesian Education and Teaching (IJIET), 3(1), 21–40.
Suendarti, M. (2017). The influence of jigsaw learning model on the ability of resolution natural science of middle east junior high school students Indonesia. International Journal of Environmental & Science Education, 12(7), 1617–1622.
Swain, M. (1995). Three functions of output in second language learning. In B. Cook & B. Seidlhofer (Eds.), Principles and practices in Applied Linguistics: Papers in honour of H. G. Widdowson. Oxford University Press.
Tang, M., & Tian, J. (2015). Associations between chinese EFL graduate students’ beliefs and language learning strategies. International Journal of Bilingual Education and Bilingualism, 18(2), 131–152. https://doi.org/10.1080/13670050.2014.882882
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 1–16. https://doi.org/10.1186/s40594-018-0102-y
Zhang, Z., Coutinho, E., Deng, J., & Schuller, B. (2015). Cooperative learning and its application to emotion recognition from speech. IEEE/ACM Transactions on Audio Speech and Language Processing, 23(1), 115–126. https://doi.org/10.1109/TASLP.2014.2375558
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Burke, A. (2011). Group work: How to use groups effectively. Journal of Effective Teaching, 11(2), 87–95.
Cohey, S. R. (2004). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press.
Colbeck, C. L., Campbell, S. E., & Bjorklund, S. A. (2000). Grouping in the dark. The Journal of Higher Education, 71(1), 60–83. https://doi.org/10.1080/00221546.2000.11780816
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications, Inc.
Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563–584. https://doi.org/10.1007/s10734-009-9216-y
Decuyper, S., Dochy, F., & Bossche, P. V. d. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organizations. Educational Research Review, 5(2), 111–133. https://doi.org/10.1016/j.edurev.2010.02.002
Er, H. (2017). The impact of teaching the subjects under “Science in Time” unit in the social studies class in the 7th grade using jigsaw technique on the academic success of the students. Universal Journal of Educational Research, 5(5), 838–847. https://doi.org/10.13189/ujer.2017.050516
Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
Foldnes, N. (2016). The flipped classroom and cooperative learning : Evidence from a randomized experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726
Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: when to use them and how to judge them. Human Reproduction, 1–4. https://doi.org/10.1093/humrep/dev334
Haryono, H. (2015). Learning achievement improvement efforts course learn and learning using the jigsaw method and card media in STKIP PGRI Ngawi 2014/2015 academic year. Journal of Education and Practice, 6(30), 94–102.
Indriwati, S. E., Susilo, H., & Hermawan, I. M. S. (2019). Improving students’ motivation and colaborative skills through remap jigsaw learning combined with modelling activities. Jurnal Pendidikan Biologi Indonesia, 5(2), 177–184. https://doi.org/10.22219/jpbi.v5i2.7888
Israel, M., & Hay, I. (2006). Research ethics for social scientists. Sage Publications.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71–92. https://doi.org/10.1111/j.1944-9720.1995.tb00770.x
Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in Wiki Space. Computer Assisted Language Learning, 23(1), 41–58. https://doi.org/10.1080/09588220903467335
Kirby, J. R. (1988). Style, strategy, and skill in reading. In R. R. Schmeck (Ed.), Learning Strategies and Learning Styles (pp. 229–230). Springer Science+Business Media.
Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56(1), 1–13. https://doi.org/10.1016/j.tate.2016.01.015
Marhamah, M., & Mulyadi, M. (2013). Jigsaw cooperative learning: A viable teaching-learning strategy? Journal of Educational and Social Research, 3(7), 710–715. https://doi.org/10.5901/jesr.2013.v3n7p710
Mayer, R. E. (1988). Learning strategies: An overview. In Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 11–22). Academic Press, Inc. https://doi.org/10.1016/b978-0-12-742460-6.50008-6
Mengduo, Q., & Xiaoling, J. (2010). Jigsaw strategy as a cooperative learning technique: Focusing on the language learners. Chinese Journal of Applied Linguistics, 33(4), 113–125.
Nelson, J. A., Bustamante, R. M., Wilson, E. D., & Onwuegbuzie, A. J. (2008). The school-wide cultural competence observation checklist for school counselors: An exploratory factor analysis. Professional School Counseling, 11(4), 207–216. https://doi.org/10.1177/2156759x0801100401
Nolen, S. B., & Haladyna, T. M. (1990). Personal and environmental influences on students’ beliefs about effective study strategies. Contemporary Educational Psychology, 15(2), 116–130. https://doi.org/10.1016/0361-476X(90)90011-O
O’Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education, 74(4), 617–633. https://doi.org/10.1007/s10734-016-0068-y
Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching, January/Fe, 42–48.
Oliver, P. (2003). The student’s guide to research ethics. Open University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. https://doi.org/10.1016/j.system.2009.03.002
Raymond, C. Y., & Choon, T. (2017). Understanding Asian students learning styles, cultural influence and learning strategies. Journal of Education and Social Policy, 7(1), 194–210.
Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In Learning Strategies (pp. 165–205). Academic Press, Inc. https://doi.org/10.1016/b978-0-12-526650-5.50012-5
Simsek, U., & Baydar, A. (2019). Impacts of jigsaw and teams-games-tournaments (TGT) on socual studies preservice teachers’ epistemological beliefs. International Online Journal of Education and Teaching, 6(2), 405–414.
Stutchbury, K., & Fox, A. (2009). Ethics in educational research: Introducing a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39(4), 489–504. https://doi.org/10.1080/03057640903354396
Subekti, A. S. (2019). A study of Introduction to College English’s teachers’ beliefs in their teaching roles. International Journal of Indonesian Education and Teaching (IJIET), 3(1), 21–40.
Suendarti, M. (2017). The influence of jigsaw learning model on the ability of resolution natural science of middle east junior high school students Indonesia. International Journal of Environmental & Science Education, 12(7), 1617–1622.
Swain, M. (1995). Three functions of output in second language learning. In B. Cook & B. Seidlhofer (Eds.), Principles and practices in Applied Linguistics: Papers in honour of H. G. Widdowson. Oxford University Press.
Tang, M., & Tian, J. (2015). Associations between chinese EFL graduate students’ beliefs and language learning strategies. International Journal of Bilingual Education and Bilingualism, 18(2), 131–152. https://doi.org/10.1080/13670050.2014.882882
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 1–16. https://doi.org/10.1186/s40594-018-0102-y
Zhang, Z., Coutinho, E., Deng, J., & Schuller, B. (2015). Cooperative learning and its application to emotion recognition from speech. IEEE/ACM Transactions on Audio Speech and Language Processing, 23(1), 115–126. https://doi.org/10.1109/TASLP.2014.2375558
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2020-11-17
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