Literaturnachweis - Detailanzeige
| Autor/in | Tamah, Siti Mina |
|---|---|
| Titel | Jigsaw Technique in Reading Class of Young Learners: Revealing Students' Interaction |
| Quelle | (2007), (14 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Interaction; English (Second Language); Reading Instruction; Teaching Methods; Teamwork; Discussion (Teaching Technique); Cooperative Learning; Elementary School Students; Peer Relationship; Group Activities; Grade 5; Indonesia |
| Abstract | Purpose: The purpose of this study was to reveal classroom interaction patterns in jigsaw classroom of young learners. To be more specific, this study was aimed at depicting the ways young learners initiate discussion, respond to initiations, and evaluate responses and initiations. Methodology: Five graders of 2 elementary schools in Surabaya, Indonesia were involved in the study. They were in their reading class discussing a text. In the last (third) treatment carried out in the first school one team consisting of 4 students was chosen when they were working in their expert teams of the jigsaw class. Similarly, another 4-member-expert team from the second school was also chosen. The exact subjects were then 8 graders who were chosen purposively to get the data to achieve the research purpose. A hidden tape recorder was set to record the discussion the students had while they were trying to be the experts of the paragraph assigned to them. The recorded data were first of all transcribed. The transcript was then analyzed to find out the strategies used by the subjects to initiate the discussion, to respond to initiations, and to evaluate responses and initiations. Results: It was found out that the students initiated the discussion by asking others to commence, volunteering themselves to start, or reminding others to start the discussion. The students responded one another by doing what was expected--reading, answering, translating--or refusing what was expected. The students evaluated responses or initiations by giving correction, giving confirmation, giving other answers, or terminating the discussion neutrally. Conclusions: Results indicate that young learners could do things quite independently in their group like adults could. Young learners can be encouraged to maximize their capability to build their knowledge constructing meaning. Recommendations: Further studies can be conducted to see the interaction happening in the home team. Quantitative studies can also be carried out to examine the short-term effect of jigsaw technique on young students' academic achievement in English. (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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