Rationale of the study
English is a crucial communication tool, and Vietnamese students increasingly recognize its significance for their education and future opportunities Proficiency in spoken English enhances learners' success in school and throughout life Speaking is vital for direct communication, yet it is often regarded as the most challenging skill to master among the four core English language skills.
To enhance students' interest in English speaking, teachers should create an engaging environment that fosters meaningful communication Effective communication arises from the need to share information among individuals, making the exchange vital for learning One powerful method to encourage student participation is the Jigsaw Technique, which promotes active learning and makes the process more enjoyable and relevant My positive experiences with this technique have inspired me to conduct research titled “A Study on Using Jigsaw Technique to Enhance Students’ Interaction in Group Work – An Action Research at the 10th English Majored Class in Son Tay Gifted High School, Hanoi.”
Aims of the study
This study focuses on utilizing the Jigsaw Technique to enhance motivation and speaking skills among 10th-grade English major students at Son Tay Gifted High School in Hanoi It aims to contribute to the effective implementation of the Jigsaw Technique in improving students' speaking abilities The research seeks to explore specific questions related to this educational approach.
1.What are some causes of the students‟ weak interaction in English speaking activities?
2 To what extent can Jigsaw Technique enhance Students‟ Interaction in speaking lessons?
3.What suggestions are given for teachers to apply Jigsaw Technique at Son Tay high school?
Scope of the study
This study explores the implementation of the Jigsaw Technique to improve student interaction in speaking lessons, specifically targeting a group of 10 English-major students at Son Tay Gifted High School in Hanoi.
Method of the study
This study utilizes action research methodology, incorporating survey questionnaires and classroom observations as key instruments The analysis of the collected data forms the basis for all comments, recommendations, and conclusions presented in the research.
The combination of different instruments used in this research would help to gain reliable data and a close investigation into the problems that the students were having
Research hypothesis
Students often struggle with speaking English in real-life situations due to a lack of motivation, which hinders their ability to engage in meaningful conversations Implementing the Jigsaw technique can effectively enhance student motivation and improve their conversational skills.
1.What are some causes of the students‟ weak interaction in English speaking activities?
2 To what extent can Jigsaw Technique enhance Students‟ Interaction in speaking lessons?
3 What suggestions are given for teachers to apply Jigsaw Technique at Son Tay high school?
Design of the study
The study consists of three parts as follows:
This article begins with an introduction that outlines the rationale behind selecting the thesis topic, detailing the study's aims, objectives, and scope It also discusses the methodology employed and presents the research hypothesis, providing a comprehensive framework for the investigation.
Part two is the development which is divided into three chapters:
- Chapter I (LITERATURE REVIEW) provides the concept of Teaching Speaking as well as the concepts of Group work and Jigsaw Technique
Chapter II (METHODOLOGY) outlines the definitions of action research and the data collection instruments used in the study It also presents detailed information about the research procedure and the participants involved in the research.
Chapter III focuses on the analysis of data gathered during the preliminary investigation to establish the study's hypothesis An intervention plan is developed and executed, followed by the collection and analysis of data from the intervention phase to assess its effectiveness.
Part three is the Conclusion which reviews the study, presents the suggestions for the teacher, the limitations of the study and suggestions for further study.
LITERATURE REVIEW
Concepts of speaking and interaction
Speaking is a dynamic process that involves the construction and sharing of meaning through both verbal and non-verbal symbols, as highlighted by Chaney and Burk (1998) According to Brown (1994b), interaction is fundamental to communication, encompassing the sending, receiving, and interpreting of messages within a context This collaborative exchange of thoughts, feelings, and ideas between individuals creates a reciprocal influence, essential for effective communication and language learning Bygate (1997) further underscores the importance of this interactive process in fostering meaningful dialogue.
Interaction involves using language to facilitate communication among participants, and interaction skills encompass the ability to determine what to say, when to say it, and how to express it clearly Consequently, learners must grasp not only the specific elements of language, such as grammar, pronunciation, and vocabulary (linguistic competence), but also the context of language use, including when, why, and how it is produced (sociolinguistic competence).
Teaching speaking skills under CLT Approach
Many linguists and ESL educators agree that interaction is essential for students to learn to speak in a second language (L2) Communicative Language Teaching (CLT) and collaborative learning are effective methods for achieving this goal CLT emphasizes real-life communication scenarios, allowing students to engage with one another in the target language (Kayi, 2006) Over the past few decades, CLT has been a prominent approach, encapsulated by the principle of "learning to communicate by communicating" (Larsen-Freeman, 1986, p.131) The ultimate objective of CLT is to develop communicative competence, which Canale (1983, p.5) defines as the ability to effectively convey and interpret messages in various contexts.
Communicative competence encompasses the essential knowledge and skills necessary for effective communication, allowing individuals to convey, interpret messages, and negotiate meanings within specific contexts (Brown, 1994a) This concept is defined through four key dimensions: grammatical competence, which includes grammatical and lexical abilities; sociolinguistic competence, the capacity to use language appropriately in social contexts; and discourse competence, which involves employing strategies to initiate and guide communication.
Three essential pedagogical principles underpinning Communicative Language Teaching (CLT) include presenting language forms in context, emphasizing genuine communication, and prioritizing learner-centered approaches According to Hadfield (1990), successful language learning is better measured by fluency and the ability to convey meaning to native speakers rather than by accuracy in formal language features To promote meaningful language use, many communicative activities incorporate aspects of puzzle-solving or simulation.
Problems with speaking activities
In a language course utilizing Communicative Language Teaching (CLT), classroom activities that enhance learners' verbal expression are essential However, creating and implementing these activities poses greater challenges compared to those for listening, reading, or writing As noted by Ur (1996, p.121), teachers frequently encounter various difficulties in this process.
Inhibition in language learning significantly impacts speaking skills, as it necessitates real-time interaction with an audience Many learners hesitate to express themselves in a foreign language during classroom activities due to fears of making mistakes, facing criticism, or feeling self-conscious about the attention their speech may draw.
A common issue faced by teachers is students' inability to express themselves, often leading to complaints about not having anything to say This lack of motivation to communicate can hinder their learning experience According to Lawtie (2004), addressing this problem is essential for fostering effective communication skills in learners.
One of the significant challenges teachers face is the uneven participation of students in discussions In large groups, only one student can speak at a time, which limits the amount of time each individual has to contribute This issue is further exacerbated by certain learners who tend to dominate the conversation, leaving others with little to no opportunity to participate.
According to Lawtie (2004), teachers should carefully evaluate the speaking activities they implement to ensure they are engaging and effectively stimulate students' interest, fostering a genuine need for communication.
To create successful speaking activities in the classroom, teachers must invest significant effort in designing and implementing strategies that encourage high participation and motivation among learners Overcoming challenges in speaking classes is essential for fostering an environment where students engage in meaningful conversations and practice their speaking skills effectively.
Group work
To enhance students' speaking skills in EFL settings, it is essential to minimize anxiety and promote meaningful communication in the classroom One effective strategy is the use of group work, which fosters a supportive environment that encourages learners to take risks in their speaking By creating a comfortable atmosphere and a sense of community, group work significantly contributes to the development of students' speaking abilities.
Group work, as defined by Rod Killen (2004), involves two or more students collaborating together According to Davis (1993), there are three distinct types of group work: informal learning groups, formal learning groups, and study teams.
Informal learning groups are temporary clusters of students formed during a single class session, allowing for dynamic interaction and engagement These groups can be initiated by prompting students to discuss a question with a neighbor or by organizing small teams of three to five to tackle specific problems Teachers can implement informal groups at any point in a class, regardless of size, to assess student understanding, facilitate the application of knowledge, or introduce a refreshing change of pace in the learning environment.
Formal learning groups are collaborative teams formed to accomplish specific tasks, including conducting lab experiments, writing reports, executing projects, or preparing position papers These groups may operate within a single class session or extend their efforts over several weeks Students collaborate closely until the completion of the task, after which their projects are evaluated and graded.
Study teams are stable, long-term groups formed for a semester, designed to support members in completing course requirements and assignments They play a crucial role in encouraging collaboration, providing assistance, and keeping members informed about lectures and assignments missed during absences The benefits of study teams increase with larger class sizes and more complex subjects, making them an invaluable resource for students.
2.2 Group size and Group work activities
To foster positive interdependence while ensuring a diversity of opinions and resources, it is essential to maintain an optimal group size For informal in-lecture activities, smaller groups of two to four students are ideal, as they allow for quicker cohesion Conversely, for complex semester-long projects, larger groups of four to six students are beneficial, providing the necessary resources and time for the group to function effectively The appropriate group size ultimately depends on the specific activity and duration of collaboration.
Engaging in group work activities enhances collaboration and learning, with effective options including games, question construction, guided practice, dictation, and role play Other valuable methods are guess ahead, speculative questioning, and discussions that foster opinion exchange Projects, information gaps, jigsaw activities, and problem-solving exercises further promote teamwork and critical thinking, making these activities essential for a dynamic educational experience.
2.3 The advantages of group work
Group work fosters a comfortable atmosphere and builds a community that encourages learners to take risks in speaking It effectively reduces anxiety and enhances communication, leading to a more conducive environment for speaking According to Koichi (2003), group work empowers students to take charge of their communicative activities, which decreases anxiety and promotes responsibility This collaborative approach not only enhances fluency but also creates a more intimate setting, as smaller groups allow for deeper interaction compared to larger classes.
Group work fosters a sense of security among students, alleviating their fear of appearing foolish while learning English When placed in small groups, students often discover that their peers share similar anxieties, which encourages them to actively engage and use more of the target language According to Doyon (2000), this supportive environment significantly enhances language practice and boosts confidence.
According to a 1998 analysis, students often feel more secure participating in group work because they share the responsibility for outcomes, meaning they are not solely accountable for any mistakes or incorrect answers This shared accountability helps reduce the fear of losing face among individual students.
Group work enhances student participation and engagement, as highlighted by Tsui (2001) and Lee (1999), who note that it offers learners greater opportunities to initiate and steer interactions This collaborative approach encourages a diverse range of speech acts and fosters meaningful negotiation among peers Additionally, the responsibility students feel for each other's learning within a group setting motivates them to become more active participants in their educational journey.
In conclusion, the literature highlights that group work provides significant benefits absent in teacher-centered classrooms, such as fostering a supportive community, creating a relaxed and secure environment, and encouraging a more active and responsible participation, which leads to increased opportunities for students to express themselves.
The Jigsaw Technique, developed by Elliot Aronson and his students in the 1970s at the University of Texas, is a highly effective cooperative learning strategy that has been successfully implemented in thousands of classrooms since 1971 This method not only reduces racial conflicts among students but also enhances learning, boosts motivation, and increases enjoyment in the educational experience Each student’s contribution is vital, akin to a piece of a jigsaw puzzle, making every participant essential to achieving a comprehensive understanding of the material The Jigsaw classroom is structured and emphasizes interdependence, ensuring that collaboration is key to its success.
The unique learning method fosters essential interdependence among students, encouraging them to actively engage in their education Each student becomes a valuable resource for their peers, enhancing the overall learning experience.
Collaborative learning reduces the competitive drive among students, as one student's progress positively influences their peers rather than hindering it In this cooperative environment, the teacher transitions from a traditional lecturer to a facilitator, engaging with students as a shared resource in the learning process Each student becomes an active participant, taking responsibility for their own learning while contributing to the collective knowledge of the group.
3.1 The History of Jigsaw Technique
Jigsaw technique
3.5 Reasons to choose the Jigsaw Technique
In this research, the writer chooses Jigsaw technique in the topic because:
1 Jigsaw technique is an interesting technique of English learning to activate the students in learning process
2 Jigsaw technique can improve the students' responsibility in the teaching learning process
3.Jigsaw technique gives the opportunity for the students in cooperating with the other students
4 Jigsaw technique gives a chance to contribute meaningfully to a discussion for the students, something that is difficult to achieve in large-group discussion Each student develops their skill and has something important to contribute
5 Jigsaw technique can create the class atmosphere in such a way that the students cooperate with each other
Jigsaw is an effective technique to boost student interaction in groups, making it a suitable choice for the 10 English-major class at Son-Tay gifted high school While students excel in grammar and reading, they struggle with speaking skills and participation in peer discussions.
It is hoped that the study will have strong impact on the real teaching and learning ESL speaking skills in high school.
THE STUDY
An action research
This study employed action research as the primary research method, utilizing survey questionnaires and classroom observations to assess the effectiveness of the Jigsaw Technique in enhancing student motivation during speaking lessons Action research was chosen for several reasons: it allows the researcher to simultaneously teach and conduct research, positively impacting both knowledge and practice Additionally, it benefits both teachers and students by focusing on improving the immediate learning environment (Wallace, 2001) Ultimately, action research provides a practical approach to understanding and enhancing classroom dynamics.
The informants
A study involving 36 students from the 10th English-gifted class at Son Tay gifted high school revealed that, despite their advanced grammar skills, the students struggled with speaking English All participants, aged fifteen, had been studying English for four years in various secondary schools in Son Tay and excelled in a challenging admission examination that focused solely on written English While they demonstrated strong reading and writing abilities, the absence of an oral test contributed to their weak speaking skills.
The textbook used in their course is English 10 (advanced level) The class has six 45-minute periods a week These conditions seem to be favorable to the success of the research.
The action research procedure
Action research can be analyzed through various frameworks, with Kemmis and McTaggart (1988) proposing a four-step spiraling process: planning, action, observation, and reflection Susman (1983) outlines five distinct phases within each research cycle: diagnosing the problem, action planning, taking action, evaluating outcomes, and specifying learning Additionally, Burn (1999) presents a more extensive sequence of eleven phases that includes exploring, identifying, planning, collecting data, analyzing and reflecting, hypothesizing, intervening, observing, reporting, writing, and presenting Each of these approaches highlights the dynamic and iterative nature of action research.
This study utilized Nunan's action research model (1992) due to its straightforward implementation within a teacher's classroom and its clear, concise steps The model comprises six essential stages: initiation, preliminary investigation, hypothesis, intervention, evaluation, and dissemination, as outlined in the table below.
Initiation The teacher notices a problem in class
The teacher spends time observing the class and taking notes of their behavior
Hypothesis After observation, the teacher forms a question or hypothesis as to the cause of the problem Intervention The teacher tries several solution to solve the problem
After some weeks, the teacher consciously observes or measures the class again to see if there has been any improvement
Dissemination The teacher shares his findings with others
The research was conducted over a 12-week period, beginning in the first week of the course Following the chosen model, a systematic approach was employed, consisting of a six-step procedure detailed below.
* Step 1: Initiation (week 1 to week 2)
After observing the initial three speaking lessons, the researcher noted a significant lack of motivation and participation among students in speaking activities Consequently, she aimed to identify the factors influencing student interaction during these lessons, leading to the formulation of her first research question: What are the causes of the students’ weak interaction in English speaking activities?
* Step 2: Preliminary investigation (From week 3 to week 4)
In week 4, data was gathered regarding learners to identify factors influencing their participation in English speaking activities This step aimed to confirm the issues outlined initially and explore the underlying causes of students' limited interaction, utilizing Questionnaire 1 (refer to Appendix 1).
The analysis and discussion of the initial data led to the following hypothesis:
To what extent can Jigsaw Technique enhance Students’ Interaction in speaking lessons?
* Step 4: Intervention (from week 5 to week 12)
After analyzing the data gathered from the questionnaire, the writer developed lesson plans for units 3, 4, 5, and 6, focusing on speaking skills These lesson plans incorporated the Jigsaw Technique as a primary method to engage and motivate students to enhance their speaking abilities.
In the speaking lessons of units 3, 4, 5, and 6, newly designed lesson plans utilizing Jigsaw tasks were implemented over an 8-week intervention with the same group of students Each lesson was observed using an observation sheet to assess students' interest, enthusiasm, and persistence in learning tasks Following the completion of the planned implementation, a questionnaire was conducted to gather insights into students' attitudes toward the use of Jigsaw tasks in their speaking lessons.
In Step 5 of the evaluation process, Questionnaire 2 was analyzed to assess students' attitudes towards the use of Jigsaw tasks in speaking lessons The students' responses provided valuable insights, enabling the researcher to effectively evaluate the impact of the Jigsaw technique on their learning experience.
The action research procedure and its results were reorganized and presented in form of a thesis, which was shared with the researchers‟ colleagues and some other teachers, especially younger ones.
Description of Data Collection Instruments
In order to collect the data, the researcher used a combination of 2 instruments: Survey Questionnaires and Classroom Observations to guarantee the objectiveness of the data
Questionnaires serve as a valuable tool for gathering insights and opinions from learners through targeted questions The responses are systematically recorded, allowing for later reflection and analysis, as highlighted by Wallace (2001).
In this study, two questionnaires were designed because they provided the researcher with responses which could be easily quantified and analyzed
Questionnaire 1 contains 4 questions designed to gather information about the students‟ reasons for learning English speaking, their attitudes towards learning English speaking, their frequency of unwillingness to speak English in class and the factors leading to their low participation in English speaking activities
Questionnaire 2 contains 4 questions designed to gather information about the students‟ attitude towards using Jigsaw technique in teaching speaking after the eight weeks of plan implementation
To ensure students comprehended the questions, the researcher dedicated approximately 30 minutes to guiding them through the answers and clarifying challenging terms while distributing the questionnaires.
The observation sheet, adapted from Peacock (1997), aimed to assess the overall level of student participation through various components, including learners' interest, concentration, enjoyment, enthusiasm, and persistence with Jigsaw tasks Each component was rated on a scale from 1 (low) to 5 (high), with the total maximum score achievable being 40 points.
DATA ANALYSIS AND DISCUSSIONS
Data collected from preliminary investigation stage – Questionnaire 1
3.1.1 Students’ attitude towards the speaking skill
How important is English speaking skill to you?
How often do you feel unwilling to speak English in class?
D I speak whenever I am told to 7/36
E I always seek for chances to speak in class 4/36
Table 1: Students’ attitude towards speaking skills
Table one illustrates students' attitudes toward speaking skills, revealing that 58.3% of students consider speaking skills to be very important, while 30.5% view them as rather important, and 11.2% hold a different perspective.
All students recognize the importance of speaking English, demonstrating a strong positive attitude towards developing their speaking skills.
A significant majority of students, 69.4%, expressed a reluctance to speak English in class, with 25 students indicating they often feel this way Additionally, five students reported feeling unwilling to speak sometimes, while only seven students claimed they spoke when prompted Furthermore, just four students actively sought opportunities to engage in speaking during class These statistics highlight a high frequency of students' unwillingness to participate in English speaking activities.
Most students recognize the importance of English speaking skills, yet only a few are willing to participate in class discussions This discrepancy raises questions about the underlying reasons, which can be explored through the insights gathered from questions 3 and 4 in Questionnaire 1.
A English speaking is necessary for their future job
B They want to be able to communicate in
C They are interested in English speaking skill
D English speaking is compulsory at their school
Chart 1: Students’ reasons for learning English
A survey revealed that 10 students expressed interest in enhancing their English speaking skills, while 25 students emphasized the importance of being able to communicate effectively in English Additionally, 20 students recognized that proficiency in English is essential for their future careers In contrast, only 4 students reported learning English speaking as a school requirement Notably, three students mentioned aspirations to study abroad after graduation Overall, the findings indicate that the majority of students acknowledge the significance of English for their professional futures, with a strong desire to improve their communication skills in the language.
3.1.2 Factors causing students’ low participation in English speaking activities
A Being not interested in English speaking
B Being afraid of making mistakes and being laughed at by my classmates
D Learning goal is not to communicate in English
E My teacher‟s lack of enthusiasm in English speaking classes
F Lack of vocabulary and expressions
G Lack of English speaking environment in class
Chart 2: Factors causing students’ low participation in speaking activities
A study investigating the reasons behind students' low participation in English speaking classes revealed several key factors Among the 28 students surveyed, many reported feeling they had nothing to contribute, while 20 expressed fear of making mistakes and being laughed at by peers Additionally, 25 students indicated discomfort with the classroom atmosphere Other concerns included a lack of vocabulary and expressions, noted by 17 and 19 students, respectively, and a perception that speaking activities were monotonous A smaller number of students, six, believed that the learning goal was not to communicate in English, while three cited a lack of interest in speaking English and another three pointed to the teacher's lack of enthusiasm in class.
The results from Questionnaire 1 highlighted key insights into student motivation for learning English speaking Most students recognized the significance of English for their future and expressed a desire to communicate effectively However, a considerable number of students displayed reluctance to speak, primarily due to fears of making mistakes, concerns about being ridiculed by peers, and a lack of a relaxed classroom environment These findings are crucial as they will inform the researcher’s hypothesis regarding the use of the Jigsaw technique to enhance student motivation in speaking lessons and guide future interventions.
Intervention
The intervention aimed to test the hypothesis regarding the effectiveness of the Jigsaw Technique in enhancing student interaction during speaking lessons The primary focus was to determine the extent to which this collaborative learning method can improve engagement and communication among students in a classroom setting.
3.2.2 The intervention of Jigsaw tasks
According to the findings from Questionnaire 1, students reported challenges in speaking English, citing that the current teaching methods were perceived as monotonous and unengaging To enhance their speaking skills, it is essential to implement learning activities that foster a genuine need for students to communicate in English.
To address the challenges in speaking lessons, the researcher implemented the Jigsaw task as an effective solution Careful preparation of lesson plans and teaching materials ensured that students became familiar with various engaging activities, including Strip Story, Information Search, Messenger, Jigsaw Guessing, and Weekend Trip.
Numerous Jigsaw activities can effectively motivate students to speak English; however, this study focuses on a selection of specific implemented activities The researcher conducted observations using observation sheets to evaluate the effectiveness of these activities.
Before implementing Jigsaw activities, the teacher dedicated time to educating her students on effective speaking strategies She motivated them to prioritize communication over perfection, encouraging them to speak freely without worrying excessively about vocabulary, grammar, or pronunciation accuracy.
Language: Making suggestion, expressing one‟s opinion, asking for confirmation
In this engaging group activity, each team receives a story related to a famous person, an excursion, a film, or a football team, with the number of sentences matching the number of students Each sentence is printed on a separate strip of paper, allowing for an interactive and collaborative experience The activity is designed to be completed within 15 to 30 minutes, promoting teamwork and communication skills among participants.
In the first step of the procedure, each student is given a strip of paper containing a single sentence, which they must memorize in two minutes without revealing it to anyone else After the time is up, all the strips of paper are collected back.
* Step 2: The teacher briefly explains the task: “All the sentences you have learnt make up a story Work out the correct sequence of the story without writing anything down”
* Step 3: Students discuss in group to work out the sequence of the story Then students present the sequence they have arrived at to other groups
Variations Instead of a prose text a dialogue is used
The task in this case involves the solution of a puzzle for which each student holds a vital piece of information
Aims Skills: Speaking, listening comprehension, cooperation
Language: Asking for and giving information, making conjectures, saying that something is right or wrong, agreeing and disagreeing
Preparation Information cards which contain different pieces of information, one card per student, and one question card per group
Procedure * Step 1: Each group receives a set of card (as many information cards as there are students, and one question card)
In Step 2, the teacher instructs students to collaboratively discover the answer to a question on their question card, emphasizing that some information they possess may be incorrect One group member reads the question aloud, and then each student shares the details from their cards without referring to them, fostering discussion and critical thinking.
* Step 3: By comparing the statements on the card, they try to pick out the pieces of false information Then they discuss possible solutions
Remarks If the teacher prepares different sets of material, group can exchange tasks after completing the first one
Aims Skills: Speaking, listening comprehension, cooperation
Language: Describing something exactly Level Intermediate
Preparation Lego bricks (one set of material for the teacher and one for each group) Time 15- 20 minutes
Procedure * Step 1: Before the class starts, the teacher builds something
Students create models of objects like digital cameras, laptops, and washing machines using Lego bricks, which are then covered with a cloth Once groups are formed and materials are allocated, each group sends a representative to observe the teacher's constructed model.
* Step 2: Each messenger reports back to his group and tells them how to go building the same thing The messenger is not allowed to touch the Lego bricks
* Step 3: By asking the messenger and discussing together, the groups try to build the same thing When the copy is finished, it is compared with the original
Variations Instead of Lego bricks, arrangements of tangram pieces or other objects and drawings can be used
Preparation One puzzle for each group, the solution to which make a word Time 10- 15 minutes
Procedure * Step 1: Each group receives a piece of paper with questions on it The solution to each question is a word
* Step 2: All the students in the group try to make a new word out of the first letters of the individual words they have found
Once the group words are established, they are recorded on the blackboard The initial letters of these group words reveal the solution to the entire puzzle.
Remarks The puzzle should be designed with the new words of each lesson in the textbook
Language: Making suggestion, asking for and giving information, agreeing and disagreeing, expressing likes and dislikes
Preparation Each group is given a map and a set of information cards about the beautiful places Each student receive a card about one place
In the initial step of the procedure, each group is tasked with gathering all relevant information and accurately marking it on a map Group members can either present their findings based on individual information cards or take turns answering questions about the points they have collected.
In Step 2, the group collaborates to create a detailed timetable and itinerary for their weekend trip, focusing on the area highlighted on the map They discuss essential aspects such as accommodation options, transportation methods, pricing, and necessary equipment to ensure a well-organized and enjoyable experience.
* Step 3: Each group presents its plan for the weeken trip
Variations The task can be modified into different language activities like deciding on the location of a holiday camp, making a tourist brochure , planning a volunteer campaign…
Data collected from the intervention stage
* Pre-teaching vocabulary and structures: When students are working in group, they should be allowed to get on with task in hand without unnecessary interruption
To maintain a smooth flow of activities, teachers should proactively teach any vocabulary that may be unfamiliar to students before the lesson begins This preparation helps prevent disruptions during the learning process.
Clear and concise instructions are essential for ensuring that all students understand their tasks without relying on their peers' handouts In some cases, providing instructions in the students' native language can enhance comprehension and clarity.
Demonstrating a portion of the activity to the entire class is essential, particularly when working with students who are unfamiliar with the task This approach offers a clear model for all students, ensuring they understand the expectations before they begin collaborating in groups.
3.3 Data from the intervention stage
The use of the Jigsaw tasks was observed with Observation sheet (Appendix
3) to assess the overall motivation and the students‟ participation The students‟ opinions about the implementation of using Jigsaw tasks were collected through Questionnaire 2
3.3.1 Data collected from Observation sheet
Observation sheet looks at overall class motivation The data can be seen in Chart 3 and Appendix 3 and Appendix 4
The findings indicate that students were actively engaged in their lessons, expressing enjoyment and interest in the tasks Notably, they demonstrated heightened attention during speaking activities, showcasing a strong level of concentration Crucially, the teacher's effective organization of these speaking activities contributed significantly to this positive engagement.
From the data collected above, it can be concluded that the students were much more involved and motivated when the teacher implemented Jigsaw tasks
The researcher conducted a survey with 36 students to assess their attitudes towards Jigsaw tasks and evaluate the effectiveness of these tasks in the classroom setting.
Question 1: Are the Jigsaw tasks easy to implement?
Understanding how to effectively implement tasks and follow teachers' instructions is crucial for students to engage in activities successfully The statistics presented highlight the effectiveness of the designed Jigsaw tasks Additionally, the information provided in handouts positively impacts students, fostering collaboration and teamwork as they work together to complete assignments.
Question 2: Are the Jigsaw tasks suitable with students’ level?
According to the data presented in Table 2, an impressive 94.4% of respondents believe that Jigsaw tasks are well-suited to the students' proficiency levels, significantly enhancing their motivation to engage in speaking English.
Question3: Do the Jigsaw tasks motivate you to speak English?
In speaking lessons, students unanimously agree that the tasks are beneficial for their learning When learners feel confident, they are more motivated to engage positively in activities This demonstrates that they are both active and self-assured in their English speaking classes.
Question 4: Are you willing to participate in other tasks of this type? If yes, how often?
All investigated students showed enthusiastic willingness to participate in Jigsaw tasks during speaking lessons, surpassing the researcher's expectations A significant number of students found these tasks suitable and expressed a desire for more frequent Jigsaw activities to enhance their speaking skills.
PART THREE: CONCLUSION AND SUGGESTION
Summary of the study
English plays a crucial role in our daily lives and is essential for global integration In Vietnam, English is extensively taught to enable learners to communicate effectively for various purposes To
The first chapter (Literature Review) briefly covers the theories related to the study: Teaching speaking, Groupwork and Jigsaw Technique
The second chapter of the study aims to identify the causes of low student participation in English speaking activities and to implement the Jigsaw technique as a solution at Son Tay High School Conducted over twelve weeks, the research began with a two-week investigation to uncover reasons behind the students' limited engagement in speaking lessons This was followed by a preliminary investigation using a questionnaire, which revealed that students' low participation was primarily due to a lack of ideas, fear of making mistakes, monotonous speaking activities, and an insufficient English-speaking environment in the classroom.
The final chapter presents the Data Analysis and Discussions, revealing that Jigsaw tasks effectively motivate students in speaking lessons, as indicated by the results of Questionnaire 1 Lesson plans and materials were developed to implement these tasks, and data collected from observation sheets and Questionnaire 2 confirmed the intervention's success in enhancing student participation This research demonstrates that Jigsaw activities foster a purposeful approach to learning English, increasing student interest and concentration, which in turn cultivates a positive attitude and high engagement in speaking lessons Additionally, Jigsaw activities create a joyful learning environment, providing students with more opportunities to acquire knowledge, collaborate with peers, and develop a greater appreciation for speaking lessons.
Suggestions for the teachers
Teachers should embrace creativity and explore effective methods for teaching speaking skills To enhance student motivation in speaking lessons, it is crucial for educators to understand the benefits of the Jigsaw technique By incorporating diverse Jigsaw activities into their speaking lessons, teachers can create an engaging and effective learning environment.
When implementing the Jigsaw technique for teaching speaking, teachers must prepare meticulously, especially for lower-level students Carefully structured tasks are essential to ensure smooth participation, as students often struggle to generate ideas while managing language challenges Providing visual aids or purposeful language topics can facilitate discussion It's crucial to distribute unique parts of the exercise to each student, preventing them from viewing each other's information Additionally, teachers should adapt activities effectively for larger classes to enhance engagement and learning outcomes.
In order to stimulate students to speak English while using Jigsaw activities, the teacher should take care of some other factors as follows:
Creating a friendly classroom atmosphere is essential for enhancing students' motivation in learning to speak Teachers play a crucial role in this by fostering positive relationships with students, particularly those who are anxious or less confident, to encourage open communication Establishing a supportive and non-threatening environment allows students to feel relaxed and comfortable expressing their opinions within their groups, ultimately promoting a more engaging learning experience.
Promoting cooperative learning enhances communication among students, reduces anxiety, boosts self-esteem, and fosters a positive classroom climate By engaging in cooperative group work, students not only learn from their peers but also benefit from teacher support in a nurturing environment This collaborative approach leads to increased language proficiency, as students receive more comprehensible input through peer interactions, develop better listening skills by responding to their classmates, enjoy longer conversational exchanges compared to traditional whole-class settings, and prioritize meaning over accuracy (Kessler, 1992).
Recent research indicates that many students struggle with assignments and participation due to a lack of understanding regarding the purpose and importance of their tasks To enhance student engagement, teachers should dedicate more time to explaining the significance of the topics and activities they teach By conveying their enthusiasm, educators can inspire students to become more interested in the subject matter Additionally, providing clear expectations for activities is crucial, as students who are uncertain about their tasks are unlikely to perform well.
Limitations and suggestions for further research
The study, conducted with only 36 participants from the 10th English-major class at Son Tay Gifted High School, limits the generalizability of its findings to this specific institution To enhance the reliability of the results, future research should involve a larger sample size from similar educational backgrounds.
The investigation into learners' motivation relied on subjective tools like observation sheets and questionnaires; therefore, future research should incorporate additional data collection methods, such as video recordings and interviews, for a more comprehensive analysis.
The study acknowledges that it does not encompass all applications of Jigsaw activities across the four language skills and elements Consequently, future research could explore the effectiveness of Jigsaw activities in enhancing student motivation in reading, listening, and writing classes.
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This questionnaire is designed for my research into speaking activities in the classroom Your answer is used for research purposes only Thank you for your cooperation!
1 How important is English speaking skill to you?
2 How often do you feel unwilling to speak English in class?
D I speak whenever I am told to
E I always seek for chances to speak in class
3 Why do you learn English speaking?
(You can tick more than one answer.)
A English speaking is necessary for my future job
B I want to be able to communicate in English
C I am interested in English speaking skill
D English speaking is compulsory at our school
4 What factors make you unwilling to speak English in class? (You can tick more than one answer.)
A Being not interested in English speaking
B Being afraid of making mistakes and being laughed at by my classmates
D Learning goal is not to communicate in English
E My teacher‟s lack of enthusiasm in English speaking classes
F Lack of vocabulary and expressions
G Lack of English speaking environment in class
This survey aims to gather data for research on the effectiveness of Jigsaw tasks in enhancing speaking skills among 10th-grade English majors at Sontay Gifted High School The information collected will be used solely for this study, and the researcher guarantees confidentiality Participants are encouraged to provide accurate and honest responses by marking their choices in the provided boxes.
Thank you for your co-operation!
1 Are the Jigsaw tasks easy to implement?
Easy Not very easy Difficult
2 Are the Jigsaw tasks suitable in comparison with your level?
3 Do the Jigsaw tasks make you feel motivated to speak English?
Yes, greatly Yes, a little No, not at all
4 Are you willing to participate in other tasks of this type? If yes, how often?
Yes, always Yes, sometimes Never
OBSERVATION SHEET - OVERALL CLASS PARTICIPATION
(Adapted from Peacock, 1997) Observer: Date:
No of students present: Time: 45 minutes
Observation focus: Levels of students' participation in the tasks 3 is average mark for any one item
This observation sheet is designed to assess the overall class dynamics rather than focusing on individual students It should be filled out towards the end of the lesson For each statement provided, please circle one number that best represents your observation Additionally, you are welcome to include any final comments about the lesson at the bottom of the sheet if desired.
1 Mark how involved in the activities the students are
Not very involved 1 2 3 4 5 very involved
2 The students are enjoying the activities
3 The students are paying persistent attention to the activities
4 Mark the levels of students‟ concentration on the activities
5 Mark the students‟ activity level (effort/ intensity of application)
6 The speaking activities are challenging for the students
7 The speaking activities are appropriate for the students
8 The students find the speaking activities interesting
THE DATA ON OVERALL CLASS PARTICIPATION
1 Level of students‟ participation in the speaking activities was observed in terms of 8 items
2 3 is average mark for any item
3 For example: in Lesson 4, mark 2 is given to students‟ involvement in the speaking activities This means that the students were not very involved in the speaking activities
Table 1: The data on the overall class motivation collected during the lessons
1 Students‟ involvement in the speaking activities 2 2 3 3 4 4 4 4
2.Students‟ enjoyment of the activities 3 4 4 4 4 4 4 5
3 Students‟ persistent attention to the activities 3 2 4 4 5 5 5 5
4 Students‟ concentration on the speaking activities 2 2 3 3 4 4 4 4
6 Degree of challenge of the activities 2 3 4 4 4 4 4 4
7 Degree of appropriateness of the activities 3 2 3 3 3 4 4 4