PROJECT

(Professional Journal of English Education) p–ISSN 2614-6320

Volume 3, No. 2, March 2020 e–ISSN 2614-6258

THE IMPLEMENTATION OF JIGSAW METHOD IN

TEACHING SIMPLE PRESENT TENSE
Anisa Solihat1, Trisnendri Syahrizal 2
1
IKIP Siliwangi
2
IKIP Siliwangi
1
rizkisolihat04@gmail.com, 2 trisnendri@ikipsiliwangi.ac.id

Abstract
This research used descriptive qualitative. The writer used tenth-grade Hotel Accomodation’s students
of SMK Dwi Putra Sindangkerta as a subject research. In the process of English enrolling, the writer
found out the problem on the subject in grammar, especially simple present tense. This skill is a structure
that often used in daily conversation. But the students has more difficulties in enrolling simple present
tense while it is very important to enroll because it can help them when they meet the foreign guest in
the hotel later. We teach simple present tense easier using any method. One of them is the jigsaw method.
This method often used more teacher in Indonesia because of this method easy to implement it. Thus,
the writer researches the student to teach simple present tense to implement jigsaw method in other to
understand easier by them. The writer applies jigsaw in some steps; they are pre-activity, divided into
groups, the group leader selection, group reviewion activity, submitted an assignment, and evaluation.
Teaching simple present tense used jigsaw can make a enrolling effectively, and it is improving students
motivation to enroll simple present tense.
Keywords: AKP’s Students, Simple Present Tense, Jigsaw Method

INTRODUCTION
English as an International Language since world war II. It became International language
because the United States as a power of world economy on world war II. Thus, English became
daily conversation as a communication tool to connect people that different language. More
countries obligated English in daily communication, like Singapore, Filipina, India. But
Indonesia does not use English in daily conversation.

In Indonesia, it was a foreign language but it as obligated subject to enroll in a formal institution
such as elementary-high school, junior high school, and senior high school. More of Indonesian
peoples dislike English, they think that it is very difficult to implement and they feel English
does not important for them. The Indonesian government obligated Indonesian people to enroll
English in other so they can communicate with foreign people and it will be capable to face
world competition in the future later. Now, it is one of a lesson that study of Indonesia’s
students.

Language has central role on intellectual development, social, and emotional students to
supported success student and learn all of lessons, Parmawati (2018). Each of the schools in
Indonesia has to give an English lesson to their students. English helps the students to
communicate with foreign people first. One of school in Sindangkerta is SMK Dwi Putra, the
students of SMK Dwi Putra enroll English too. The students enroll English during 3-4 hour for
a week related to the syllabus of Indonesia Government. SMK Dwi Putra Sindangkerta is one
of school in west java which based on the vocational school. It has three majors, they are Light

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Vehicle Technique, Hotel Accommodation, and Computer and Network Technique. English
very helps each of the majors of SMK Dwi Putra to face job competition later, especially the
Hotel Accommodation's major.

The writer has researched grade tenth of SMK Dwi Putra Sindangkerta with the subject 14
students. Hotel Accommodations major is a major that enroll about hotel service for guest to
the inn in one of the hotels what the needed of guest in the hotel. This major, the students have
to be capable to service the guest in the hotel when they are ready to work later. In the hotel,
the students will meet foreign people. Thus, the students have to capable English
communication when they encounter foreign guest in the hotel. But, more of them have
difficulties enrolling English. And, teaching activities in grade X Hotel Accommodation, the
students lack enthusiastic in accepting enrolling from the writer. More of them think that
English is not important for their future but based on the fact in communicating with foreign
guest, the students have to master English in other communicate with them.

English subject has more components to enrolled such as micro skill and macro skill. One of
the macro skill is grammar. According to Brown(1994:347) in Isnaini (2014) states that
grammar is a system of rules governing the conventional arrangement and relationship words
in a sentence. Grammar has any parts, one of them is tenses. The writer took one of the tenses
that is simple present tense to implement the jigsaw method in ten grade of Hotel
Accommodation's students. This tenses often used in daily life and daily communication firstly.
This statement supported by Pereira & Mosa (2017) said Simple Present Tense is important as
the basic rule for the students to make and use sentences to communicate in daily life. This
tenses very important to enroll by this class although they have difficulties in enrolling it.

To improve students motivation the writer was trying to teach simple present tense used
cooperative enrolling. Cooperative enrolling has various kinds, one of them is jigsaw method.
Jigsaw method is method where students enroll and work in small group whose members
consist of 4 to 6 people.
Based on the background above, the writer used jigsaw method to teach simple present tense.

Jigsaw method
Jigsaw is a method that used group reviewion in enrolling process. According to Brown
(1994:182) in Robbani (2017) that jigsaw method that as special form of information gap in
which each member of a group is given some specific information to achieve some objective.
Meanwhile, Argawati & Haryudin (2018) The jigsaw technique is a method of organizing
classroom activity that makes students dependent on each other to succeed jigsaw is a method
of organizing classroom activity that makes students dependent on each other to succeed. Thus,
jigsaw is one in all method to teach that divide, several groups, to review in the enrolling
process.

Simple present tense

The simple present tense is one of structure in grammar structure. According to Azar(2002:2)
in Pereira & Mosa (2017) that in general, the simple present expresses events or situations that
exist always, usually, habitually; they exist now, have existed in the past, and probably will
exist in the future. Beside, Simple present tense is one kind of tenses that are used to write or
speak in English, It is important because simple present tense usually takes place in speaking

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or writing activity (Toago, Usman, & Mukrim, 2013). This structure more use to communicate
in daily communication.

The objective of this research to know can jigsaw method to teach simple present tense, and it
is can be effective to use.

METHOD
This research used qualitative descriptive method. The qualitative research is a method that
focuses on taking data in descriptive form and description of the phenomenon. According to
Vickie A & Clinton E (2012) in Pacific Rim International Journal of Nursing Research said that
the goal of qualitative descriptive is a comprehensive summarization, in the everyday term, of
specific events experienced by individuals or group individuals. Furthermore, according to
Creswell (2012) said that qualitative as a method and descriptive as the design since analyzing
the data for description and themes using text analysis and interpreting the larger meaning of
the findings picture (Soraya & Nurtiddini, 2019). In addition, According to Moleong(2002) in
(Syahrizal et al., 2019) qualitative research is aimed at understanding the phenomena of what
is experienced by the subject of research such as behavior, perception, motivation, holistic
actions qualitatively using words and language in natural special contexts by using various
scientific methods. The instrument to knew their skill, the writer gave pretest include some
questions about simple present tense. Then, each leader in the group explains what is simple
present tense and how to change it into negative and interrogative sentences. After that, the
writer gave some questions again about simple present tense with sentences differently. The
writer knew the result from this process that seen from their first score and the second score.

RESULTS AND DISCUSSION

Results
In vocational school, the students do more of practice than enrolling theory because they have
to be capable to work after graduation. Surely, for the Hotel Accommodation students have to
capable to communicate with foreign people in English. The writer was found that the structure
more use in communication is simple present tense because it is a structure that habitually —
this statement supported by Azar in Pereira & Mosa (2017). Thus, simple present tense very
important because used to express daily life and habitually.

The writer found out the problem at tenth-grade Hotel Accommodation major. More of them
got difficulties in the simple present tense. The students has difficult in the simple present tense
to change positive sentence to negative sentence and interrogative sentence. They can not
distinguish between doing and does and plus s/es. They can not too distinguish “do” for what
subject and “does” for what subject also. “do” used for I, You, We and they subjects while
“does” used for He, She and It subjects and the same for plus s/es too in the verb. Furthermore,
they can not use verb in simple present tense.

After the writer used jigsaw method to teach simple present tense that students got up point.
Beside, jigsaw method made enrolling interested and the students understand it easily. Usually,
the students understand easily if their friend explains than their teacher. Jigsaw method easy to
implement. The students make a group reviewion to review about simple present tense. a
member group explain simple present tense to another member group what is the simple present
tense, what is verb needed, how to use do and does, and plus s/es for a subject.

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Discussion
From the result above the writer knew that the students interested in enrolling English used
jigsaw method and they were enthusiastic to enroll it, especially simple present tense. Before
that, the writer will explain jigsaw method. Jigsaw method is one of the method used group
reviewion in enrolling activity and the role of teacher is only as a guider.
Jigsaw method can implement by various steps. It is can implement easily to teach English. To
implement jigsaw method there are procedures in teach English by Huda (2012:120-121)
incited Robbani, (2017). They are as follow:
1. Students are divided into several groups where the member of a group consists of 4 – 5
students.The group should be diverse in terms of gender, ability. It is called home group
2. Topic is given to the students in text form and each student has accountability to study
it
3. Each member from different group has responsibility to study the topic and then the
students read and review the text and find some information in the text in their group. It
called expert group.
4. After each student comprehended the text, then the students come back to the home
group to explain another member about the material that has been studied in expert
group. At the end of the session, gives an assessment to them.

In addition, according to Aronson (2008) cited Hizbullah (2010) there are ten steps to
implement jigsaw method:
1. Students are divided into 5-6 persons. The group should be diverse in terms of ethnicity,
gender, ability and race.
2. One student should be appointed as the group leader. This person should initially be the
most mature student in the group.
3. The day’s lesson is divided into 5-6 divisions (one for each member).
4. Each student is appointed one division to enroll. Students should only have direct access
to only their own division.
5. Students should be given time to read over their division at least twice to become
familiar with it. Students do not need to memorize it.
6. Temporary experts group should be formed in which one student from each jigsaw
group joins other students appointed to the same division. Students in this expert group
should be given time to review the main points of their division and rehearse the
presentation they are going to make to their jigsaw group.
7. Students comeback to jigsaw group.
8. Students present his or her division to the group. Other members are inspiritd to ask a
question for clarification.
9. The teacher needs to float from group to group in other to observe the process. Intervene
if any group is having trouble such as a member being dominating or disruptive. There
will come a point that the group leader to should handle this task. Teachers can whisper
to the group leader as to how to intervene until the group leader can effectively do it
themselves.
10. A quiz on the material should be given at the end so students realize that the sessions
are not just for fun and games, but that they really count.

Based on the experts' implementations above, the writer has done research in tenth grade to
teach simple present tense used jigsaw method also. The writer used some procedures to
implement the jigsaw method. The procedures were almost the same as the expert procedures
above. See the figure allow:

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Procedures of jigsaw method

Preactivity Divided into groups

Group reviewion The group leader

activity selection

Submitted an Evaluation
assignment

The first is the pre-activity. This step the writer gave pretest to know as far as they are
knowledge of the simple present tense. After that, the writer explained about simple present
tense, what is simple present tense, how to changes the positive, negative and integrative
sentences in simple present tense, and explain what is the purpose of the sentences.

The second is divided into groups. The writer divided students into four groups consisting of
four students in each group where each group has the task of reviewing about simple present
tense principle that was previously explained by the writer, all students in each group have to
review and communicate with each other so that all students can understand what their writers
convey, after that the writers divide different material into each student in each group so that
they can communicate, not just rely on their friends. This procedure was supported by (Huda
(2012) in Robbani (2017) that Students are divided into several groups where the member of a
group consists of 4 – 5 students. The group should be diverse in terms of gender, ability. It is
called the home group.

The third step is group leader selection. After gathering in each group, they have to select a
leader to can explain about simple present tense to other members. The elected chairman should
know more about these materials. The writer took this step according to Aronson (2008) in
Hizbullah (2010), that “One student should be appointed as the group leader. This person should
initially be the most mature student in the group”.

The fourth is a reviewion activity. The students have to the reviewion about the materials from
the writer and the leader whose explain to another member. They free to ask anything related

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simple present tense to their leader. Meanwhile, it can make the students be capable to analyze
about simple present tense with their leader. The implementation of the jigsaw step is supported
by the statement of Robbani (2017) who says that Jigsaw involves discovering processes in
applying findings and contributes to the development of the higher-order thinking skills, such
as analysis, synthesis, and evaluation as well as elements of argumentation and critical
thinking.

The sixth step has submitted an assignment. Each group has to submit the assignment from their
result in reviewion to the writer to know what they would more understand if their leader whose
explains than the writer.
The last step is evaluation. This step the writer present a test to see if there is any improvement
in students studying the simple present tense using jigsaw method.

After the writer was implemented the jigsaw method, the writer found out the result. The
implementation of jigsaw method has effective to enroll simple present tense. the students'
enthusiasm to enroll English, they enroll enjoyed and easier understood. With jigsaw type
cooperative enrolling it is expected that students are happy and enthusiastic during the enrolling
process so that they can solve the problem (Sari, Murni, & Sjaifuddin, 2016). Each student has
value build up after they did pretest and posttest. They also enjoyed enrolled simple present
tense used jigsaw method because their a leader or their friend that explain, this statement
supported by Robbani (2017)said “jigsaw creates a positive enrolling environment and implies
more individual responsibility, inspirits cooperation and peer teaching.”

CONCLUSION
The writer has researched tenth-grade Hotel Accomodation’s students in SMK Dwi Putra to
observe how to implement jigsaw method in teaching simple present tense in tenth grade. The
students has difficult to enroll simple present tense although this is structure that simple in the
process the word and sentences. But the writer has a solution, it is used jigsaw method to enroll
simple present tense. The first, more of them the students can not answer questions from the
writer. After that, the writer used jigsaw method to teach it. Then, more of them can answer the
questions from the writer and understood about simple present tense. Based on the fact that the
implementation jigsaw method can improve simple present tense skill in grade X students of
Hotel Accommodation major. The teacher can use jigsaw to teach simple present tense because
this method can be effectively and use easily in the enrolling process.

ACKNOWLEDGMENTS
This journal is not finished without the help of many parties. We are thanks to Allah, who has
given us a lot of conveniences. Unforgotten, sholawat and salam to our prophet Muhammad
SAW. Then, thanks to Mr. Trisnendri Syahrizal, M.Hum as a lecturer and has been guided to
help to correct our journal to be better. Furthermore, we are thanking also to Mr. Asep Rohimat,
S.Pd as headmaster of SMK Dwi Putra Sindangkerta gave us permission to research ten grade
of Hotel Accommodation major and the students of ten-grade Hotel Accommodation major
who has helped and participate during our research in implementation jigsaw method.
Unforgotten, we are also thanking to the project journal team at the institution is IKIP Siliwangi
that helped us in the publication project.

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