The Effect of Jigsaw Method to Improve EFL Students’ Vocabulary Ability

Neno, Hesni; Erfiani, Yohanes Paulus Florianus

doi:10.31002/metathesis.v2i2.695

Cited by 11 publications

(9 citation statements)

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“…A week after, the class discussed students" abilities using the jigsaw technique. Despite developing students" speaking skill (Pratiwi et al, 2016), this technique could increase students" interaction with the teacher and other students in the class (Neno & Erfiani, 2018).…”

Section: Resultsmentioning

confidence: 99%

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Pratiwi¹,

Zulkarnain²,

Utomo³

2021

RILL

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Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context

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Section: Resultsmentioning

confidence: 99%

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Pratiwi¹,

Zulkarnain²,

Utomo³

2021

RILL

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“…Each group member studies the intended issue and then, the members of various teams who have had the responsibility for a similar part create a special group and discuss the intended issue. After that, each member goes back to their groups and teaches the other members [ 26 ]. Since learners make attempts and interact for a shared goal, their motivation increases in comparison to competition-based settings [ 27 ].…”

Section: Introductionmentioning

confidence: 99%

Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

2021

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Background Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, consequently, promote their academic performance. This study aimed to compare the effects of synchronous online class and the combination of flipped and jigsaw methods on students’ academic motivation. Methods This quasi-experimental study was conducted on 84 BSc nursing students who had entered Shiraz University of Medical Sciences in two different years. One group was educated in a synchronous online class, while the other group was educated using a combination of flipped and jigsaw methods. Both classes were enrolled in online classes due to the COVID-19 pandemic. The participants’ academic motivation was evaluated using Harter’s Academic Motivation Scale. Results The results revealed no significant difference in the intrinsic and extrinsic dimensions of academic motivation in the synchronous online class group before and after the intervention. However, a significant increase was observed in the mean scores of academic motivation (p = 0.002) and its intrinsic (p = 0.003) and extrinsic (p = 0.031) dimensions in the flipped-jigsaw method group after the intervention. Moreover, the mean scores of academic motivation (p = 0.007) and its intrinsic (p = 0.038) and extrinsic (p = 0.010) dimensions were significantly higher in the flipped-jigsaw method group compared to the synchronous online class group after the intervention. Conclusions Since the COVID-19 pandemic has led educational institutions to use virtual education methods, the combination of flipped and jigsaw methods may improve students’ academic motivation in distance learning.

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“…High School instructors in Kupang apply pedagogical values of code-switching in EFL teaching and learning processes. Neno & Erfiani (2018). At Timor University in TTU regency, the Jigsaw Method can improve students' interactions with teachers and other students.…”

Section: Resultsmentioning

confidence: 99%

On Investigating the Symbolic Power of Educational Enterprises in NTT Province: A Literature Review

Nahak

Budiraharjo

2022

IJHS

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From a Bourdieuan perspective, the production of knowledge in the form of empirical studies validates the symbolic power of certain groups. It is arguably proposed that the more empirical studies published in particular groups of people, the more robust the symbolic power of the respective group is. This study is set to reveal the degree of academic productivity of East Nusa Tenggara as a symbolic power owned by scholars in the area, as demonstrated by empirical studies conducted to investigate educational issues in the area. Two research questions were proposed namely: (1) what areas of inquiries did the researchers pursue; and (2) what are their major findings? Sixty-four scholarly articles related to the English learning-teaching (published from 2016 to 2021) were analyzed using document analysis methods to identify the most up-to-date research themes. The results indicated that teaching strategies and material developments are the highest numbers with 41 articles; factors that affect the English language learning were 14 articles; the teaching competencies were 4 articles, and the perception of English learning-teaching were 5 articles. The conclusion is that academic production is low, cross-validating that low symbolic power correlates to more concrete components (i.e., a high degree of poverty).

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The Effect of Jigsaw Method to Improve EFL Students’ Vocabulary Ability

Cited by 11 publications

References 1 publication

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

On Investigating the Symbolic Power of Educational Enterprises in NTT Province: A Literature Review

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