A Method of Teaching English through Stories

English includes four skills which are important for English learners. Those skills are listening, speaking, reading, and writing. Unfortunately, many English learners, especially junior high school students, feel that those skills are hard to be accomplished. That makes them dislike English even stop learning English. Therefore, junior high school’s English teachers are trying to find many innovations and interesting methods in teaching English to make students acquire those important skills. One of the ways they found is using stories in the teaching process which can be divided into three main steps: preparation step, class activity, and evaluation step.

            The first step is preparation. In this step, teachers look for two stories that can be children stories or short stories such as Beauty and the Beast, Little Red Riding Hood, Snow White, and so forth. Why do we use stories? It is because people are familiar with stories, including young people. They like listening to stories even read them. After finding stories that will be used in teaching process, teachers should copy one of two stories as many as the number of students in the class. Teachers have to make sure that each student will get a copy of the stories because it will make the teaching process more effective than one copy is used by two or more students.

Then, after the preparation step is conducted, we go to the second step which is class activity. In the class, when all students are ready to learn, teachers will read aloud one of the stories to the whole class and students must listen carefully to what the teachers say. It will train them in listening comprehension that will improve their listening skills. After finishing reading the story, teachers will ask the students’ comments about the story that have been read, about what that they can get from the story. It will make the teachers know the listening and speaking skills of the students. Teachers can also make a correction for the students’ pronunciation. After all the students give their comments, teachers will give the copies of the other story to them, one copy for each. Then, teachers will give them time to read by themselves for the next three minutes and after that, teachers will call their names one by one in turn to read aloud the passages of the story to the class. This activity will improve their reading skills in terms of the time in reading, understanding, and re-reading the text.

When each student has his/her turn in reading the story aloud, we come to the last step that is evaluation step. In this step, teachers will review the whole activity that they have done. Then, as the assignment and their practice, teachers will ask the students to make their own stories in their home. The assignment will be submitted in the next meeting. This assignment will help teachers to know the students ability in writing. In addition, students will practice their writing skill and make some improvements to that.

From the process above, we can conclude that stories teaching method can help the students to acquire the important skills in learning English which are listening, speaking, reading, and writing skills. Besides, this method is interesting enough to be implemented in class for people who like stories a lot. Hence, as teachers to be, we should try to implement this method to our students to make the learning process more interesting and to make them do not stop learning English.

By Wahyu Kartika Wienanda and Ninuk Retna Sumiarsih

Using Pictures to Increase Students’ Understanding in the Usage of Tenses

Students believe that learning grammar is as difficult as learning Algebra because those two topics are full of formula. Grammar indeed has many rules. As an example, if we want to make a sentence which related to an activity which happens in progress in the past, we have to use the Past Continuous Tense formula, which is Subject + to be (past) +Verb-Ing + Object. Mostly, that is the way how the teachers explain Past Continuous Tense to the students. Now, let us have a look at the definition of grammar itself. According to www.answers.com, grammar is the system of rules implicit in a language, viewed as a mechanism for generating all sentences possible in that language. Another definition comes from www.usingenglish.com, which defines grammar as a description of the rules of the structure of a language; the way words combine, the order they come in, the way they change according to their relationship to other words, how they build up into units like a sentence. From the definition of grammar above, we can infer that actually grammar is full of rules and mechanisms in learning English. Furthermore, there is a branch of grammar which is considered as a difficult material that is tenses. Tenses are verbs form that indicate, or can indicate, a relationship between the time the action in a verb occurs and the time the verb is uttered (Accessed on October 27^th 2010; http://spanish.about.com). In other words, tenses specify whether the verb refers to action in the past, present, or future. In our opinion, teachers are expected to find several innovations to make grammar especially tenses are easy to learn by the students. One of the teaching methods that can be used is by using pictures. In addition, using pictures to increase students’ understanding in the usage of tenses requires three steps which are: preparation, implementation, and evaluation.

First of all, let us deals with the first step of this teaching method which is preparation. This step is important because pictures which are used in this lesson are crucial. Moreover, there are several chapters which should be taken by teachers, three of which are; the teachers prepare things which are needed, then explain the rules to the students, lastly the teachers divide the students into several groups. The first chapter that should be done is preparing things which are needed. In this case, the teachers should prepare the main media here which are pictures. Pictures which are prepared must be related one or all of the three points in tenses, which are past, present, and future and they must be interesting. After that, the second chapter which should be taken is explaining the rules to the students. There are several rules which are suggested, two of which are as follows: the students have to mention as many tenses as possible which are showed by a picture and they have to present it in front of their friends. This step is important to make students are engaged to the lesson that the teachers give. Let us go on to the last chapter which should be prepared by the teachers is dividing the students into several groups consist of four students. In our opinion, by dividing the students into several groups is very effective to train them to appreciate different opinions which occur in the discussion and how to make a round answer based on the group discussion.

Second of all, let us have a look at the second step in teaching grammar through pictures which is the implementation in doing this teaching method. This step can be divided into several chapters, three of which are; firstly, the students do teacher’s instructions in group discussion, secondly, the teacher guides the students along the process, and lastly, the students collect their works to the teacher. Subsequently, the first chapter is giving the answer sheet and starting to count the time. Next, the second chapter that the teacher should do is guiding the students along the process. In this case, the teacher becomes the facilitator who facilitates students to do the assignment. The last chapter which should be done by the teacher is collecting the students’ work. The first thing that should be done by the teacher after giving the answer sheet is considering the time allocation to the students to do the assignment. Commonly, time allocation in one period of teaching is forty five minutes. We can allocate fifteen minutes to the students to write down the tenses that might be happened based on the pictures and guiding them during the process. And then the remaining thirty minutes will be applied in the last step which is evaluation.

Third of all, the last step in teaching tenses through pictures is evaluating the students’ work. Basically, there are several chapters which should be taken by the teachers, three of which are; firstly, the teacher explains the correct answers to the students, secondly the teacher evaluates the students’ works, and lastly the teacher reviews the lesson. The first chapter in this evaluation step is explaining the correct answers to the students. In this case, the teachers have to explain it in sequences so that the students can understand.  The second chapter in evaluating the students’ works is by evaluating their works itself. Additionally, the point of evaluation can be based on how many correct tenses which they could find. As an example, the teacher gives ten points in every single correct answer that has been written down by the students. The last chapter which the teacher should be taken is by reviewing the lesson. In this case, the teacher can review what the lesson has been given and explain to the students the correct answers. The remaining twenty five minutes can be divided into; ten minutes for explaining the correct answers, ten minutes to evaluate the students’ work, and the last ten minutes to review the lesson. Those three last chapters in evaluating should be done in order so that the early purpose can be accomplished.

In short, to increase students’ understanding in the usage of tenses, there are several steps which should be carried out, three of which are: preparation, implementation, and evaluation. After reading those steps above, we can infer that actually tenses and grammar will be very interesting if teachers know how to package them into the interesting teaching models. This teaching method have to be well-prepared and done in order based on the time allocation to accomplish the early purpose which is increasing students’ understanding in the usage of tenses. Thus, teaching English through pictures no longer can be implemented in Playgroups or Primary Schools, but also in the higher grade. Hopefully, this English teaching method can break the thoughts that grammar especially tenses is difficult to understand.

Asizah

Nurrahma S

Listening for English Understanding

Nowadays, many teachers are facing some problems in making an efficient method in learning English for their students. It is a little bit hard, but they are forced to make the method that can enhance their students’ ability to learn English in all aspects. Thus, finding the best way on how students accomplish all aspects of learning English become a classic problem for almost all teachers. In this essay, we have prepared some methods that the teacher should follow relating to listening, speaking, reading, and writing comprehensions based on my research on some Junior High School teachers so that their students can learn English easier in a simple way.

The very beginning thing to be given to the students is listening to something. The first step of this section is preparing them an easy song that contains some simple words. It will be okay whether you as the teacher or the student who chooses the song. But, if the students choose the song by themselves, it will be confusing because every student has his/her own interest. Therefore, the next step is that you still have to put some criteria for the song and give your final decision which song you will use for this section. You can consider the students’ opinion by using a song that has been chosen by most of the students. The next step is playing the song to the class. Let them listen it first, and ask them whether they have caught about what the song is being talked. If they have not caught it yet, after the first listening, you have to repeat the song two or three times to increase their comprehensions. But, you should give them a space before repeating to relax their mind. After all this steps are done, the students are ready to go to the next section.

To make sure their understanding on what they have listened to, speaking is the best way. For doing this activity, there are several steps you have to do. Firstly, you must ask them some questions involving the topic in the song that they have listened. The questions are not directly aimed to the content, but give them a warming up question. For example, if you choose the song titled “Perfect” by Simple Plan, then the topic will be about a regret, you may begin your question by asking, “Have you ever done a mistake? What will you do after making a mistake? Do your parents angry with you when you do a mistake?” etc. After you think that your warming up question is enough, continue to the second way which give them the main questions about the content so that you know how close their answer relating to the right answers, such as “What the singer think after doing mistakes? Did his parents forgive him?” and so on. Next step, when you feel that the students make some mistakes in pronunciation, do not revise them right away. You should wait until the students have done their speaking first. Somehow, it will make them more confidence because they will not feel all what they have done are full of mistakes.

The next thing right after speaking is giving them the text of the song lyric. First, you should ask them to read the text by themselves, and then discuss it with them. By giving them the text, they will know how close their answers in the speaking section in approaching the right answers. The will be able to check the proper spelling of the words they have been listened. In case that there will be some new and unfamiliar words, then pronounce them clearly. Thus, the student will know the spelling of the words and how to pronounce them well. The next one is giving them some written questions involving the content of the lyric, for example, “Who are the characters that involved in the text? Why does the son apologize to his father?” etc. After giving the written questions, give them a couple of minutes to do the task. At last, discuss it again, if their answer mostly right, it means that they have fully understood about the content.

The last section is writing. In this case, writing will be the best way to complete the students’ understanding. After they do some sections such as listening, speaking, and reading, we hope that they have enough background knowledge so that they could make a conclusion about what they have learned. Therefore, ask them to write an interpretation of the lyric will be a perfect activity to do. There are several steps to be done in this section. The first thing that you have to do is giving them some guidance because without them, a Junior High School student will be difficult to arrange their interpretation in an order ways. Usually, the guidance is in the form of questions that discuss the event in the song in order way. Secondly, ask the student to answer those questions you have just given. Then, the third step is asking them to make a paragraph based on the answer of the questions. Suggest them to make it in their own words. The next step is deciding the due time to submit their work. After they submit their work, you will know how deep their understanding is.

In short, learning English for the beginner and the intermediate are not the same. Therefore, as the teacher, you have to prepare the most efficient way relating to all abilities they should be mastered in Learning English. Starting from listening, the students can enlarge their ability on all aspects such as speaking, reading, and writing. You should consider the order of the section you will give to the students for they have to get some information first before producing an excellent work.

References :

http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php

written by 

Rahayu Sekarini

Riska Ayu Wibisono

Teaching Speaking through the Detective Game

Learning a foreign language has recently been acknowledged as a key to successfully deal with the advancement of science and technology. One of the foreign languages which interests people is English. In Indonesia, for instance, the practice of learning English as a Foreign Language (EFL) is applied in both primary and secondary schools, not excluding Senior High Schools. In KTSP (Kurikulum Tingkat Satuan Pendidikan) curriculum, it is clearly stated that one of the objectives of teaching English in Senior High School is developing the ability to communicate in English, either in written or oral forms. In order to have a good fluency in using English in the pedagogical settings, English language learners are supposed to be capable of all the language skills. As Harmer (1991) mentions, the language skills are principally categorized into two components: receptive and productive skills. Listening and reading are generally considered to be the receptive skills, whereas speaking and writing belong to the framework of the productive skills. Unfortunately, the fact demonstrates that the students are quite difficult to improve their speaking ability because they are accustomed to using their native language in their daily life instead of using English. In the classroom, it is also evident that the students have the limited time to practice their speaking skills. Based on those conditions, we try to solve the problems by offering one teaching technique for speaking which is a language game. The reason why the writer proposes a language game is mainly because it can be a very useful teaching strategy for the effective and joyful learning. Furthermore, Steinberg (as cited in Arifin, 2003) emphasizes that games are a viable method to achieve many educational objectives, such as reinforcement, review, reward, relax, inhibition, reduction, attentiveness, retention and motivation. In this essay, the writer introduces a particular game named as “The Detective Game” as a method to enhance students’ ability in speaking. Ideally, there are three main stages which should be performed in this game: pre-/before, whilst-/during, and post-/after game activities.

To begin with, let us discuss the pre-game activities which are conducted in the speaking class. In this step of the game, students will have a sense of curiosity about the run of the game. There are four stages in this pre-game activity. Firstly, the teacher will introduce the background information about the game. In other words, the teacher lets the students know about the description of the detective game. As students can recognize, the detective role playing game is a kind of game which contains mysteries. In addition, it is actually created to solve mysteries by searching for clues, questioning suspects, and interviewing witnesses. Secondly, the teacher divides the students into several groups. Normally, each group consists of eight to ten members. It is purposely made as the effective way to accomplish the game fairly. Indeed, the teacher may pick the member of the group randomly. He/she can use a counting method to agglomerate the students in order to avoid the similar gender. Thirdly, the students form a group based on the number they get. For instance, a student who belongs to number 1 gathers with other students who get the same number. When the number of the students is already eight or ten, they soon make a circle in that group in order not to be interrupted by the other groups. Fourthly, the teacher clearly explains the rules of the game to the students. In delivering the instructions of the game, the teacher should use simple languages to convey what to do in the game. By elucidating the rules of the game, the students will obtain adequate information to play it smoothly.  Therefore, they will not misunderstand the portion of their roles in the game. By carrying out these steps, the students will have a great intention in playing the game.

Afterwards, we deal with the whilst-game activities. In this process, the students undergo several challenging activities during the game. This activity entirely consists of four steps. Firstly, the students determine the roles in their group, such as one member as a narrator, two members as the murderers, and the rest as the villagers or the detectives. In this step, each of the role players has special job divisions which indicate their own duties. A narrator, for instance, is functioned as someone who is responsible for telling the background information of a particular case, such as, an assassinate case. Different from the narrator, the villagers have a duty of accusing the murderer on their own forecast. Secondly, the students are introduced to the case of the detective game. The narrator makes the background overview of the murderer case. Then, he/she orders the students to close their eyes. When the students close their eyes, the narrator chooses two people to become the murderer or mafia. Subsequently, the narrator commands those two people to open their eyes to guess who are their friends and enemies. The enemies of those two people are the rest of the people in that group or they are called as the detectives. Then, the narrator instructs the murderers to close their eyes again to trick the detectives. After that, all of the people in the group should open their eyes to play their own roles. Thirdly, the students act as the detective to figure out the suspected one. Each person has his/her opportunity to choose one suspicion. Not only that, he/she should also give the reason why he/she chooses that particular person. After collecting the data, a person who obtains the most voters has the chance to give the alibi to the others. It is used to make sure the other’s choice whether they select the right person or not. Then, all of the members should vote again. The last person who earns the most accusation should be eliminated from the game and he/she should declare whether he/she is the murderer/mafia or not. If that person is not a murderer/mafia, one detective has no longer right to involve in the game. It is because the murderer/mafia will shoot him/her when the others fall asleep. Fourthly, the students settle on who will be the winner of the game. The game ends when there are only 2 people remaining. When one of them is the murderer/mafia, the winner is the murderer/mafia. On the other hand, if the rest two people are the detectives, the winner is the detective. Overall, these steps dominantly involve the students’ participation to fairly play the game.

Right after the students have completed the whilst-game activities, they are required to have closing activities named as the post-game activities. This last stage is a paramount step within the process of empowering students’ speaking ability through the detective game. There are at least three steps that must be well-accomplished after playing the game. Firstly, the teacher provides several times for the students to orally give reflections about the activities that they have dealt with. If the teacher lets his/her students give any kinds of reflections about what they can learn from the game, they will certainly have no barriers to speak up. However, the teacher might encounter a number of students who do not have enough courage to share their ideas or feelings to others. In this way, the teacher has to give several follow-up questions in order to make the students actively participate in the discussion by integrating their speaking skills. Furthermore, the teacher has to make sure that all of the students are given the equal spaces to say something on their mind. Expectedly, when the students give reflections on what they have achieved during the game, they can verbalize the image or picture of the detective game itself in the form of spoken language. As a result, their oral skills will be gradually improving. Secondly, the students are encouraged to utter their comments about the performances of each group. After all of the groups have taken turns to perform the game, the students will know which group plays the game perfectly. Possibly, the students will give judgments to determine the best performer of all. Hence, the teacher should lead them to express their free comments to the other groups using their fluency in speaking English. Of course, if the students are trained to criticize others, whether it is constructive or destructive, they will say everything to create acceptable comments for the other groups. Even, they will be able to evaluate the run of the game in the form of oral language. Thirdly, the students are assigned to list vocabularies related to the game that they have already played. Obviously, when the students play the detective game, there are lots of words that they might use, such as suspect, murder, mystery, etc. Potentially, the students will only use those sorts of words when the game is being presented in the classroom. Therefore, the teacher should assign them to list as many vocabularies as they can get from playing the detective game. It is aimed to enrich students’ vocabulary so that their style in speaking will not remain the same. They can, indeed, implement the new vocabularies in their daily conversation with their classmates. Most importantly, their speaking skill will be gradually constructed in a better way. In short, these final stages of synergizing the detective game in the speaking class will play a central role in enhancing students’ speaking competence.

In conclusion, as the rise of communicative approach, underlining the use of language as a medium of communication, the detective game becomes one of the techniques for increasing students’ speaking ability. The detective game can accommodate any level of students in Senior High Schools and provide them with interesting activities. Since students are usually worried in making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts, the detective game, indeed, is neatly formulated in three prior stages: pre-/before, whilst-/during, and post-/after game activities. These stages help students develop their speaking skills in a pleasant atmosphere. As a recommendation, the teachers can apply this particular game whenever the students get bored with monotonous activities in the classroom. By utilizing this sort of game, the students will feel relaxed to absorb the lessons and of course their eagerness to speak in the class will be much stronger.

Sources: 

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Malaysia: Longman.

Kim, Lee Su. 1995. Creative Games for The Language Class. Forum Volume 33 No.1

      January-March 1995 page 35.

Written by

Muh. Khoirul Anwar

Bila Nastiti T.

Speaking in Groups

How a teacher brings the situation in the class decides whether a class runs well or not. The way of teaching will hold the important key in bringing the situation in the class so the teacher is expected to be creative in making exciting and conducive condition in learning activity especially in the speaking class. By doing the various teaching methods such as discussion, games or song, the student will be motivated to be active in the class. The reason is that a skill that has to be improved is how students are able to speak English well.  As the effect, the students have to speak all of the time in the class. If the teacher does not have variation methods in teaching, the students will be bored in the learning activity. Here is a discussion which consists of three kinds activities; preparation, discussion and conclusion, as one of teaching methods to avoid boring situation in the speaking class. In this practical teaching, teacher tries to apply the word peace into the topic of the discussion.

As the first step that the teacher has to do is preparation. This term will be effective through a great beginning in the class by inviting the students into an extraordinary opening. For example, the teacher can give his/her own greeting style. It will give different impression in the class. If the teacher has opened the beginning of the class well, it will be easy to encourage the students to do a discussion. In this step, the teacher can continue the activity by dividing students into two sides of point of view; negative and positive side. Then, after grouping the students, the teacher should give the topic of the discussion which is supposed to appear the pro and contrast. It is important that the teacher choose an actual issue as topic because they will interested in discussing about it. For example, the topic is “War for Peace” because it will raise different opinions from different perspectives.

After doing the preparation, the second step is doing the main activity by having a discussion. This discussion will use debate as the exciting method to encourage students speaking up. In this activity, the teacher is as a facilitator or mediator in the class to make the debate activity running well. The next is the main point is a general opinion from one sides. The apparition of this general statement will bring the other students. The discussion will run well if all of students want to participate to give their opinion in this discussion. The following point is the objections because this opinion will be said by the other member. This kind of opinion will bring some contrast things which create the main conflict in the discussion. The main conflict is predicted as one factor that makes the debate alive. Then, the next opinion that can strengthen the argument is additional opinions because it will help someone’s argument in the discussion. In this great working, those three kinds of opinion bring the important function in this discussion.

The third step is the conclusion from what the students have discussed. It is essential that it give students more understanding about what the topic is. As the result, students do not only increase their speaking skill but also their comprehension about the social issues nowadays. In this step, teacher does not only give students the conclusion and let them go home, but also the teacher should ask students what their impressions about the discussion are. From taking the impressions of the students, the teacher can ask what the moral values behind the topic whether it is useful for human life or not. The following point is the conclusion itself. How to take the conclusion will be interesting if the teacher can make students attracted at giving their voluntaries opinions. In this point, there is no force to give the conclusion. Consequently, students will be excited to do discussion or debate on the next time.

From the explanation above, we can know how important the using of variation ways in teaching especially in the speaking class. The reason is that the speaking class asks the students to speak and speak in order to make their English better. The speaking activity will be bored and exhausted if teacher does monotonous methods to deliver the knowledge. Therefore, we can conclude that variation in teaching speaking class is important to avoid boring situation. For instance, the teacher has “War for Peace” as a topic which is applied in the discussion. This kind of method will bring a different atmosphere during the speaking class. Besides that, students will understand and take the moral value about the theme that is taken in the whole class activity. As the good teacher, we have to bring our students into exciting situation of learning so they will enjoy our class.

 Written by

Risky Ayu Dewi

Trisna A

Applying the Jigsaw Method in Teaching Writing of Narrative Texts in Senior High School

English has the main courses which students have to be capable with such as reading, listening, writing and speaking. Writing is one of the important courses in the English lesson especially for senior high school students. According to teacher’s guideline, writing courses in senior high school are classified into writing descriptive text, narrative text, report text, recount text, analytical exposition text, etc. The teachers are supposed to have brilliant methods to help the students easily organize the ideas in order to pass the writing courses. One of the methods that can be accomplished in writing course especially in teaching narrative texts is called jigsaw. Jigsaw is defined as a kind of cooperative learning technique which has a grouping strategy where the members of the class are organized into “home” group. The students are then reorganized into "expert" groups containing one member from each “home” group. In this way the students discuss the material (teachervision.com). By using the jigsaw method, the students can efficiently learn how to write narrative texts in the form of peer-teaching. The purpose of this essay is to underscore the implementation of the jigsaw method; grouping, sharing and writing.

To start this method, we deal with the grouping step. In this step the students will have dependent activities. The class activities are mostly conducted by the teacher which causes the students being passive in the class. However, in this method, students are divided into small groups to share the material taught without being interrupted by the teacher. The teacher only appears to divide them into “home” group and “expert” group. “Home” group means the original group where the students are given the various topics toward the material that is explained. For example, the teacher divides the class into 5 groups consisting of 3 students with one title of narrative text topic, Goldilocks and the Three Bears. In this “home” group, teacher gives each member a different clue. The teacher gives the pictures that symbolize orientation, events, and reorientation which are the generic structure of the narrative text. Then, the teacher reorganizes each of the group members to gather discussing the pictures related to the topic given in the “expert” group. When the teacher gives 3 topics as our example, there are also 3 “expert” groups. This activity obviously aims to gain the students participation as well. This activity apparently enables the students to increase their self-esteem in writing narrative texts. As a proof, Raudhatuz Zahrah has little research for her thesis showing us that students in SMA Negeri 2 Medan can easily comprehend the material while they are divided into groups because they learn without being forced by the teacher.

The next step of this teaching method is the sharing step. As soon as they all have got their duties, they move to the “expert” group. The students will enjoy their turn to tell their pictures and shares to other friends in the “expert” group. They feel free to express their ideas about the pictures with their friends in the “expert” group. Here, they are given a chance to talk about the pictures and share their opinion in order to be able to report what they have been discussed to the “home” group. For instance, student 1 is assigned to the orientation where the three bears are sitting on the dining room and waiting for the porridge to cool down, after that the bears’ family goes out for a walk. Student 2 deals with the events when goldilocks tastes the porridge from three different bowls, tries three different chairs and three different beds of the bears’ family. Student 3 gets the reorientation which is the ending of the story when the bears’ family finds out that goldilocks feel asleep on the little bears’ bed and then goldilocks run away from the bears’ family house because she is scared being identified by the three bears. Many researchers prove that this kind of sharing in using jigsaw method can improve the ability of students in writing narrative text, because by sharing the students can get the ideas of the story easily. For example, in SMA Negeri 2 Medan the students’ average score in writing narrative texts was 49.6, however the minimum adequacy criteria is 60.0. Yet, after the teachers applied the jigsaw method the score improved up to 72.2 which is good because they can pass the minimum adequacy criteria. Therefore, sharing can help students to make their ideas of writing narrative text run smoothly.

The last step is writing. In this step, the students are motivated to write and work together to describe the events in the pictures that have been discussed in the “expert” group. After they finished discussing in the “expert” group, they need to come back to the “home” group. In the “home” group they share about what they have got from the “expert” group and combine the each story into a complete story. The each part of the generic structure becomes one unit of narrative text in the “home” group. They have many ideas in their mind about the story of Goldilocks and the Three Bears. In the writing step they are appointed to write down the result of the discussion in the “expert” group. The three students combine the orientation, events and the resolution that they got to be written as a narrative text. Student 1 who is responsible for the orientation in the Goldilocks and the Three Bears writes about what happened in the picture of the bears’ family while they are gathering in the dining room to have porridge and the second picture is the Mommy bear, Papa bear and the little bear are going to take a walk while waiting for the porridge to cool down. Then Student 2 writes about the events that are goldilocks tastes the porridge from three different bowls, chairs, and beds of the bears’. Student 3 writes about the reorientation of the story and explains the moral value of the story in the paper if needed. At last they arrange the three different generic structures into one whole story and present it in front of the class.                                                          

In a brief, we can simply analyze this essay that the jigsaw method can be applied in teaching writing of narrative texts that is sequenced into three steps, which are grouping, sharing and writing. These three steps are actually part of one great method provided by the teacher to decrease the cases beyond students in senior high school that mostly have difficulties in writing courses. However, every method has its own strength and limitation. The teacher is supposed to analyze the most appropriate method that can easily help the student to comprehend the material that is taught.

Written by

Isna Rakhmawati

Orista Vella A