Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking Ability

International Journal of Current Medical Science and Dental Research (IJCMSDR)
Volume 1 Issue 1 ǁ May-June 2019ǁ PP 06-10
ISSN: 2581-866X || www.ijcmsdr.com
|Volume 1| Issue 1 | www.ijcmsdr.com | 6 |
Using Jigsaw and Problem-SolvingTasks to Enhance English
Speaking Ability
Kamollapat Chaisongkram
Kalasin University
ABSTRACT : The purposes of this research were: 1) to study and compare the English speaking ability before
and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin
University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and
Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University,
Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-
posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an
attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean,
percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of
this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04
% and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest
at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very
good level.
KEYWORDS:English Speaking Ability, Jigsaw Tasks,Problem Solving Tasks, Attitude
I. INTRODUCTION
Now English has become an international language all over the world that is useful for many goals in
communication. Moreover, English is the most widely spoken language globally. To be able to speakEnglish
enables people to be successful in doing jobs, further studies, politics and economics. Therefore, learning
English to speak can create good relationship among people in diversity cultures and learn about cultures.In
teaching and l earning English language to communicate that a main factor, speaking skill is one ofthe four
language skills which becomes vital for human beings in communicating. In addition,Ur (1998) proposed that
among the four language skills (listening, speaking, reading and writing), speaking becomes the most important
since it indicates that a person has known that language concisely. Speaking skill transfers ideas, understanding,
objectives and feelings to listeners in daily life, not only in educational field but also the business fields.
Speaking English skill is a major significance in the process of learning English. The speaker must have
knowledge of the vocabulary, grammar, expressions, structure and use fluently, correctly and
appropriately.However, it is complex procedure in mastering this skill since it takes time for
practice.Communication task types has been generated from the interactant relationship, interaction
requirement, goal orientation and outcome option and the potential impact of the opportunities for learners.A
number of language teaching has been proposed by various language theorists (Canale & Swain, 1980;
Savignon, 1983; Hedge, 2000; Harmer, 2001)
There is the one which is consistent to current language teaching context particularly in EFL context where
students learn and practice the English language only in the classroom. That is Task-based language learning
which has been proposed by Ellis (2003) in 3 steps: 1) Pre-task, 2)During-task, and 3) Post-task. The purpose is
to bring in tasks prepared by teachers in providing students opportunity to learn and expose to the language
within the classroom environment which the teacher has constructed. Through the process of task-based
instruction, students are able to learn and use English speaking under the teacher’s supervision
purposively.According toPica, Kanagy & Falodun (1993) has encouragement to language teaching context using
five different tasks which include jigsaw, information-gap, problem-solving, decision-making, and opinion-
exchange are introduced. In using tasks for implementation in the language classroom, the outstanding research
conducted by Harmer & Surguine (1987)stated that jigsaw task is particularly representative. Students are
commonly asked to work in group of four and pairs completing the particular. The students have to interact
among the group trying to share and exchange the information they need in order to complete the whole story.
In other types of jigsaw task, students are asked to work in pairs using pictures, maps, or dialogues. While acting
the jigsaw task, the speaker must be able to usethe accent, and the words with accuracy according to rules in
English in various levels, as well as can use the body language appropriate to point or direct to speak English by

Using Jigsaw and Problem-Solving Tasks to Enhance…
producing the language that suits a variety of situations or people associated with the situation, so in the
development of English speaking ability,
knowledge management is a precious section in the encourage and opportunities for students to practice English
speaking ability effectively (Harmer, 2001). Speaking used jigsaw tasks make studentshave good occasions in
negotiating and interacting using English for accomplishment communication.Problem solving following by
Yousef & Banafsheh (2018) stated that problem solving tasks request the learners to offer advice and
recommendations on problems ranging from the normal to special. Problem solving tasks were used in the
language classroom to promote students perform their speaking and solve problems, and they do not necessarily
require feedback and checking. Problem solving is activity by speaking naturally and accurately, which is a
communication situations. Problem solving that speaking skills accrue to the students increase the proficiency of
the students and problem-solving tasks is a point to fix the problem of produce activities. The purposes are to
solve communication speaking the questions which requirestudents to solve problems, get to the summary and
clarifying problem solving with reason to show understanding the challenge.The research is effectiveness the
effects of using jigsaw and problem solving tasks on students’ success in English speaking, results confirm the
proficiency of these tasks in developing speaking skill through the group process: pair work and group work. In
doing this, the researcher would like to study and compare whether the students’ English-speaking ability
posttest scores were higher than the pretest ones or not, and at what level the students’ attitudes towards
teaching English speaking using jigsaw and problem-solving tasks were.
II. OBJECTIVES OF THE STUDY
The objectives of the study were as follows:
1. to study and comparestudents’English-speaking ability using jigsaw and problem-solvingtasks before and
after the instruction.
2) to investigate the students’ attitudes towards teaching English speaking using jigsaw and problem-solving
tasks.
III. METHODOLOGY
Scope of the study
1) The samples
The samples were 23first-year undergraduate students of Kalasin University in Kalasin Province, Thailand,
using Cluster Random Sampling.
2) Variables
The dependent variable was teaching English speaking ability using jigsaw and problem solving tasks, and the
Independent variables were student’s English speaking ability and students’ attitude towards teaching English
speaking using jigsaw and problem solving tasks.
B. Instruments
There were 3 types of instruments:
1. Lesson plans using jigsaw and problem solving tasks
2. An English-speaking ability test which was used as the pretest and the posttest’
3. An attitude questionnaire.
C. Data collection: Data were collected and the study was administered in the normal English classroom.
An English speaking ability test was employed as the pretest. Twelve lesson plans using the
jigsaw and problem-solving tasks were employed with 23undergraduate students. After that the speaking test
was employed as the posttest,and the students’ attitude questionnaire was used.
D. Data analysis : The data were analyzed quantitatively from the English-speaking ability test and the attitude
questionnaire. Statistics employed were percentage, Mean, Standard Deviation, and t-test for Dependent
Samples.
IV. RESEARCH FINDINGS
The pretestmean score was 25.04 percentand the posttest mean score was 83.19 percent.The student’s English-
speaking ability scores after using jigsaw and problem-solving tasks were significantly higher thanthe prior one.
Also the students’ attitude towards teaching English speaking using jigsaw and problem solving tasks was rated
at a good level...

Figure 1: Pretest-Posttest Analysis
A comparison of English-speaking ability scores prior to and after using jigsaw and problem-solving tasks of
first-year undergraduate students in Kalasin University, Thailand.
n Mean Std. Deviation t
Pretest 23 30.04 9.06 2.21
Posttest 23 99.83 9.27
Figure 2: Mean and standard deviation for the students’ attitude towards teaching English speaking ability
jigsaw and problem-solving tasks.
No. Item Mean S.D.
1 Jigsaw and problem-solving tasks are the most remarkable activities to teach
English speaking.
5.00 0.00
2 Jigsaw and problem-solving tasks help me a lot to feel more confidence in English
speaking for all situations.
4.74 0.45
3 Drama, songs and games at pre-task are very pleasure. 4.78 0.42
4 Iam very enjoyable and pleasure by speaking English using jigsaw and problem
solving tasks.
4.87 0.34
5 I am able to speak English smoothly after studying English by jigsaw and problem-
solving tasks.
4.78 0.42
6 Jigsaw and problem-solving tasks are the best activity to do and learn to speak
English.
4.83 0.39
7 I use and applied jigsaw and problem-solving tasks for speaking in real daily life
occasions.
4.87 0.34
8 Jigsaw and problem-solving tasks are very shining activity for speaking. 4.87 0.34
9 I speak English with complete confidence after studying jigsaw and problem-
solving tasks.
4.91 0.29
10 Studying English speaking using jigsaw and problem-solving tasks gain me to
communicative in different real situations.
5.00 0.00
11 Studying English speaking using jigsaw and problem-solving tasks give me delight
and more confident while speaking English.
4.78 0.42
12 Build inner and the situations are valuable to practice speaking. 4.91 0.29
13 Studying English speaking using jigsaw and problem-solving tasks
encourage me to express good inspiration to speak.
4.91 0.29
develop the interaction of speaking with pairs or group work for swapping
information or ideas.
5.00 0.00
15 The steps for teaching English speaking are very clear to know. 5.00 0.00
are advantage to interact in English classroom.
5.00 0.00
17 I think the steps for teaching are benefit and useful in developing speaking skill. 5.00 0.00
18 I feel very confident to speak after studied. 5.00 0.00
19 I think my accent is strongly after studied English. 5.00 0.00
20 Pretests and Posttests are relevant to the contents. 5.00 0.00
4.90 0.09
V. DISCUSSION
The objectives of this research were to study and compare students’ English-speaking ability between the
pretestand the posttest mean scores after teaching English speaking ability using jigsaw and problem-solving
tasks of 23third-year undergraduate students and the students’ attitude towards the teaching English speaking
ability using jigsaw and problem-solving tasks. According to the previous findings, the discussions were
presented as follows.

1. To study and compare the students’ English-speaking ability using jigsaw and problem-solving tasks of the
first-year undergraduate students, it was found that the students’ speaking posttest mean score was 30.04 or
25.03 percent and the pretest one was 99.83 or 83.19percent. The posttestmean score was significantly higher
than that of the pretest one at the .01 level. That was in accordance with the research hypotheses that the
students’ speaking ability had been developed to the set-up criteria at 70 percent. As shown from the findings,
teaching English speaking using jigsaw taskswas very proficient in developing the students’ English-speaking
ability. Jigsaw tasks entertained the students with a lot of fun while they interacting in pairs or in groups. This
might be that jigsaw tasks provide great opportunities for students to practice speaking using expressions and
sentences in pairs or in groups.The results were consistent with Pica, Kanagy & Falodun (1993) in that, the
communicative task types, indicate clear differences in their effectiveness as a means of providing learners with
opportunities to work toward comprehension, feedback, and interleague modification. The most proficient task
types appear to be the jigsaw task.
Problem solving tasks is the pattern that students take part in communicating, discussing, creatingand giving
reasons the English language to interact with other speakers in an appropriate way to solve the problem they
had. The problem-solving tasks encourage students to be more delighted and confident when speaking the
language. While prepossessingthe interaction, the students worked in pair or group which can help students to
deductanxiety and panic in speaking the target language. This was in concordancewith Pica (1993) who stated
that problem solving tasks is suitable for working in pairs or groups that also create a speaking atmosphere in
inspiring students to speak English. Similarly, and students are able to visualizethey are someone else, present
and show that part in the situation or activity. It can be mentioned that when acting or practicing speaking
English using problem solving tasks, students were able to use the learnt language to communicate with their
pairs or among groups more smoothly and confidently. The students performed increasingly the language they
created and the emotions or gestures to that role with familiar pairs and language functions that could be
familiar with students’ daily life. Outstandingly, this allowed them to relatively improve their English-speaking
ability.In addition, the activities motivated the students to be able to produce the appropriate target language
under the proposed situations and gain lots of knowledge. Consequently, the students were able to use the
language to communicate effectively and confidently. According the teaching program motivated them to
participate in the activities since the activities inspired them to get greater confidences and produce the target
language (Gardner, 1985).
2. To study students’ attitude towards teaching English speaking using jigsaw and problem-solving tasks, it was
found that the students’ attitude towards the teaching English speaking using jigsaw and problem solving tasks
was at a good level. This revealed that the students pleasured performing and showing activities and gained
more confidence and delightin speaking English after the instruction. This revealed that the students enjoyed
performing
jigsaw and problem-solving tasksand acquired more confidence in speaking English after the instruction. This
was consistent with the suggestions proposed by Dulay, Burt & Krashen (1982) study in those attitudes and
feelings are the main factors to help learners shined and succeed in second language learning. Gardner (1985) in
that a positive attitude was the most effective tasks is consistent of jigsaw and problem-solving tasks in that
students gained positive attitudes towards the communicative tasks at the good level. Thus, jigsaw and
problem-solving tasks improve students’ English-speaking proficiency, the main factor to achieve the goal of
language learning.All in all, from the results, using jigsaw and problem-solving tasks were able to accumulate
and develop students’ English-speaking ability and it is aproficient way to learn and stimulate speaking,
engagement, and empathy by giving each member of the pair or the group work asignificant episode to play in
the academic activity. English speaking using jigsaw and problem-solving tasks provided them joyful while
speaking. The students could also acquirement lots of knowledge on daily-life language functions and
confidence in using them. They integrated practice the language expressions and effectiveness to produce
suitable use of the target language naturally and confidently. The students’ good attitude towards using jigsaw
and problem solving tasks helped them to enhance their speaking ability for real daily life communication.
VI. RECOMMENDATIONS
Recommendations are as follow:
1. To develop speaking ability, teachers should employ several activities that provide opportunities to
students to speak English and to stimulate them to learn.
2. Having students to work in pairs or small groups motivate them in creating the language use for
communication.

3. Developing speaking ability using jigsaw and problem-solving tasks should be accomplished with
students in different grades.
4. To develop speaking ability should be used other procedures or methods in order to compare with
using jigsaw and problem-solving tasks.
5. Creating good relationship among a teacher and students would be advantageous for students to reduce
their anxiousnessand build up their confidence.
REFERENCES
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3. Savignon, S. (1983). Communicative competence: Theory and classroom practice.Massachusetts:
Addison-Wesley Publishing.
4. Hedge, T. (2000).Teaching and Learning in the Language Classroom.Oxford: OxfordUniversity
Press.
5. Harmer, (2001). The practice of English language teaching. Harlow: Pearson Education.
6. Ellis, R. (2003). Task-based language learning and teaching. Oxford:Oxford University Press.
7. Harmer, J. &Surguine, H. (1987). Coast to coast. London: Longman.
8. Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex: PearsonEducation.
9. Pica, T. (1993). Questions from the Language Classroom Research Perspectives. TESOLQuarterly,
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10. Pica, T., Kanagy, R., &Falodun, J. (1993). Choosing and using communication tasks forsecond
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11. Gardner, R.C. (1985). Social psychology and second language learning: the role ofattitudes
andmotivation.
12. Dulay, H., Burt, M., &Krashen, S. (1982). Language two. New York: OxfordUniversity Press.
13. Yousef, B. & Banafsheh, A. (2017). Journal of Applied Linguistics and Language ResearchVolume 4,
Issue 6, pp. 174-182.

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