PENGGUNAAN KAEDAH PEMBELAJARAN KOPERATIF JIGSAW II TERHADAP PENCAPAIAN PEMBELAJARAN TEKS PUISI TRADISIONAL DALAM KALANGAN PELAJAR KOLEJ VOKASIONAL (Use of Jigsaw II Coordinating Learning Methods to Achievement of Learning Teaching Traditional Literary Texts among Vocational Students)

Abstract

Abstrak: Isu yang sentiasa dibangkitkan dalam pembelajaran Kesusasteraan Melayu adalah mengenai masalah untuk memahami teks sastera yang dikaji di samping persekitaran pembelajaran yang membosankan. Selain itu, terdapat juga guru-guru yang masih kurang pengetahuan mengenai tahap pelaksanaan teknik Jigsaw II menyebabkan teknik ini masih jarang digunakan dalam pembelajaran. Masih terdapat guru-guru yang mengamalkan kaedah pembelajaran bersifat tradisional menyebabkan para pelajar berasa bosan dan sukar untuk menguasai mesej yang cuba disampaikan melalui teks sastera. Secara khusus, pengkaji ingin mengkaji sejauh mana berkesannya kaedah pembelajaran koperatif Jigsaw II dalam meningkatkan prestasi kefahaman pelajar terhadap kemahiran membaca teks sastera melalui 5 tahap pelaksanaan Jigsaw II yang telah digariskan oleh Slavin (1995). Kajian yang berbentuk kuasi eksperimen ini melibatkan 60 orang responden, iaitu 30 orang dalam kumpulan kawalan dan 30 orang dalam kumpulan eksperimen. Soal selidik dan set kuiz sebelum dan selepas pelaksanaan teknik Jigsaw II diberikan. Hasil kajian menunjukkan teknik Jigsaw II berkesan dalam meningkatkan pencapaian pembelajaran dalam teks puisi tradisional kumpulan eksperimen berbanding kumpulan kawalan. Teknik Jigsaw II juga memupuk suasana pembelajaran yang aktif dan tanggungjawab untuk menuntut ilmu pengetahuan yang tinggi dalam kalangan responden.

Kata kunci: Pembelajaran, koperatif, Jigsaw II, membaca, teks sastera

Abstract:  The issue that has always been on the rise in the learning of Malay Literature is the problem to understand the literary texts that are being studied in addition to the dull and boring learning environment. Furthermore, there are teachers who lack the knowledge in carrying out the Jigsaw II technique that results in the technique being rarely used in the learning process. Moreover, there are teachers who are still using the traditional teaching method. This makes the students feeling bored as it makes them difficult to understand the messages that are being conveyed through the literary texts. The researcher specifically wants to study how far the effectiveness of the Jigsaw II cooperative learning in improving the students’ performance and their understanding towards reading skills for literary texts through the 5 stages of the Jigsaw II implementation as outlined by Slavin (1995). This quasi-experiment research involves 60 respondents that consists of 30 respondents for the control group and 30 respondents for the experimental group. Questionnaires and quiz sets for pre- and post-implementation of the Jigsaw II technique were distributed. The research outcome shows that the Jigsaw II technique is effective in improving the experimental group’s performance in learning traditional poetry compared with the control group. The Jigsaw II technique also creates an active learning environment and nurtures learning responsibility among the respondents.

Keyword: Learning, cooperative, Jigsaw II, reading, literature text