THE INFLUENCE OF JIGSAW TECHNIQUE AND SPEAKING ANXIETY TOWARD STUDENT ’ S SPEAKING COMPETENCE Desi Surlitasari Dewi

Lately, innovative models to teach English have been widely discussed. Communicative competence is definitely the goal when we teach speaking to foreign language learners. However, the goal was rarely achieved in speaking class. In this study, one of technique in Cooperative Learning, jigsaw technique, was proposed. It was predicted that jigsaw technique of teaching speaking and student’s speaking anxiety had effect toward student’s speaking competence. Jigsaw is a technique that can be used in speaking class as it assigns the students to work in team, where they tend to feel secured and comfortable to learn speaking. While speaking anxiety could be a language barrier distracting the students to succeed in speaking class. It is an internal factor from the student’s mind which prevents them from delivering communicative competence. Thus, the objectives of the study were to find out the effectiveness of jigsaw technique in teaching speaking as well as the influence of speaking anxiety, one of psychological factors in learning foreign language, towards the student’s speaking competence. The population of the research was the first semester students of English Department Universitas Riau Kepulauan. The research method was a quasi experiment and the data were taken by using a speaking test and questionnaires. Students’ speaking competences were assessed based on six categories namely fluency, task, comprehension, grammar, pronunciation, and vocabulary. While Saito’s speaking anxiety questionnaire was used to reveal student’s speaking anxiety. Then, the data were analyzed by using Anova.


INTRODUCTION
Speaking fluency is one of the problems mostly faced by the students.It is caused by some factors such as techniques or methods in teaching, which focuses on the grammatical accuracy instead of speaking fluency.Several years ago, Grammar Translation Method was frequently used in foreign language classroom.Students were required to acquire foreign language by translating foreign language into the target language, so it results on poor speaking fluency.Nowadays, the shift on the purpose of foreign language learning takes us into the importance of communicative competence.However, to achieve communicative competence needs some adjustment in foreign language classroom and there are things needs to be considered.
Teachers need to make effort on some things such as using innovative strategies or different methods to stimulate the students to use the language actively.Some strategies that can be used for speaking are role play, simulation, demonstration, jigsaw, and total physical response.In this study, jigsaw is applied in foreign language classroom to see whether it is effective for student's speaking skill.
Jigsaw is a technique in which the students are divided into some groups and each group is given a task which is different with the other group.Hopefully, applying this technique in speaking classroom can lead to the student's success in speaking.
However, teaching technique is not the only influencing factor in student's success or failure.Psychological factor, which derives from the learner's own mind, needs to take into consideration in planning a foreign language classroom activities.It could be possible as learning foreign language is an emotional experience and the success can be determined by the learner's mind.Psychological factor could be a factor that determine whether the students need to do something for their success.
Motivation and self confidence has been researched thoroughly since decades for its involvement with the success of learning foreign language.The other psychological factor is foreign language speaking anxiety.It is an overwhelming feeling of worry and tension manifested in physical symptomps such as sweaty, rapid heartbeat, and speak unclearly as a result of the doubt of their ability in speaking and threat that possibly arises.

METHODOLOGY
This research was a quasi experimental study and conducted at English Department Universitas Riau Kepulauan.The data were in the form of quantitative data and they were taken from a test.They are the scores of students' speaking after having eight times treatment for each class.The researcher analyzed the data using ANOVA or analysis of variance and Tukey test.
The data were analyzed by using multifactor analysis of variance 2 x 2. Ho is rejected if Fo is higher than Ft (Fo > Ft), it means that there is a significant difference.
After knowing that Ho was rejected, the analysis was also continued to know the difference between the two groups and cells by using Tukey test.To know which group was better, the mean scores of the groups and cells are compared.
After knowing the result of computation of ANOVA factorial design, it needed Tukey HSD Test to compare the means of every treatment with the other means.

RESULT 1. Result of Study
The data were analyzed by using ANOVA 2 x 2. The results are described below.(1) Fo between columns (16,65) is higher than Ft (4,016) at the level of significance =0,05, it can be concluded that jigsaw technique is more effective than role play to teach speaking; (2) Fo between rows (4,62) is higher than Ft (4,016) at the level of significance = 0,05, so the difference between rows is significant.It can be concluded the students having lower speaking anxiety have better speaking skill from those having higher speaking anxiety

Discussion of Study
This research is done as efforts to find some innovations in teaching speaking.
One of them is using jigsaw in teaching speaking as it has been discussed in Based on above explanation, it can be concluded that jigsaw is more effective than role play to teach speaking.
the previous discussion.The following are the discussions of the research findings.a. Jigsaw is more effective than role play to teach speaking Jigsaw is a technique of teaching speaking in which the students work together in a group.Each group is given a different task.It is an interesting technique in which the students are guided by an experienced teacher.Each student involves in two groups, kelompok asal and kelompok ahli.They could practice their speaking skill to understand and deliver the information given by their peers as a result of discussion in kelompok asal.In this activity, they could practice and improbve their basic ability to speak which could be measured by speaking indicators explained by Brown namely, comprehension, vocabulary, pronunciation, fluency, and structure.The other technique to teach speaking is role play.It is less challenging compared to jigsaw as the students are demanded to speak based on their role in a previously given topic.The dialog has been prepared before performed so it is possible for the students to memorize the dialog.It results to the lack of proficiency in comprehension, fluency, vocabulary, and structure.