




































Oktober

September

1 

 

 ELT FORUM 2 (2) (2013) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

THE USE OF JIGSAW II TECHNIQUE  

AND STILL PICTURES COMBINATION 

TO IMPROVE STUDENTS’ VOCABULARY MASTERY 

 

Dilla Silviana Anggi Putri 

 

Department of English, Faculty Language and Arts, Semarang State University, Indonesia 

 

Info Artikel 

________________ 
Sejarah Artikel: 

Diterima  2013 

Disetujui  2013  

Dipublikasikan  

November 2013 

________________ 
Keywords: 

vocabulary, Jigsaw II 

technique, Still Pictures, 

action research. 

____________________ 

 

Abstract 
___________________________________________________________________ 

This article is about the use of Jigsaw II technique and Still Pictures combination to improve 

students’ vocabulary mastery. In order to achieve the objectives of this research, the writer adopted 

an action research design. The subject of this research was class 7B of SMP N 12 Magelang, in the 

academic year of 2012/2013 which consisted of 32 students. There were two cycles in this research, 

and there were four phases in each cycle. They were planning, action, observation, and reflection. 

In order to collect data about students’ vocabulary mastery improvement and responses toward the 

use of this technique and media, the writer used observation sheet, questionnaire, interview, and 

test. The result of this study showed that the combination of Jigsaw II technique and Still Pictures 

can improve students’ vocabulary mastery. Besides, the result of the observation sheet, 

questionnaire and interview revealed that the students gave very positive responses toward the use 

of this technique and media. Based on the result of this research, the writer concluded that the use 

of Jigsaw II technique and Still Pictures gave a good contribution in English teaching and 

learning, especially in the area of vocabulary learning. 

 

© 2013 Universitas Negeri Semarang 

 
 Alamat korespondensi:  

   Gedung B3  Lantai 3  FBS Unnes  

   Kampus Sekaran, Gunungpati, Semarang, 50229 

   E-mail: silvianaanggiputri92@yahoo.com 

 

 

 

 

ISSN 2252-6706 

 

 

 

 

 

mailto:silvianaanggiputri92@yahoo.com


     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

2 

 

INTRODUCTION 

 

 

Learning English means learning four 

language skills and its components. The 

language skills are listening, speaking, reading, 

and writing, and the language components are 

grammar, vocabulary, and sound system. In 

learning all language skills and other language 

components, vocabulary takes important roles 

since it always takes part. Mehta (2009) states 

that “vocabulary is the first and foremost 

important step in language acquisition.” It 

means that in learning foreign languages, 

students usually learn vocabulary first before 

they master more complex structure. 

The next roles of vocabulary are it brings 

meanings of what we think and want to say, and 

it is important for students to build academic 

journey.  By using series of vocabulary, we can 

communicate with others and convey our 

meaning. John Dewey (1910) in Bintz (2011) 

states that “vocabulary is critically important 

because a word is an instrument for thinking 

about the meanings which it expresses.” In 

addition, Bowman (2006) in Ababneh (2013) 

suggests that “vocabulary is integrated into every 

content area and is addressed as part of the 

curriculum which means that the use of 

vocabulary is part of reading, writing as well as 

establishing the foundation of effective 

communication.” Besides important for 

communicating, having high vocabulary 

mastery is also very important for people to 

obtain academic achievement. According to 

Coles (2010), learning vocabulary builds 

children's literacy skills and prepares them for 

their academic journey. A child with high 

vocabulary mastery will be better able to follow 

instructions from an adult or teacher, be more 

confident in expressing themselves, and will 

possess the ability to communicate more 

effectively in a conversational setting.  

In fact, there are a lot of students who 

have low vocabulary mastery as proven from the 

following evidences. First, according to 

Tschirner (2004), a study conducted by Nurweni 

and Read in 1999  with a large sample of first 

year students at one Indonesian university found 

that their average English vocabulary knowledge 

consisted of 1126 words and that very few 

students came close to the threshold of 3000-

5000 words. In addition to the evidence of the 

problem mentioned above, the writer also met 

this condition herself. During her observation 

and teaching training in one junior high school 

in Magelang, the writer found that many 

students possessed low vocabulary mastery and 

memorization. Although the students had been 

taught particular vocabulary many times, they 

were likely to forget it and failed to perform the 

vocabulary they were expected to know. 

The phenomena of students’ low 

vocabulary mastery and memorization might be 

caused by several factors. First, a lot of teachers 

use poor or monotonous teaching method which 

cannot challenge students to learn vocabulary. 

As a result, students will not be interested in 

learning vocabulary and will easily get bored in 

teaching and learning process. Second, the 

absence of media used in teaching vocabulary 

makes students’ consciousness and motivation 

to learn vocabulary low. Third, unsupportive 

classroom atmosphere makes vocabulary 

teaching and learning process cannot run 

optimally. It may be caused by teachers’ failure 

to manage his or her students. Naturally, every 

student has his or her own characteristic which 

is different from others. There are students with 

high or low intelligence and ability, students 

with high or low learning motivation, students 

who are active or passive, etc. A teacher should 

not generalize his or her students’ 

characteristics. If a teacher fails to manage these 

diversities during his or her teaching, supportive 

classroom atmosphere cannot be reached.  

In order to solve the problems mentioned 

above, we need to find strategy which can 

manage students’ characteristics diversity and 

which is interesting to motivate students to learn 

vocabulary all at once. One strategy that can be 

used to solve this problem is by applying 

cooperative learning method and using media. 

There are many researches and theories prove 

that teaching using cooperative learning method 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

3 

 

and media is very beneficial. According to 

Slavin (1995:3), “cooperative learning can help 

make diversity a resource rather than a 

problem.” It means that cooperative learning 

method helps teachers and students build 

supportive classroom atmosphere although there 

are many differences in students’ ability and 

characters. It is because cooperative learning 

method facilitates students not only to pay 

attention to teacher’s explanation as in classical 

learning, but also encourages them to learn more 

actively by keeping their attention to work 

cooperatively in teams, so there will not be any 

students who are busy with their own business 

and disturb other. Besides, “in cooperative 

classrooms students are expected to help each 

other, to discuss and argue with each other, to 

assess each other’s current knowledge and fill in 

gaps in each other’s understanding” (Slavin 

1995:2). Meanwhile, Murcia (2001:461) states 

that “media are tools or physical things used by 

the teacher to motivate the students by bringing 

a slice of real life into the classroom and by 

presenting language in its more complete 

communication complex.” Thus, combining 

cooperative learning and media would be very a 

good strategy to teach vocabulary to students. 

Learning vocabulary through cooperative 

learning and media is interesting and learning 

vocabulary in an interesting way will be very 

effective because students will learn happily and 

enthusiastically. As a result, they will remember 

the vocabulary better. 

There are many cooperative learning 

techniques and media to teach vocabulary. 

Among them, the writer chose to use Jigsaw II 

technique and Still Pictures. Learning 

vocabulary using Jigsaw II technique helps 

students learn vocabulary better since they need 

to understand particular vocabulary well in 

order to be able to explain or describe it to their 

groups. In addition, Still Pictures can catch 

students’ attention and increase their motivation 

to learn vocabulary. Moreover, they help 

students to understand difficult vocabulary in 

English because by seeing the picture of a 

particular word, they will easily discover its 

meaning in their native language and memorize 

it better than without any illustration at all.  

 

REVIEW OF RELATED LITERATURE 

 

Teaching and Learning Vocabulary 

According to Neuman and Dawyer (2009) 

in Bintz (2011), vocabulary can be defined as 

“the words we must know to communicate 

effectively: words in speaking (expressive 

vocabulary) and words in listening (receptive 

vocabulary).” While according to Linse 

(2006:121), “vocabulary is the collection of 

words that an individual knows.” Learning 

vocabulary is important as a part of learning 

English or other foreign languages since learners 

learn vocabulary first before they master more 

complex structure. Richard and Renandya 

(2002:255) suggest that “vocabulary is a core 

component of language proficiency and provides 

much of the basis for how well learners speak, 

listen, read and write.”  

In teaching vocabulary, a teacher needs to 

use proper technique in order to help his 

students have good understanding on new words 

being learned. Nation (1990) in Cameron 

(2001:85) lists some basic techniques by which 

teachers can explain the meanings of new words. 

They are by using demonstration or pictures 

(using object, a cut-out figure, gesture, 

performing an action, photographs, drawings or 

diagrams on the board, and pictures from books) 

and by using verbal explanation (using analytical 

definition, putting the new word in a defining 

context, and translating into another language). 

 

Teaching Vocabulary Using Still Pictures 

Media have important roles in teaching 

and learning process. The use of media can 

facilitate teachers and students to reach the 

objectives of the teaching and learning process 

since they can support teachers’ explanation and 

help students to have better understanding on 

the lesson being learned. Besides, by using 

media, teachers can make their teaching more 

attractive and enjoyable. As a result, students’ 

motivation and interest in joining the lesson 

increase. Therefore, it is hoped that teachers use 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

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variation of media to support their teaching as 

suggested by Harmer (2001: 134) that “as a 

language teacher, we use variety of teaching aids 

to explain language meaning and construction, 

engage students in a topic or as the basis of a 

whole activity.” 

Pictures can be used as media in 

vocabulary teaching and learning process. Werf 

(2003) defines pictures as “illustrations that are 

cut from a magazine, newspapers or other 

sources. They are mostly photographs, but 

drawings, collages, maps or other illustrations 

can be used for certain activities.” He adds that 

pictures have many functions. With pictures we 

can :  (1) teach, practice, or review new 

vocabulary; (2) do guided practice (drills); (3) 

practice grammatical structures; (4) practice 

listening comprehension; (5) do writing 

activities; (6) do semi-guided or free speaking 

practice such as problem solving activities, role 

plays, discussions, etc. Based on the definitions 

above, the writer defines Still Pictures as static 

images or illustrations which describe or explain 

something and can be taken from many sources 

such as magazine, newspaper, textbooks, 

photographs, drawings, etc. 

 

Cooperative Learning Method 

There are many methods in teaching. One 

of them is cooperative learning method. 

McCafferty, Jacobs and DaSilva Iddings 

(2006:4) suggest that “cooperative learning 

represents the product of ongoing investigation 

based on theory, research, and practice as to 

how to maximize the benefits of student-student 

interaction.” In addition, Gunter, Estes and 

Mintz (2007:263) state that “cooperative 

learning models are instructional sequences, a 

series of processes that structure pupil 

interactions in order to accomplish a specific, 

usually teacher-assigned goal.” Based on the 

definitions about cooperative learning above, the 

writer comes up with the definition that 

cooperative learning is a method in teaching and 

learning process which allows students to learn, 

work, and help each other in small groups. In 

other words, cooperative learning is a method 

which maximizes the benefits of student-student 

interaction. Thus, students can be more active in 

the learning process. 

 

Teaching Using Jigsaw II Technique   

Teaching using cooperative learning 

methods is very beneficial. Slavin (1995:2) 

suggests that there are many reasons that 

cooperative learning is entering the mainstream 

of educational practice. One is the extraordinary 

research base supporting the use of cooperative 

learning to increase student achievement, as well 

as such other outcomes as improved intergroup 

relations, acceptance of academically 

handicapped classmates, and increased self-

esteem. Another reason is the growing 

realization that students need to learn to think, 

to solve problems, and to integrate and apply 

knowledge and skills, and that cooperative 

learning is an excellent means to that end. While 

cooperative learning works well in classes that 

are homogeneous, including classes for the 

gifted, special education classes, and even 

classes for the severely and profoundly average, 

it is especially needed in classes with a wide 

range of performance levels. In addition, Slavin 

(1995:15) states that “the most important goal of 

cooperative learning is to provide students with 

the knowledge, concepts, skills, and 

understanding they need to become happy and 

contributing members of our society.” Looking 

at the benefits and the goal of cooperative 

learning above, it is hoped that teachers can 

implement cooperative learning method in their 

teaching in order to make improvement in 

education. 

In this study, the writer used Jigsaw II 

technique. In this technique, students are 

divided into learning groups and expert groups. 

Gunter, Estes and Mintz (2007:271) state: 

Jigsaw lesson divides the class up into two 

different kinds of groups, expert groups and 

learning groups. The expert groups all read and 

study the same material-they become expert on 

the topic and prepare an outline and/or graphic 

that summarizes the critical information of their 

unit. As a group, they determine how this 

information will be shared with their peers. After 

the expert groups have completed their study, 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

5 

 

they meet with their learning group composed of 

a member of each expert group. Each expert 

teaches his or her topic to the members of the 

learning group. 

According to Gunter, Estes and Mintz 

(2007:271-274), the steps of Jigsaw technique 

are: (1) introduce the Jigsaw, (2) assign 

heterogeneously grouped students to expert and 

learning groups, (3) explain the task ad assemble 

expert group, (4) allow expert group to process 

information, (5) experts teach in their learning 

group, (6) hold individuals accountable, (7) 

evaluate the Jigsaw process.  

 Jigsaw technique and Jigsaw II 

technique are similar, but there is a difference 

between them. According to McCafferty, Jacobs 

and DaSilva Iddings (2006:186), basically the 

steps in Jigsaw and Jigsaw II technique are the 

same, but in Jigsaw II technique students receive 

not only the material relevant to their part of the 

topic, but also the whole material of the topic 

being discussed. Thus, the learning teams in 

Jigsaw II technique are more independent rather 

than the ones in Jigsaw technique.  

 

METHODS 

 

This study was a classroom action 

research with class 7B of SMP N 12 Magelang 

as the subject of this study. In order to collect 

data about students’ vocabulary mastery 

improvement and responses toward the use of 

this technique and media, the writer used 

observation sheet, questionnaire, interview, and 

test. In this study, there were two cycles in 

which each cycle consisted four phases. They 

were planning, action, observation, and 

reflection. Before beginning the cycle one, the 

writer conducted a preliminary observation to 

the students and gave them a pre test to measure 

their early vocabulary mastery. At the end of 

each action phase, the writer gave formative test 

to students, while the post test was given after all 

the meetings were done.  

In planning phase, the writer prepared 

everything needed in her research. In action 

phase, the writer taught vocabulary to students. 

Since the lesson was about procedure text, in 

this research the writer focused on teaching 

noun and action verb related to recipe and other 

type of procedure text.  During her teaching, the 

writer used Jigsaw II technique and Still Pictures 

to teach vocabulary to students. She facilitated 

the students to learn actively in their learning 

groups and expert groups by using Still Pictures 

related to the material. In observation phase the 

writer was helped by three observers to observe 

the vocabulary learning process using Jigsaw II 

technique and Still Pictures. The observers were 

asked to fill the observation sheets about 

students’ responses toward the use of Jigsaw II 

technique and still pictures. The responses being 

observed were: 

Positive Responses: 

A = the student acts actively during the 

learning process 

B = the student is able to work 

cooperatively in his or her group 

C = the student has bravery to convey his 

or her opinion to his or her group 

D = the student is able to explain the 

material he or she has mastered to his or her 

group 

E = the student is enthusiastic in 

interacting with his or her group 

Negative Responses: 

F = the student performs reluctance in his 

or her group 

G = the student is not able to work 

cooperatively with his or her group 

H = the student causes any chaos and 

disturbance  

I = the student does not pay attention to 

the lesson 

J = the student is careless to his or her 

group  

 

Besides, the observers were also asked to 

observe the implementation of Jigsaw II 

technique and still pictures during the teaching 

and learning process, and the writer’s class 

management. In reflection phase, the writer 

analyzed all data collected. If in cycle one there 

was a weakness or problem in implementing the 

technique and media, the writer would make 

revision and improvement by conducting the 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

6 

 

next cycle until the problem was solved and the 

improvement of students’ vocabulary mastery 

was reached. 

 

RESULT  

 

This study was conducted to investigate 

the improvement of the students’ vocabulary 

mastery after learning using Jigsaw II technique 

and Still Pictures. Below re the research 

findings. 

Looking at the data found in cycle one, it 

could be concluded that the implementation of 

Jigsaw II technique and Still Pictures to teach 

vocabulary in the first and second meeting of 

cycle one run well. The strengths of the first 

cycle were the students were very enthusiastic 

and active in learning vocabulary using this 

technique and media. Besides, there was a 

significant improvement on the students’ 

vocabulary achievement. However, there were 

some points that should be revised and 

improved by the writer. First, there were some 

students who performed negative responses F 

(the student performs reluctance in his or her 

group) and H (the student causes any chaos and 

disturbance) toward the use of Jigsaw II 

technique and Still Pictures. The students might 

perform reluctance because he or she could not 

get along with his or her partners or did not 

understand the instruction given well. Besides, 

the students might cause any chaos and 

disturbance because he or she was too 

enthusiastic in doing discussion, so he or she 

produced very loudly voiced. Second, based on 

the discussion result conducted between the 

writer and the observers, the expert groups’ 

discussion time was too long. Third, according 

to the first and second observer, the writer was 

not able to catch the students’ attention in the 

first meeting of cycle one. Because there were 

found some weaknesses in the cycle one, the 

writer conducted cycle two to correct those 

weaknesses. The writer should give more 

attention and helps to the students who 

performed negative responses, limit the 

discussion time, and increase her classroom 

management strategy. 

After cycle two was conducted, it could be 

concluded that the implementation of Jigsaw II 

technique and Still Pictures to teach vocabulary 

in the first and second meeting of cycle two run 

better than in the cycle one. In this cycle the 

writer successfully solved the problems found in 

cycle one. First, the implementation of Jigsaw II 

technique was more effective because she gave 

time limitation in each activity during the 

teaching and learning process, so the learning 

time became more effective.  Second, by giving 

more attention and helps to the students who 

performed negative responses, the number of 

student who performed negative responses F 

(the student performs reluctance in his or her 

group) and H (the student causes any chaos and 

disturbance) decreased. Third, by improving her 

teaching strategy, the writer could catch the 

students’ attention during the teaching and 

learning process. In addition, according to the 

observers, in this cycle the students’ and the 

writer’s performances during teaching and 

learning process improved. Looking at the facts 

above, the writer concluded that this classroom 

action research successfully solved the problem 

of students’ vocabulary mastery, so the next 

cycle was not necessary to be conducted. 

 

The the improvement of students’ average 

score from pre test until post test can be seen on 

the graphic below: 

 

 

 

 

 

 

 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

7 

 

Graphic 1 The Improvement of Students’ Average Score 

 

 

The graphic above shows that the 

students’ score on vocabulary test improved. At 

first, the students’ average score of the pre test 

was 72.4. It was lower than the passing 

assessment (KKM) of SMP Negeri 12 

Magelang, that was 73. After learning 

vocabulary using Jigsaw II technique and still 

pictures in cycle one, the students’ vocabulary 

improved. It was proved by the significant 

improvement on their score in the quiz one. The 

students’ average score of quiz one increased at 

11.85 point (from 72.4 to 84.25). The 

improvement also happened in the quiz two and 

in the post test. In the quiz two, the students’ 

average score increased became 88.25 and in the 

post test their average score increased at 92.3. 

Based on the explanation above, it can be 

concluded that after the students were taught 

using Jigsaw II technique and Still Pictures, their 

score improved significantly.  

Besides showing the improvement in 

students’ vocabulary achievement, the writer 

would like to show the improvement in students’ 

responses toward the use of Jigsaw II technique 

and Still Pictures. The improvement can be seen 

in on the table and figure below: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

10

20

30

40

50

60

70

80

90

100

Pre Test Quiz One Quiz Two Post Test

St
u

d
e

n
ts

' A
ve

ra
ge

 S
co

re
  



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

8 

 

Graphic 2 Students’ Positive Responses toward the Use of Jigsaw II Technique and Still 

Pictures 

 

 

 

Graphic 3 Students’ Negative Responses toward the Use of Jigsaw II Technique and Still 

Pictures 

 

Based on the data above, the students’ 

responses toward the use of Jigsaw II technique 

and still Pictures were good and improved. 

However, in the first meeting of cycle two, the 

students’ response toward aspect D (the student 

is able to explain the material he or she has 

mastered to his or her group) decreased from the 

second meeting of cycle one, but it increased 

again in the second meeting of cycle two. While 

the negative responses were relatively low. The 

students did not perform negative responses G 

(the student is not able to work cooperatively 

with his or her group), (the student does not pay 

attention to the lesson I), and J (the student is 

careless to his or her group). While the negative 

responses F (the student performs reluctance in 

his or her group) and H (the student causes any 

chaos and disturbance) decreased from meeting 

to meeting.  

 

DISCUSSION 

 

In this research, the writer implemented 

one of cooperative learning techniques, that was 

0

5

10

15

20

25

30

35

A B C D E

Cycle One meeting 1

Cycle One meeting 2

Cycle Two meeting 1

Cycle Two meeting 2

0

1

2

3

4

5

6

7

F G H I J

Cycle One meeting 1

Cycle One meeting 2

Cycle Two meeting 1

Cycle Two meeting 2



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

9 

 

Jigsaw II technique. There have been many 

previous researches and theories suggest that 

cooperative learning method has many 

advantages in teaching and learning process. A 

research conducted by Kaptiningrum (2011) 

proved that cooperative learning method can 

improve students’ achievement. Based on the 

result of her research, Jigsaw technique could 

improve students’ show presenting skill. In 

addition, McCafferty, Jacobs and DaSilva 

Iddings (2006:6) state that: 

Cooperative learning has a strong 

foundation in research. Many hundreds of 

studies across a wide range of subject areas and 

age group have been conducted. These studies 

suggest that when compared to other 

instructional approaches, cooperative learning 

activities are associated with gains in 

achievement, higher-level thinking, self-esteem, 

and interethnic relations. Students in 

cooperative settings tend to like the subject 

matter and their school more. Indeed, Johnson 

(1997) claims that cooperative learning is one of 

the best-researched approaches in education, 

and that when the public ask educators what we 

know that works in education, cooperative 

learning is one of our surest answer. 

 

In fact, during her research, the writer 

also found that cooperative learning gives many 

benefits and can improve students’ achievement. 

Based on her research, when students were 

taught using Jigsaw II technique, they could 

participate actively in the teaching and learning 

process and learned the given material 

independently and enthusiastically. Besides, the 

result of questionnaire showed that most of the 

students were very happy and interested in 

learning using this technique, could improve 

their self esteem in speaking in front of their 

friends, and could build better solidarity with 

their classmates. Moreover, the result of the 

students’ test score showed that their 

achievement in vocabulary improved 

significantly. 

 On the other hand, besides having 

many advantages, cooperative learning also has 

some weaknesses. McCafferty, Jacobs and 

DaSilva Iddings (2006:3) suggest that “however, 

despite the many advantages of group activities, 

problems also arise, problems that have led some 

teachers to give up on using group work. These 

problems include members not participating, 

groups not getting along, or learners unable to 

do the task.” Different teachers might find 

different weaknesses and difficulties in 

implementing cooperative learning. Thus, every 

teacher should have his or her own strategy to 

overcome the weaknesses or difficulties found. 

The writer herself also met some disadvantages 

of cooperative learning. In her research, the 

writer found that Jigsaw II technique was very 

time consuming and sometimes made the class 

became noisy. In order to overcome these 

weaknesses of this cooperative learning 

technique, the writer gave time limitation in 

every activity. Besides, she improved her 

classroom management by increasing the 

discipline in the classroom. Thus, the learning 

time became effective and the students became 

easier to be handled.  

Besides using cooperative learning 

technique in teaching vocabulary, the writer also 

used Still Pictures as the media. There also have 

been many previous researches and theories 

suggest that pictures give many benefits in 

teaching and learning process. Rohmah (2011) 

proved that pictures can enhance students’ 

achievement. The result of her study showed 

that the achievement of the students in learning 

vocabulary through internet picture dictionary 

improved. Moreover, Gerlach and Donald 

(1980) in Kalisa (2011:15) suggest that the 

advantages of using pictures are that they are 

inexpensive and widely available; they provide 

common experiences for an entire group; the 

visual detail make it possible to study subject, 

which would turn back to be impossible; they 

can help you to prevent and correct 

disconcertion; they offer a stimulus to further 

study, reading and research visual evidence is 

power tool; they help to focus attention and to 

develop critical judgment. During her teaching, 

the writer found that Still Pictures helped the 

students much in learning vocabulary. By having 

a discussion with their friends about the Still 



     

Dilla Silviana Anggi Putri / Journal of English Language Teaching 2 (2) (2013) 

10 

 

Pictures given, the students could discover the 

meaning of new words easily and independently. 

Besides, pictures could improve their motivation 

and enthusiasm in learning vocabulary. 

Fortunately, during her research, the writer did 

not found any difficulties in teaching vocabulary 

using this media.   

In order to collect data during this 

research, the writer used four instruments. They 

were observation sheets, questionnaire, 

interview, and test. The main instrument of the 

research was observation sheets, and supported 

by the other three instruments. The result of 

observation sheets, questionnaire and interview 

showed that the students and the teacher gave 

positive responses toward the use of Jigsaw II 

technique and Still Pictures. Besides, the 

students’ ability in speaking in front of their 

classmates, their class solidarity and their 

vocabulary mastery improved. The result of the 

test proved the improvement in students’ 

vocabulary achievement. The average of the pre 

test score before the students were taught using 

this technique and media was 72.4. It was lower 

the than the passing assessment (KKM) of SMP 

Negeri 12 Magelang, that was 73. Then, after 

learning using this technique and media, the 

students’ average score increased become 84.25 

in quiz one, 88.25 in quiz two, and 92.3 in the 

post test. 

Based on the analysis of the overall 

activity in the action research cycles and result 

of each instrument, it could be concluded that 

the implementation of Jigsaw II technique and 

Still Pictures in class 7B of SMP N 12 Magelang 

run well and it could improve students’ 

vocabulary mastery. Besides, the students’ and 

English teacher’s responses and attitude toward 

the use of this technique and media were good. 

  

CONCLUSION  

 

Looking at the result of this study, and the 

discussion above, it could be concluded that the 

use of Jigsaw II technique and Still Pictures 

combination can improve students’ vocabulary 

mastery. However, considering that cooperative 

learning also has weaknesses such as members 

not participating, groups not getting along, 

learners unable to do the task, time consuming, 

etc, so the writer suggest that cooperative 

learning is better not to be used in all learning 

activities or to teach all school material. It is 

better for teacher to combine cooperative 

learning with other teaching and learning 

technique. Besides, in implementing particular 

cooperative learning technique, teachers also 

should implement good classroom management 

to handle the effect of cooperative learning such 

as the class becomes noisy and so on. 

 

REFERENCES 

 

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