Developing Soft Skills Trough the Jigsaw Learning Model - Repository Universitas Ahmad Dahlan

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Bahastra

Jurnal

llmiah

Bahasa dan Sastra

Pelindung/Penasehat

Pimpinan Umum

Ketua Dewan Editor

Sekrefaris

Dewan Editor

Editor Eksklusif

lvlitn Bestari (Reviewe r)

Adrninistrasi dan Si rkulasi

Penerbrf

Alarnat Redaksl & Sirkulasi

lzin Terbit

Rekomendasi

/SSN

Percetakan

Rektor Universitas Ahmad Dahlan

Jabrohim

Rina Ratih SriSudaryani

Sudarmini

:A.Yumartati, Nursisto, Kasiyarno, Umi Rokhyati, R.Muh.Ali, Nur Sahid,

Bustami Subhan, Adnan Zaid,

Tirto Suwondo, Jabrohim

Prof. Dr. Suminto A.Sayuti (UNY)

Prof. Dr. Sudiro Satoto (UNS)

Nuri Fanuddin

Universitas Ahmad Dahlan

Jln. Pramu ka 42 Telp. 37 1 1 20 Yogyakarta e-mail _:jurnal bahastra@gmail.com

Surat Keputusan Menteri Penerangan Republik Indonesia Nomor

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Nomor. 1121D5.51U I 1987

0215-4994

Gress Press

Jln. Dongkelan Yogyakarta

Telp. 0274-2643064

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--Jumal _{Bahastra diterbitkan oleh Universitas Ahmad Dahlan Yogyakarta. Pengelolaan oleh Jurusan pendidikan}

Bahasa dan Sastra lndonesia FKIP Universitas Ahmad _{Dahlan Yogyakarta. Terbit dua kali setahun. Jurnal ini}

hanya memuat tulisan ilmiah, baik berupa hasil analisis, laporan penelitian, kajian dan penerapan teori,

maupun pembahasan pustaka, dalam bidang bahasa dan sastra serta pengajarannya.

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Arnon

Rotem (2010)

wrote

that

an

architect needs

to

be

familiar

with

a

wide

range

of

technologies,

methodologies,

undlrstand

the

software

lifecycle,

has design

experience,

etc.,

which are

categorized

as

"hard skills". The hard skills

are

important' However,

it

doesn't stop there

if

he/she wants

to

be

a

good

architect.

Someone needs

to

master

"soft

skills"

such

as

leadership' communication skills, and

hunan

relation'

It

is

important

to

develop

language

learner's soft

skills in

order they are also ready

to

become preferred

emptroyees

when

they

graduated

from

university'--Ther€

are

some

iays

to build their

soft

skills up'

One

of

the

ways

is

through

learning process

in

the

class

,oo*

applying the

Jigsaw

learning

model'

It

provides^

soft skills

development

to

the

itudents through its activities.

What Are

Soft

Skills?

The

MalaYsian

Institute

of

Higher

Leaming

interprets

soft skills

as incorporating

aspects

of

generic

skills which

include

non-academic

sfitls

such as leadership, teamwork,

communication,

and

lifelong

learning

(Roselina,'2009)-

Plotkin

(

2010

)

stated that

soft skills

are

beiug

sensitive

to

the

needs

of

others,

wanting

to

be

of

service

to

others,

being

courteous,

being

appreciative,

being

a

hard worker, being

dependable,

ffid

being

honest. Soft

skills

are the conrbined product

of

a person's aptitude and values.

Vast

research and expert opinions have

been

sought

in

the

effort

to

determine

the

specific

toft

tkillt

to be implemented and used

il

higher institution

of

learning.

Roselina

(2009i identifies

seven elements

of

soft

skills'

'it.y ut

(t)

communication

skills, (2) critical

thinting

and

problem solving

skills, (3)

team

work,

(+; tlttong

learning and

information

management

skills, (5)

entrepreneurship

skill,

(6)

ettrics and

professional

moral, and

(7)

leadership

skill.

Ichsan and

Ariyanti

(2005), adapting S'

Obrein's Winning

Characteristic,

splits

the

soft skills

into

slven

aspects'

They

are:

(1)

Communication

skills,

(2)

Organizational

LLz

skills, (3)

kadership,

(4)

Logic,

(5)

Effort,

(6)

Group skills, aod

(A

Ethics which can

be

abbreviated into one acronym: COLLEGE.

The

first

is

communication

skills'

Communicatioo

is

a process whereby symbols generated by people are received and proposed

to

by

other

people

(

Catchart

and

Samovar,

198ti:

252).\\ere

are some elements

involved

in

communication,

such

as

people,

message,

channels, noise,

contex!

feedback, and effect

(Gamble, 1984: 8-11).

Ichsan

and

Ariyanti

(2005)

divides

communieation

skills into

two;

oral

and

written

communication'

Oral

communication

skill

has

some branches

such

as

personal

communication

skills,

presentation

skills,

and

group

discussion

skill.

Some

important

Eutot.t of

a

good personal communicator is

least

ambiguity,

courageous

to

ask

for

clarification,

and responsive

to

others' gesture and intonation (Ichsan and

Ariyanti,

2005)'

Presentation

skill

has a

big

role both

in

academic and

work

environment.

It

becomes

essential

when

someone

offers

an

idea

or reports

a

project

progress.

An

excellent

idea

may

not

attract others

if

it

is not presented

in

a

good

*uy. An

outstanding presenter always

Iott

u

sufficient

preparation

both

content and

tools

of

presentation,

starts

the

session

interestingly,

hightrights

the

important

points, keeps eye contact

with

the

audiences, and be

u*ut"

of

audience's

gesture

and

intonation

(Ichsan and AriYanti, 2005).

Discussion

will

give

some

good

experiences

to

the students.

The

students

will

tearn that to be a good member

of

a discussion

requires

courageousness

to

express

an

idea'

This

will

demonstrate his/her capability.

It

also

trains

him/

her how

to run

a diseussion be on

the

focus

of

the

issue.

A

good

member also

always

takes notes

on

what

have

been discussed (Ichsan and

Ariyanti,

2005)'

Written

communication

has

the

same

pupose

with

oral communieation'

It

is

also

to

communicate

an

idea

to

others'

The

very

essential

thing

in

rwitten

communication

is how to convey an idea

briefly

and

clearly'

This

demands

the

students

to

enjoy

writing

activities (Ichsan and

Ariyanti,

2005)'

Bahastra Volume XXVI Nomo r

2,Maret1}!2

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rninim

&e

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ffiilil

IEAIE

Meas

mtfro

nealis

FlExit

EBBt

D9tr

by lL(

rill i!

and

interpersonal

skill.

Team

work

indicates

otre's aUitlty

to

work

together

with

various

background

people,

both social

and cultural,

o

acf,ieve mutuai objectives.

To

create a good

*noephere

and

relationship

in

the

work

crrfum€nt,

the

members

of

community or

Sql of

PeoPle

should have

mutual

-mdirg

in belief,

attitude, and behavior.

I-B

U

mtls

in

his book

The

Art

of

Iffi

Pm)

ffi

smre

features

of

an

ffi

EFq

d

as clear

missio4 informal

5qlrn; b

ddl*nssim,

active listening,

bt d .Fn6q

aaryreemcst

is

OK,

qtin ir fucaid'

FYer

Personal,

omrr

iD

ft G

cftaiw

kadershiP,

dfrrdrd.gE,fuvabEsmdnms

tftrir,douflE

lropcrmt

fitr

rEeE

b

G's

tritY

o

associre

wilh

dcts

n

b

Hd

a

Sgod

relation

wie dk$

Pres€rving

a

good

retationship

wift

otters

is

not

easy.

It

requires mutual

fiust,

mutual respec! and

it

takes

time'

It will

constuct not only a

good relationship

with

other

but

also

couducive and beneficial

work

atmosphere.

Some means

to

build

interpersonal

skill

effectiveness

are:

(1)

no

judging,

(2)

stop

complaining,

(3)

award

appieciation,

(4) to bs

sincere,

(5)

always

smile,

(6)

make

someone

else

feel as

an

important persor, and

(7)

ask and

do

not instruct

The

last

element

of

soft

skill

is

ethics'

Ethics

is

the branch

of

philosophy

concemed

with

the

intent,

means,

and

consequences

of

moral

behavior (Manning

and

Curtis:

2003)'

Some

qualities

of

being

an

ethics are

(1) attempting

to

satis$

others,

(2)

dedicated to

accomplish

ideal

objectives,

(3)

lifelong

learning, and

(4)

always

endeavor

to

be

the

:

best

on

every moment

(Ichsan and

Ariyanti,

20os)

Jigsaw

Learning Model

Jigsaw

is

a cooperative learning strategy

that has been used

for

about

forly

years' This

technique was invented

in

1971

by

Professor

Elliot

Aronson and

his

graduate students

from

the University

of

Texas

(Error!

Hyperlink

reference

not

valid.).

It

provides

students

LL4

with

an opportunity to actively help each other

in

their

learning.

Each student

is

assigned

to

a

'home gtoups'

and

an

'exPert

group'

consisting

of

members

from

different

home groups. Students meet

in

their

expert group to

discuss specific ideas

or

solve problems. They

then

turn

to

their

home SouP, where all

members

share

their

expert

knowledge

(http ://www. lkdsb.net/program/elementary/int ermediate/di/files).

The procedure

of

The Jigsaw method are

as

follow: First,

students are

divided

up

into

groups. The

numter

in

each group depends on

the

number

of

subtopics.

It

is

namely

o'home

Soup"

or

"original

groud'.

Second,

each member

of

the

group

is

assigned a section

or

portion

of

the

material.

Next,

each

student

meeB

with

the

members

of

the

other

groups

wto

bave

the

same assigned section

forming

m

expert

grol+. Now

they are

in

o'expert

golry". Thia{

the

expert group

learns

the

materiat together and decides on

how to

teach

the

material

to

the

original groups.

Then, stutlents return to

their original

groups, whose members are each

now

an expert

in

one

of

the

different areas

of

the topics being studied, and teach

their

area

of

expertise to the other group members.

In

the end, a

quiz

is

given.

At

that time no team members may help each other.

The

Jigsaw learning

model

can be used

to

cover a large amount of material

quickly,

to

intoduce

students

to

different perspectives on a topic,

to

introduce topics and create interest, and as a research strategy.

In

language classes,

there are

many

subjects such as Vocabulary,

Reading

Comprehension,

Inffoduction

to

English Literature

History, English

Business

Letter, etc. can

apply

the

Jigsaw

learning

model.

Soft

Skills

Development

Through

Jigsaw

The

following

ParagraPhs

ltl

{

.l

d

{

I

C

F

CI

r

t

s

h

s

il

Id

id

ap oo

s[

explanation

how the

activities

in

the

Jigsaw

*odtt

leaming can develop students'

soft

skills.

ft

c

g

m

s

th

k

di

s!

0

sI

T

il

t

fr

g

F

!

I

ll

a

T

d

I

I

I

!

face

various

characteristics

of

colleagues and

they

will

learn the art

of

leadership and how to

be a good leader.

4.

Logic

During

the long steps of Jigsaw, students

may

find

some problems.

The

problems may

be

either internal

or

extemal problems. They

can be problem

in

commuuication, problem

in

hilding

a

good

teamwork,

or

problem

and

quesim

grven

by

the

lecturer.

A

simple

Fekm

My

alt€r

to

be

a

soptristicated

FrffEm.

As

wclt,

a sophisticared problem may

bG

ff

Gasily

by

a grEat problem solver.

In

-

-

rayr,

fu

rtuderc

my

deralq

freir

skilts

i h

b

tG

1q

c-rcdleril

pIsl€m

solver.

An

rt

rLfu rdy ths

to

solve

fu

ffitur

fitftg

Am

mdermding

md

ffig

fu

pdlem,

th'r

mdden@

6€

rehEs,

ilFqffiBring

tte

roA

rc,

chocing

_a

$trliqq,

md

trnslty

irylemmiry

ir

A

problem solver

lrd

creaivity.

To

rise

Eedivity,

tbe

sEdents

shouH

be

ope&

minde4 optimistic,

imaginative,

and

having high curiosity.

5.

Effon

A

class has

more

then

twenty

students,

let's

say.

They

have various backgrounds and

characteristics. Some are

infiovert

the

others

are

extrovert. Some

are

'easy

going',

the

others

are

'too

careful'

students. These may

cause

a

problem

in

communication.

Those

who

have assertiveness,

psychologically,

will

face no dilemma. Those who haven't been able

to

be

assertive possibly

find

some

diffrculties

in

building

communication.

This

type of

students

will

never

free from

such

this problem

if

they never change

their

styles to be an assertive persons.

Jigsaw

will

give the students much more

opportunities

to

interact intensely

with

various

backgrounds

of

personalities.

It

means that

they

will

have

more

chance

to

learn

to

be assertive.

It

is not easy to do, but they

will

feel

more

convenient

after

practicing

it.

The

lecturer should

encourage

the

students

to

be assertive.

Including effort is lifelong

learning.

It

is

related

to

the

independency

in

leaming.

Although

Jigsaw

is a

cooperative learning,

it

requires students to be independent.

To

have a good discussion, where

all

members are active

and

not

dominated

by

certain

limited

member,

every

of

them

should participate

in

sharing

ideas, responding questions,

etc.

It

demands

the

students

to

be

independent

in

searching

information, managing

it

efficiently,

and shming

it

to the others.

6. Group

Skills

Some activities in the Jigsaw demand the students

to

work in

tearn; starting

activities

of

grouping,

discussion

in

the home and

expert

gfoup.They

will

meet and

work

with

different

charact€ristics and qualities people

at

least

in

those

two

groups.

They

work

together

in

the

teams

to

achieve

mutual

objectives.

To

achiwe the

objectives

they

have

to

form

a

solkl team work- They

will

leam how to create

a

good atuosphere and relationship

in

their

groups, how to be good listeners,

how to form

tnrst and openness.unong them, etc.

Interpersonal

skills of

the students

in

the groups may become the

vital

factor

to

build

a

solid

team

work. For

example, when

they

are

discussing

a

topic

and one

of

them

sharing ideas,

the

quality

of

their

interpersonal

skills

will

detennine

how they give

responses.

Will

they

appreciatq

judge,

or

complain

the

speaker?

It

depends

on

their

interpersonal

skill.

Intensive interaction and team

work

will

push them

for

developing

their

interpersonal

skill.

7. Ethics

Ethics here

means

qualities

of

being

ethics

such

as

attempting

to

satisff

others,

dedicated

to

accomplish

ideal

objectives,

lifetong

learning, and

always

endeavor

to

be

the

best

on

every

occasion. These excellent qualities should be embedded

in

every student

if

they

want

to

have

a

successful Jigsaw.

If

most

students attempt

to

be the

best

in

the

activities

by

being

active,

independent, cooperative, and

try to

communicate

in

a good

way, the

Jigsaw activities

will

award

many

advantages

to

the students. They

will

take and

Bahastra Volume XXVI Nomor 2,

Maret

2012

Shanna,

O,P" (2008). The

power

of

your

emotion

(terj.).yoryakarta:

DIVA

Press.

Shakir Roselina. (2OOg).Soft

skills

_at

the

_, , :

,Malaysian _insti-tutes

of higher leaming. Asia

pacific

education review. 309

_

-315.

Shmerling,

l"rh.

(1996).

_{Communication}

in

t!?

W*t

place;

Melbourne:

Macmillan

Education Australia

pTy;

i .,!

ii' iBahastra V'olume _XXVI

tt8