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Preparation
a. Identifying the problem:
1. (reflect on student learning and teaching)Teaching speaking skills to
big classes of 35 45 students like mines has proven to be challenging,
especially during topic discussion sessions. Typically, after group-work,
students have to wait a long time for their groups presentation turn,
where they may not have a chance to talk as a group representative,
while listening quite passively to other groups. Theis fact increases a
students affection filter, lowers their motivation to participate while
(2) How can Will the use of the Speaking Jigsaw technique in
speaking skills classes improve the speaking abilities of the students in
the class by the end of the semester? help students improve their
teamwork and presentation skills to get ready for their work in the 21
century ASEAN community?
st
PLAN:
As one creates the plan, pay attention to the details of what your changes in your
classroom would be; what is Speaking Jigsaw and how will it be incorporated into
your class? Will it just be your class and will you compare it with last semesters
class or will you compare it with another class you are teaching but not using the
Speaking Jigsaw?
3. Observe
Questionnaires given to students by the end of the semester, my own
observation as
a teacher together with interview with students were the two forms of
data collection I applied
As you might expect, this fails to meet my expectation of what I think
is needed concerning laying out the plans for collecting data. It needs
much more detail so you can be sure you have anticipated all of your
data needs and that you can begin to anticipated your analytical needs
as well. This tells you almost nothing about the information being
collected to respond to the research questions which means the author
could simply make up the answers as they see fit.