(Skkn 2023) the effects of jigsaw technique on 10th graders grammar achievement

NGHE AN EDUCATION AND TRAINING QUY HOP HIGH SCHOOL - EXPERIENCED INITIATIVE THE EFFECTS OF JIGSAW TECHNIQUE ON 10TH GRADERS' GRAMMAR ACHIEVEMENT Teacher: Đậu Thùy Dung & Vũ Thị Tân Subject: English School year: 2022-2023 Phone number: 0982011265 CONTENTS PART I INTRODUCTION 1 Rationale Objectives: Scope of the study 4.Schedule Part II CONTENT I Theoretical and practical background Theoretical background Practical background II The solutions Procedure of Jigsaw technique Challenges involved in using Jigsaw technique 12 Some suggestions to make Jigsaw more beneficial: 12 Sample of application of Jigsaw technique in Language lesson in the English 10Global Success 13 PART III CONCLUSION 28 I Survey on the urgency and feasibilities of the study 28 Aim of the survey: 28 Content and method: 28 Participants: 29 Result of the survey: 29 4.1 The novelty of the study: 29 4.2 The urgency of the study: 29 4.2 The Feasibility of the study: 30 II Results of the study: 31 Pre-test & Post-test score of the Experimental Group 31 Comparison between Pre-test & Post-test score of the Experimental Group and Control Group 32 Student responses on feedback questionnaire, towards the acceptability of Jigsaw technique 33 III Limitations of the experiments: 34 IV Suggestions 35 Suggestion for English Teachers 35 Suggestion for further researcher 35 REFERENCE APPENDIX The effects of Jigsaw technique on 10th graders' grammar achievement PART I INTRODUCTION Rationale At present, English is undoubtedly the most popular foreign language in Vietnam due to the increasing international economic integration of the country Teaching and learning English is a long process, especially grammar Grammar, which is central to the teaching and learning of languages, concerns with combination and ordering of words into sentences using appropriate rules It checks the language from being deviated and makes languages understandable and meaningful According to Lado (1961, p 144) "Grammar governs the central role of an utterance" His definition clarifies that for constructing the correct patterns of any component grammatical rules have the inevitable role It is also one of the difficult and controversial aspects of language teaching It is necessary to monitor the learner's performance Grammar enables learners to use the language accurately and appropriately in the meaningful language background In this way grammar is necessary for language teachers However, many difficulties are faced by English teachers during the process of teaching grammar since grammar need to be not only memorized but also understood by the students in learning and teaching process While teaching grammar at Quy Hop high school, we found that the students have low scores in grammar, teacher’s method in teaching grammar makes the students less of motivation or interest, some students think that grammar is boring, and the students got difficulty in memorizing grammatical rules In addition, the new text book, Global Success, which provides students with language knowledge and study skills of the 21st century, gives mountainous students many challenges One of which is that the language lessons in this book have much knowledge for students to achieve, with grammar being a lengthy and difficult part of the process Based on the situation of teaching and learning grammar, we think that it is important to find out a method which is suitable and could help students form and develop common competencies: autonomy and self-study, communication and cooperation, problem-solving and creativity Cooperative Learning is not a new idea in education There are a few teachers use this method Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members There are many techniques in Cooperative Learning but we choose Jigsaw Technique in teaching grammar The advantage of Jigsaw activities is that they cover a large amount of material quickly The students must interact to accomplish a given task and it drives students to be active in the learning process with other teammates The effects of Jigsaw technique on 10th graders' grammar achievement to contribute to completing tasks Jigsaw also encourages cooperation and active learning as well as promotes valuing all students' contributions In line with the above statement, the effort of this study is to try to give some contribution to improve the quality of teaching English at high school by examining “The effects of Jigsaw technique on 10th graders' grammar achievement.” Objectives: The objectives of the study are to research the effects of the Jigsaw technique on improving grammar achievement among10th graders and also find out their opinions in learning grammar by using Jigsaw technique Scope of the study 10th grader students at Quy Hop high school 4.Schedule To finish the study, the authors follow the subsequence steps: - The authors collect the materials which refer to cooperative learning, grammar and Jigsaw technique - After that we give students a pre-test to get information of students’ grammar competence in Quy Hop high school to analysed the collected data using quantitative method - We discuss and apply Jigsaw technique in teaching grammar for 10th grader students - After applying this technique, we give students a grammar post- test to evaluate their outcome and find out the differences in the use of Jigsaw technique among groups of students in comparison with those who not participate in this technique Quantitative method is exploited in this action research The effects of Jigsaw technique on 10th graders' grammar achievement PART II CONTENT I Theoretical and practical background Theoretical background 1.1 Grammar 1.1.1 Definition of grammar There have been so many definitions of grammar so far Generally, grammar is defined as the connection of words and word groups in an acceptable structure It can be defined as ' how words are combined or changed to form suitable units of meaning within a language.' In accordance with this definition, Lado,(1961,p.144) also adds, ' Grammar governs the central structure of an utterance.' Here the central structure means the way of arranging the morphemes in the words and words into the sentences Thonbury (1999,p.1) writes: In the same way, according to Holmes, (2001,p.76):The term grammar can also be used to describe the rules that govern the linguistic behavior of a group of speakers The term English grammar, therefore, may have several meanings It may refer to the whole of English grammar that is grammar of all the speakers of the language in which case the term encompasses a great of variation The meaning of grammar is not static It means to say that according to the changes of time the meaning of grammar has also been changing In traditional period grammar was viewed as a set of normative rules Opposition to this, structural grammarians perceived grammar as a scientific record of the actual use of language In recent years, grammar has been viewed as rules that specify the relationship between grammatical forms and the real world which is called communicative grammar In English language teaching, there are two kinds of grammar One is theoretical and the next is pedagogical grammar Theoretical grammar is concerned with the description of the theories of grammatical analysis whereas pedagogical grammar is concerned with the use of grammatical structures in appropriate situations According to the Palmer (1971, p.9), grammar is "a device that specifies the infinite set of well-formed sentences and assigns to each of them one or more structural descriptions." That's to say, it tells us just what all the possible sentences of language are and provides a description of them In conclusion, grammar is very much essential set of rules for the foundation of the language development which are responsible to develop of language accuracy as well as fluency in speaking and writing A teacher can make it a fun activity by using an appropriate method and technique as well The effects of Jigsaw technique on 10th graders' grammar achievement 1.1.2 The role of teaching and learning grammar Language plays a vital role in communication, and grammar is the main essential element for any language since the formation of sentences which primarily depend on the structure of its sentences Without grammar, we cannot imagine a sentence Therefore, grammar is needed for all languages in order to frame correct sentences When grammar is proper, the sentences in the language make sense In this way, it is more important to realize the importance of grammar in a language Since grammar is the structure and sound of a language, everyone focuses mainly on it Even the native speakers of English have also recognized the importance of grammar and are therefore in a position to speak their language, i.e English, grammatically correct sentences Also, grammar helps the learners understand what makes sentences, paragraphs and even long essays, short stories precise, clear and interesting 1.1.3 The principle of teaching grammar In order to make grammar lessons fruitful for students in the classroom, teachers require both explicit and implicit knowledge Using the correct terms and explaining the rules precisely is where the success lies Referring to the textbook and gaining proficiency in tenses, prepositions, sentence construction, are the keys to success Teacher should focus on standard English Learners need to have the ability to choose from a wardrobe of voices that comprises standard English with tenses and prepositions and other aspects being perfect The rule should be applied when speaking and writing Teaching grammar does not revolve only around the syntax rules or naming the parts of speech, there is much more to it and as a teacher, you must realize that Grammar needs to be strongly entrenched in all the classroom activities including reading, writing and talking Grammar is an abstract subject and by explaining the grammatical features and language in the context you can help the little minds to internalize these principles It’s better not to use a worksheet from a textbook and offer readymade examples or solutions because that may well go over their head Proceed systematically and ensure what children have already learned and what they need to learn now It’s important to connect new knowledge with prior The effects of Jigsaw technique on 10th graders' grammar achievement learning Opt for a course in teaching grammar to become more systematic in your approach and helping learners imbibe the best knowledge Teaching grammar is all about stimulating curiosity and inquisitiveness in children and involves investigations and problem-solving It is all about explaining how language works while constructing sentences However, to prevent stress buildup and keep boredom at bay, it’s vital to incorporate light moments and humor into the classroom It will also keep the children engaged and participated in the classroom Since teaching students, teachers have to brief, sweet and spot on It’s just not sharing the knowledge or disseminating the information or facts, motivation is also essential and the best way to it as a teacher is to provide them lucid, understandable, and engaging lessons Encouraging them to discuss the concepts and making them feel empowered and confident is the best way to go about it 1.2 Jigsaw technique 1.2.1 Definition of Jigsaw technique Melinamani, Francis, George, and Vergheese (2017) stated that Jigsaw strategies are one of the integrated learning methods that empower students to participate in their learning materials, plan for themselves, lead and present among their peers and motivate each other to learn The Jigsaw method is a way to learn the course material in a cooperative learning style The meaning of the Jigsaw learning is a widely used technique which has similarities with the exchange of technique group to another, with an important difference that each learner teach something to other students Jigsaw is designed to increase learners sense of responsibility towards their own learning and the learning of others Learners not only learn the material provided, but they also have provide and teach the material to other members of their group Therefore, the students are depending on each other and have to work cooperatively to learn the material This method helps students learn cooperatively as group members in sharing opinions and social skills to complete an assignment To conclude, Jigsaw is a learning method which is known as an effective method It is because the teacher act as a facilitator, and students can work together with their group Every student has the responsibility to learn and teach The effects of Jigsaw technique on 10th graders' grammar achievement 1.2.2 Principles of Jigsaw In order to apply Jigsaw technique in class, most of the researchers agree that to be truly cooperative, learning should consist of key elements, they are: a Positive interpendence (Kagan, 2009) It needs every student participation to have a contribution in the learning process of the student Students are needed to work as fit as they take their part so each of them needs the other students to complete the task b Individual responsibility (Kagan, 2009) It means each member of the groups are responsible to complete his or her part It is important to have a feeling of self-responsibility for each student in the group in order to spread responsible energy to the others c Small heterogeneous group The groups consist of students with a varied abilities in order to have an optimum learning Groups need to be small in order to have a maximum interaction between the other groups d Purposeful talk The Students need to spread the ideas in interaction in order to have the energies to make an idea The effects of Jigsaw technique on 10th graders' grammar achievement 1.3 Advantages and disadvantages of using Jigsaw technique in teaching Grammar: 1.3.1 Advantages: According to Arronson and Patnoe (2011), one of the advantages of the Jigsaw Method is that Jigsaw encourages academic success and learning for the students This can occur because each student is actively involved in both the group of experts and the home group Besides, it helps build comprehension Students are directly engaged with the material, instead of having material presented to them, which fosters depth of understanding Students gain practice in peer teaching, which requires them to understand the material at a deeper level than students typically when simply asked to produce on an exam After that, Jigsaw increases retention for graduates Jigsaw provides the puzzle activity, which means the students attempt to memorize the knowledge and interpret it for the community members Next, the Jigsaw method is designed to help students improve oral communication skills Not only in improving grammar, but also allows the students to have more practice on speaking activity when explaining it to their home community and Jigsaw builds social skills for the students They are expected to switch to various classes, and at this point, they need to address strong social skills Then, Jigsaw increases the happiness of the students with the learning experience The happiness will show as the expert completely understands and passes it on to the others regarding their own component file 1.3.2 Disadvantages: Thus, every technique has its own strengths point and weaknesses, and these are some disadvantages of using Jigsaw Technique The first disadvantage is uneven time in expert groups Student contributions were uneven Some groups were better at staying on task than others A lot of time was wasted It takes a long time to prepare students to work in groups Next, students must be trained in this technique of learning It requires long time to arrange the seating, because in Jigsaw activity, the teacher as facilitator and monitor of the class activity and while the activity the teacher needs to float from group to group in order to observe the process In addition, it requires an equal number of groups Because there is a student as a leader, who has responsibility for being fair and speaking participation evenly in order to reduce problems in their group In conclusion, every teaching and learning method always has advantages The effects of Jigsaw technique on 10th graders' grammar achievement PART III CONCLUSION I Survey on the urgency and feasibilities of the study Aim of the survey: To take an objective view about the current state of the research problem and the urgency as well as the feasibility of the study “The effects of Jigsaw technique on 10th graders' grammar achievement” Content and method: 2.1 Content: The content of the survey is concentrating to answer the two following questions: - How urgent is the Jigsaw technique? - How feasible is the Jigsaw technique? 2.2 Method: - The method used for the survey is Questionnaire; with a 4-level rating scale (corresponding to a score from to 4): Not urgent, a little urgent, urgent and very urgent Unfeasible, a little feasible, feasible and very feasible To provide a clear explanation for each item, the number of teachers in each item and the mean for gathering things for the entire phenomenon are displayed Table displays the score interpretation of the questionnaire data The average score X is calculated using the AVERAGE formula in Excel Criteria Score Meaning Very high 3.5 – 4.00 High 2.5 – 3.49 Low 1.5 – 2.49 Poor 0.00 – 1.49 The majority of responders agree that the study is very urgent/feasible The high rate indicates that the majority of respondents agree that the study is urgent/feasible The low rate indicates that the majority of respondents responders agree that the study is a little urgent/feasible The low percentage indicates that the majority of responders think that the study is not urgent/feasible Table 4.1 The questionnaire result's scoring criteria 28 The effects of Jigsaw technique on 10th graders' grammar achievement Participants: The teachers provided questionnaires to 26 teachers in high schools in Quy Hop district to find out how urgent and feasible they think about the study Result of the survey: 4.1 The novelty of the study: Figure 4.1 Survey on the popularity of the study When teachers were asked how they applied Jigsaw technique in teaching grammar, 15 teachers (65.3 %) said that they have ever heard about or read the technique Furthermore, approximately 35.7% of the teachers who completed the questionnaire said that they have studied or trained it and there is no one have ever used Jigsaw technique in teaching grammar in their class This shows that Jigsaw technique is quite new and it isn’t applied popularly in teaching grammar as well as researching in high schools in Quy Hop district 4.2 The urgency of the study: Figure 4.2 Survey on teachers’ opinion about the urgency of the study It can be seen from the graph that a large percentage of teachers think that it is very urgent to use Jigsaw technique in teaching grammar with 20 teachers 29 The effects of Jigsaw technique on 10th graders' grammar achievement (equivalent to 76.9% of the total participants) The proportion of teachers who think that Jigsaw technique is a little urgent for only teacher (equivalent to 3.8% of the total participants), while there was no figure for the percentage of students who deny the urgency of the study Items No Min Max Mean Criteria How urgent you think it is to use Jigsaw technique to help improve students' grammar competence 26 3.7 Very high Table Descriptive statistics on the teachers’ opinions about the urgency of the study Table 4.2 reveals that the mean scores of the item is high in comparison with scale on the 4-point scale (Not urgent; a little urgent; urgent and very urgent) The result asserts that most of the teachers are in agreement about the urgency of the study 4.2 The Feasibility of the study: Figure 4.3 Survey on teachers ‘opinions about the feasibility of the study A glance at figure 4.2 provides information about teachers and students’ opinion about the feasibility of the study It can be seen from the graph that a large percentage of participants strongly agreed with the statement that Jigsaw technique is feasible to help improve students' grammar competence Items No Min Max Mean Criteria How feasible you think it is is Jigsaw technique to help improve students' grammar competence? 26 3.8 High Table Descriptive statistics on the teachers’ opinion about the feasible of the study 30 The effects of Jigsaw technique on 10th graders' grammar achievement The result of the questionnaire shown in the table 4.3 shows that the high category is for item about the feasibility of the study Therefore, it can be demonstrated that using Jigsaw technique in teaching grammar is practical and can be applied in other classes II Results of the study: At the beginning of the treatment with the use of Jigsaw technique to improve Grade 10 students’ grammar, a pre-test was employed with all students (84 students) from experimental group and control group to measure students’ grammar knowledge Pre-test & Post-test score of the Experimental Group Paired Samples Statistics Pair Mean N Std Deviation Std Error Mean PRETEST 10 C1 5.6881 42 1.12341 17335 POSTTEST 10 C1 6.9548 42 1.15023 17748 It can be seen from the paired sample statistics that the number of students who took part in the pre-test and post-test of the experimental group were the same (42 students for each test), which ensured the reliability of the test result Furthermore, one noticeable thing that can be seen from the result of the test is that there was a significant increase in the mean score of the test of the experimental class In particular, while the mean score of the pre-test of the experimental class was only around 5.7 (M = 5.6881, SD = 1.112341); the figure for the post-test saw a higher and better result (M = 6.9548, SD = 1.15023) From the result of the test, it can be concluded that the application of Jigsaw technique in the experimental class showed its effectiveness in the improvement of the grammar of the students A more detailed view of the tests’ results can be seen on the paired sample test table which is presented below 31 The effects of Jigsaw technique on 10th graders' grammar achievement Paired Samples Test Paired Differences Std Std Error Deviation Mean Mean 95% Confidence Interval of the Difference Lower Pair PRETEST 10 C1 -1.2667 POSTTEST1 C1 92833 t Sig df (2tailed) Upper 14324 -1.45595 -.87738 -8.145 41 000 It can be seen from the table that the details of the test result (M = -1.2667, SD = 0.92833) and the most important figure (Sig 2-tailed = 0.000) show that the test scores were reliable and they show the improvement of the of grammar knowledge of the students Comparison between Pre-test & Post-test score of the Experimental Group and Control Group As a pre-test, it aimed at gathering the initial data on the English vocabulary capability of the learners; in the meantime, a post-test was used to see whether there had been any changes or improvements The test results of 84 students were statistically examined as well The significant mean score differences between the pre- and post-tests are shown in Figure 4.1 below, along with how the Task-Based Approach aided students in improving their vocabulary 7 6.5 5.7 5.6 Class 10C2 Class 10C1 Pre-Test Post-Test Figure1 A comparison of mean scores on pre-test and post-test 32 The effects of Jigsaw technique on 10th graders' grammar achievement As seen in the figure above, the two raters' average post-test scores are significantly better than their pre-test scores This shows that after participating in the Jigsaw technique, students have made significant improvements in learning grammar In particular, the post-test of class 10C2 was lower than that of class 10 C1 (6.5 compared to 7.0) Student responses on feedback questionnaire, towards the acceptability of Jigsaw technique To explore students’ attitudes toward Jigsaw activities, , the teachers would like to collect more information on the individual evaluation of students as well as their feelings and thoughts towards learning grammar with and the use of feedback forms (questionnaires) The items in the questionnaire were designed on a 5-point Liker scale and were measured with values ranging from to 5; Strongly Diasgaree Neutral Agree Strongly No Opinion disagree agree (1) (2) (3) (4) (5) 0 33 0 13 27 0 11 30 0 15 26 It is interesting to 4.1 learn grammar lesson with Jigsaw technique This method 4.2 enabled in depth understanding of the desired topic This method helped me to 4.3 improve my communication skills This approach 4.4 helps me to acquire knowledge through working in a team 33 The effects of Jigsaw technique on 10th graders' grammar achievement This approach 4.5 helps everyone reach the goal 0 15 25 0 15 27 equally I feel actively 4.6 involved in all activities through this technique Table Descriptive statistics on the opinions of high school students toward the Task-Based Approach to language teaching Table represents the percentage distribution of student responses obtained under different categories of the Likert Scale Feedback questionnaire Considering the responses, most of the students accepted that Jigsaw method generated interest, enabled in depth understanding, enhanced the communication skills and considered it as an effective way of learning 39 out of 42 students (96.36 %) agreed or strongly agreed that the techniques applied by the teacher made the lessons interesting 100% students agree that feel actively involved in all activities through this technique Most of them think that everyone is equal to reach the goal of the lesson which help students feel that they are treated equally in their class This research suggested that the Jigsaw technique was effective in improving students’ grammar Moreover, based on the obtained data from questionnaires, the Jigsaw technique was found to be potential to provide better learning when compared with the traditional method In addition, it would be better if each expert group consists of only five or six students with combination of high-motivated and low-motivated students, so that the divided responsibility for each student within group would be fair and there are no students who can neglect their responsibility III Limitations of the experiments: Although the study offered some conclusions for researcher in general, it still has some limitations These limitations are found in the number of participants and the data collection instrument Due to the lack of time, the researcher cannot apply more tests to ensure the accuracy of the result and findings more struggle and difficulties of students in learning English In addition, the number of participants was small and it fairly affected the result of the research in order to bring out the result to the current situation of teaching and learning English in Vietnam Finally, 34 The effects of Jigsaw technique on 10th graders' grammar achievement this study was carried out within the Quy Hop high School, so it might not be suitable to other schools because the English approach’s conditions were different among schools IV Suggestions Suggestion for English Teachers In implementing Jigsaw technique, we have some suggestions for English teachers: Teacher should explain the materials before starting the rules of Jigsaw technique The teacher had better make a note for the students’ errors during the treatment and evaluating it (make correction) at the end of the class activity It needs quite much time to apply jigsaw technique in teaching grammar Therefore, teacher could combine Jigsaw technique with other the chnique such as flipped classroom to save time in class Suggestion for further researcher This study was conducted in the 10th graders of Quy Hop high school Therefore, the further researcher can try to find out the use of Jigsaw technique in different levels of school Besides, it would be more useful if the researcher considered how they could improve other skills at an appropriate period And besides grammar, what skills will be developed by using Jigsaw technique? Teacher can apply this technique to make the students more interested in learning to improve English teaching-learning process Those are the conclusion of this study after the researcher using jigsaw technique, also the suggestions for both English teachers and further researcher in using Jigsaw technique 35 The effects of Jigsaw technique on 10th graders' grammar achievement REFERENCE Aronson, Elliot.(2000) The Jigsaw classroom Retrieved from https://www.Jigsaw.org/(link is external) Barkley, Elizabeth F., K Patricia Cross, and Clair H Major (2014) Collaborative learning techniques: A handbook for college faculty(link is external) Diane Larsen Freeman, Technique and Principles in Language Teaching, New York: Oxford University Press, 2000 Joel M Moskowitz, Janet H Malvin, Gary A Schaeffer, and Eric Schamps, Evaluation of Jigsaw, a Cooperative Learning Technique, American Educational Research Journal, 20, 1985, Holliday, D.C (2000) The Development of Jigsaw IV in a Secondary Social Studies Classroom ERIC Digest Katemba, C V., & Samuel (2017) Improving Student’s Reading Comprehension Ability Using Jigsaw Technique Acuity : Journal of English Language Pedagogy, Literature https://doi.org/10.35974/ acuity.v2i2.613 and Culture, 2(2), 13–33 The effects of Jigsaw technique on 10th graders' grammar achievement APPENDIX 1: SURVEY QUESTIONNAIRES: Please indicate your opinion toward Jigsaw technique by ticking the appropriate column The effects of Jigsaw technique on 10th graders' grammar achievement APPENDIX 2: QUESTIONNAIRES Please indicate your attitude toward Jigsaw technique applied in “Tiếng Anh 10” by ticking the appropriate column Strongly Disagree Neutral Agree Strongly No Opinion disagree (1) It is interesting to learn 4.1 grammar lesson with Jigsaw technique This method enabled in 4.2 depth understanding of the desired topic This method helped me to 4.3 improve my communication skills This approach helps me to 4.4 acquire knowledge through working in a team This approach helps 4.5 everyone reach the goal equally I feel actively involved in 4.6 all activities through this technique agree (2) (3) (4) (5) The effects of Jigsaw technique on 10th graders' grammar achievement APPENDIX 3: PRE-TEST ( Time: 25 minutes) Choose the best answer: Felix is very rich He a Mercedes a A is driving B drives C just drove D drive Why you always over spilt milk? I am tired of what you say a A are - crying B – cry C - drink D is- crying What terrible traffic! Just look at the long queue We miss our flight A will B are going to C is going to D is I hope you visit my new house in Charlington some time A will B are going to C is going to D go America by Columbus in 1492 A was discovered B were discovering C will discover D discover English since 2002 A have learned B has been learnt C has to learn D is learning The room is being _ at the moment A was cleaned B cleaned C cleaning D clean I this washing machine for five years now It looks old, but it still works well A have B had C is having D have had Liverpool football club 18 Premier League titles so far A won B used to win C win D has won 10.You don’t expect me _ that you actually met John, you? A believe B believed C to believe D believing 11.Mary agreed .to the circus with Ann A went B to go C going D goes 12.She should avoid _ other people’s feeling A hurting B to hurt C hurt D hurts 13.We enjoy _ here and _ all your news A be/ hear B to be/ to hear C being/ hear D is/ hearing The effects of Jigsaw technique on 10th graders' grammar achievement 14.I asked Martha to enter law school A are you planning B is she planning C was she planning D if she was planning 15.Jylia said that she there at noon A is going to be B was going to be C will be D can be 16.Peter said to John,"Why are you so late?" A Peter asked John why he was so late B Peter asked John why was he so late C Peter asked John why he is so late D Peter asked John why is he so late 17 "Have you got a computer?" A He wanted to know whether I had a computer B He wanted to know whether had I a computer C He wanted to know whether I have a computer D He wanted to know whether have I a computer 18.Anthony said,“I will take care of this matter.” A A.nthony said that he would take care of that matter B Anthony said that he will take care of that matter C Anthony said that he would take care of this matter D Anthony said that he will take care of that matter 19.A lot of trees _down by the storm last night A were blown B blown C were blewing D will blew 20.My parents decided _ a taxi because it was late A take B to take C taking D took The effects of Jigsaw technique on 10th graders' grammar achievement APPENDIX 4: POST - TEST (Time: 25 minutes) Choose the best answer: Jim _ a book at the moment A is reading B had read C reads D has read I usually to school by bus A went B am going C go D have gone Bich sometimes chicken noodle soup for breakfast A are having B is having C have D has Although I have taken some aspirin, the headache away A isn‘t going B isn’t going to C not go D won’t go C visit D will visit Perhaps I New York one day A am visiting B am going to visit A modern hospital _in this town soon A will be built B will build C will built D will be build Money to the homeless shelter by Larry A donated B was donating C was donated D donates The injured to the hospital in an ambulance A have taken B was taking C were taken D were taking A correction pen is used for your writing mistakes A cover B covered C covering D to cover C telling D to tell 10.It's no good him the truth now A not to tell B tell 11.I'm sorry Mark isn't here now He to the post office A went B goes C has been D has gone 12.My parents decided _ a taxi because it was late A take B to take C taking D took 13.Did you remember Mr Green my message? A be given B giving C have given 14.Ba said he some good marks the semester before D to give The effects of Jigsaw technique on 10th graders' grammar achievement A gets B got C had gotten D have got 15.The mother asked her son _ A where he had been B whether I had been C where has he been D where had he been 16.The host asked Peter _ tea or coffee A whether he preferred B that he preferred C did he prefer D if he prefers 17 '' Where did you go last night''? she said to her boyfriend A She asked her boyfriend where did he go last night B She asked her boyfriend where he went the night before C She asked her boyfriend where had he gone the night before D She asked her boyfriend where he had gone the night before 18.Could you tell me how to get to the airport?” A he asked me how to get to the airport B he told me how to get to the airport C he said if I could tell him the airport D he asked me to tell how to get to the airport 19.I have lost my mobile phone Someone it A has steal B has stole C has stolen D have stole 20.The door and the window are open I think someone into our house! A breaks B broke C has broken D will break