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The implementation of Lesson Study is aimed to improve students’ ability in mastering the teaching materials on English grammar, fostering creativity, improving critical thinking, and increasing ability to work both personally and in group. In implementing this lesson study, the researchers used jigsaw as a learning technique. This study was conducted in 3 cycles, in which each cycle consists of planning (Plan), implementation (do), and reflection (see). The results showed that there are good developments on students’ learning where the constraints that appear can be minimized. Besides, students understand the function and word forms, they have high critical thinking or curiosity, and they have no difficulties in comprehending Grammar Formula. Moreover, the result also showed that students have high motivation in learning English and there was no gap between high-motivated and low-motivated students. Finally, after knowing what, why, and how Lesson Study was implemented, lecturers could consider the importance of applying lesson study in the learning process. Keyword: cooperative learning, grammmar mastery, jigsaw, learning technique, lesson study INTRODUCTION Many approaches and methods have been tried by English teachers and instructors on teaching English as a foreign language. They do such efforts in order to improve their students mastering English. As we know, English has four basic skills; they are listening, reading, speaking, and writing. To master all of the four basic skills, students must learn the other skills such as vocabulary and grammar as the basic skills. Both vocabulary and Grammar are the two important things that should be mastered by students in learning English. This assumption arises because vocabularies are very significant on one’s mastery of such a language. Besides, grammar is something which cannot be ignored on learning English as stated by Argawati (2017) that learning English is not dealing only on vocabulary but also on grammar. Strumpf and Douglas (2004, p. 14) also say “we study grammar so that we may speak and write in a clearer and more effective manner.” Grammar covers many themes that may confuse students on memorizing and understanding them. However, since grammar is important to their development of English mastery, they have to study it well. 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. It relies more on the concepts. Once the students comprehend the concept, they will easily develop their ability on solving problem concerning grammar. To Acep Haryudin & Ningtyas Orilina Argawati Lesson study to improve student English grammar mastery using jigsaw technique to the third semester students of IKIP Siliwangi 50 deliver the concept, teachers must put their effort to seek for a suitable learning technique for the students. To cope with the problems mentioned above, teachers may refer to the cooperative language learning (or simply cooperative learning) approach. This is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. As stated by Slavin (1995) that cooperative language learning in which students work in small groups help students learn academic content more easily. In cooperative learning situations, there is a positive interdependence among students’ goal attainments: students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals. Therefore, the success of cooperative learning highly depends on the nature and organization of group work. According to Slavin (1995, p. 5), there are several specific models teachers can use to set up cooperative learning groups: 1) STAD (Student Teams Achievement Divisions), 2) Team Accelerated Instruction (TAI), 3) Jigsaw Technique, 4) Reading and Composition (CIRC), 5) Teams Games Tournaments (TGT), and 6) Cooperative Integrated. From those six models, jigsaw is selected to be proposed as a solution in this research. Jigsaw is a technique belonging to cooperative approaches which enable students to work in group discussion.The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. It was designed by social psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated schools. There are nine steps considered to be important in the implementation of the jigsaw classroom. Aronson (2008) describes them as follows. 1. Students are divided into a 5 or 6 person jigsaw group. The group should be diverse in terms of ethnicity, gender, ability, and race. 2. The day’s lesson is divided into 5-6 segments (one for each member) 3. Each student is assigned one segment to learn. Students should only have direct access to only their own segment. 4. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it. 5. Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. 6. Students come back to their jigsaw group. 7. Students present his or her segment to the group. Other members are encouraged to ask question for clarification. 8. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. 9. A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count. The application of this method, jigsaw, itself will not be effective if it is only used without any appropriate arrangement. Therefore, the researchers put this method into several cycles which belong to lesson study. Lesson study is a major form of quality improvement of learning and teacher professional development. It was first developed by elementary teachers in Japan (Susilo et al., 2011, p. 2). It provides a process for collaborating and designing lessons and evaluating the success of teaching Indonesian EFL Journal, Vol. 4(1) January 2018 p-ISSN 2252-7427, e-ISSN 2541-3635 AISEE The Association of Indonesian Scholars of English Education 51 strategies that have been implemented in an effort to improve students’ learning and learning process itself (Santyasa, 2009). Lesson study has three main sections in every cycle; they are (1) plan: planning an instruction or action in the classroom, (2) do: doing an action which had been planned, and (3) see: evaluating and revising the action done. Teachers feel free to determine how many cycle they want to conduct on this study. The more the cycle conducted, the better the effect would be. Lesson Study (LS) is a highly specified form of classroom action research focusing on the development of teacher practice. It has been used in Japan since the 1870s. LS therefore pre-dates action research as we know it in the West, by some 70 years. LS involves groups of teachers collaboratively planning, teaching, observing and analyzing learning and teaching in ‘research lessons’. They record their findings. Over a cycle of research lessons, they may innovate or refine a pedagogical approach that will improve pupil’s learning and which will be shared with others both through public research lessons, and through the publication of a paper outlining their work. Taking part in collaborative enquiries into improving teaching and learning is the most impactful action a school leader can take to improve educational outcomes for pupils (Robinson, Hohepa & Lloyd, 2009). LS only started to become popular in the west this century, following the success attributed to it by US researchers in developing deep teacher knowledge of both pedagogy and of subject amongst Japanese teachers. This leads to high standards of educational attainment by Japanese pupils when compared with those of comparable groups of pupils in the US (Stigler & Hiebert, 1999; TIMSS, 1999). Another definition for lesson study comes from Rusman (2011, p. 385) who argues that lesson study is one of the coaching efforts to improve the learning process conducted by a group of teachers in a collaborative and continuous in planning, implementing, observing and reporting the results of reflection of learning activities. Moreover, Hendayana (2006, p. 10) argue that lesson study is a model of educational profession development through collaborative learning and continuous learning based on the principle of colleague and mutual learning to build learning communities. The procedure of research and how the program work in implementing lesson study is showed at figure bellow. Acep Haryudin & Ningtyas Orilina Argawati Lesson study to improve student English grammar mastery using jigsaw technique to the third semester students of IKIP Siliwangi 52 Figure 1. Problem, solution and output after LS METHOD This study was conducted at IKIP Siliwangi Bandung. Specifically, the study was carried out at Class A3 which consists of 40 students majoring English Education. In this research, lesson study was used to improve the quality of the students covering creativity, critical thinking, ability to collaborate and communicate when they study grammar using jigsaw. Fernandez (2005) as cited in Hartanti (2007) expresses that the goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students. In addition, Santyasa (2009) argues that lesson study provides a process for collaborating and designing lesson

LESSON STUDY TO IMPROVE STUDENT ENGLISH GRAMMAR MASTERY USING JIGSAW TECHNIQUE TO THE THIRD SEMESTER STUDENTS OF IKIP SILIWANGI