FROM PASSIVE TO ACTIVE: EMPOWERING STUDENTS IN READING TASKS THROUGH THE JIGSAW COOPERATIVE LEARNING APPROACH
Abstract
This study evaluated whether the jigsaw method could enhance students' reading comprehension skills. The research was conducted using a pre-experimental approach, where each student in a group was assigned a unique section of the material to study. After studying, students who had studied the same sections would form an "expert group" to discuss and fully understand the information. The results of this research were analyzed based on various factors such as frequency and percentage rate of student scores, average scores, t-test value, and hypothesis testing. These results were interpreted here: Pre-test and post-test scores were gathered for evaluation. The researcher calculated the average score for students' reading comprehension achievements, noted any improvements or differences between paired scores, and squared those gains before tabulating them. The average pre-test and post-test score was 5, with the pre-test average being 52 and the post-test average being 7.66. It indicated an increase in students' average scores after implementing the treatment method, and their post-treatment performance surpassed their initial performance significantly. It showed a significant difference between students' pre-treatment and post-treatment outcomes. Using jigsaws, a cooperative learning model in teaching, can be beneficial in enhancing students' reading comprehension abilities and overall English learning capacity.
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