ENHANCING READING SKILLS IN NARRATIVE TEXTS THROUGH THE JIGSAW STRATEGY FOR SECONDARY SCHOOL STUDENTS
DOI:
https://doi.org/10.30587/inatesol.v2i1.9803Keywords:
Jigsaw strategy, Reading skill, Class Action Research, Narrative TextsAbstract
This study investigates the effectiveness of the Jigsaw Strategy in enhancing reading skills and engagement in narrative texts among secondary school students. Employing Classroom Action Research (CAR), the study was conducted at SMP N 17 Gresik, involving 30 Grade VIII students with varying reading proficiencies. The research followed a four-stage CAR cycle: planning, action, observation, and reflection. Data were collected using pre- and post-tests, observation sheets, student questionnaires, and field notes. Results indicate significant improvements in reading comprehension, with post-test scores increasing by 15% from pre-test scores. Specific reading skills such as inferencing, synthesizing information, and thematic interpretation also saw substantial growth, with improvements ranging from 25% to 35%. Student engagement and motivation increased, with active participation rising from 60% to 85%, and students reporting higher motivation (average score of 4.4 out of 5) and enjoyment of collaborative learning.The findings suggest that the Jigsaw Strategy effectively enhances reading comprehension and specific reading skills in narrative texts. The collaborative nature of the strategy promotes deeper engagement and understanding, fostering a supportive learning environment. The study concludes that the Jigsaw Strategy is a valuable instructional approach for improving reading outcomes and fostering a positive attitude towards reading. Future research could explore the long-term impacts of the strategy and its adaptability to different educational settings and text genres.
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