The Effectiveness of Jigsaw Method in Developing Students' Reading Narrative Text at Vocational High School

Abstract

This research aims to investigate the effectiveness of the Jigsaw Method in improving students’ reading comprehension of narrative texts at the vocational high school level. Reading comprehension is a vital skill in English language learning but is often challenging for students due to a lack of vocabulary, grammar understanding, and engagement. The Jigsaw Method, as a cooperative learning technique, is expected to enhance student interaction, participation, and understanding through peer discussions and collaborative tasks. The research employed a quasi-experimental design with pre-test and post-test. The participants were tenth-grade students of SMK 2 Situbondo, divided into an experimental class and a control class. The experimental class was taught using the Jigsaw Method, while the control class received conventional instruction. Data were collected through multiple-choice reading comprehension tests. The results were analyzed using SPSS 25, with an independent sample t-test to determine statistical significance. Findings revealed a significant improvement in the reading comprehension scores of the experimental class compared to the control class. This indicates that the Jigsaw Method effectively enhances students’ reading comprehension, particularly in understanding narrative texts. Therefore, the Jigsaw Method can be considered an effective instructional strategy for teaching reading at the vocational high school level.