Jigsaw in Teaching Reading for Elementary School Students
DOI:
https://doi.org/10.36663/tatefl.v3i1.223Keywords:
Jigsaw Technique, Teaching Reading, Reading ComprehensionAbstract
The current study investigated the effect of jigsaw on students’ reading comprehension. In doing the study, the pretest and posttest design was used. The participants of the study were 6th grade students in one public school in Singaraja, Bali. Through descriptive analysis, it was found that the mean score of pre-tests was 66.25, and the posttest was 75.42. The mean difference between pretest and posttest was 9.17. The result of paired sample t test showed a significant value (Sig. 2-tailed=.000). Thus, it can be concluded that jigsaw technique significantly affected students’ reading comprehension. English teachers are encouraged to implement jigsaw technique in classroom.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Made Sonia Handayani, I Kadek Wahyu Widana, Ni Wayan Febiyanti

This work is licensed under a Creative Commons Attribution 4.0 International License.
License Terms
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in a way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.