The Implementation of Jigsaw Method in Teaching Reading Narrative Text

Abstract

Reading is one of the essential English language skills that students are required to master, as it plays a crucial role in improving their overall English proficiency. This study aimed to investigate the implementation of the Jigsaw method in teaching reading narrative texts and to explore students’ responses toward its application. The research employed a qualitative approach with a descriptive research design. The participants of this study were twenty-nine ninth-grade students from one of the junior high schools in Parongpong. The instruments used in this research were classroom observation and a questionnaire designed to answer the research questions. The findings revealed that the implementation of the Jigsaw method in teaching narrative texts was successfully carried out based on the lesson plans. Throughout three meetings, students actively participated in the learning process, demonstrated enthusiasm, and interacted well with their peers. The observing teacher confirmed that the teaching activities followed each planned stage systematically. Moreover, the questionnaire results indicated that most students gave positive responses, showing that the Jigsaw method helped them understand narrative texts more easily, encouraged collaboration, and increased their motivation to learn. Overall, the Jigsaw method proved to be an effective technique for enhancing students’ reading comprehension of narrative texts.