Empowering EFL Readers Through Gamified Jigsaw Strategies in Non-Fiction Narratives
Abstract
This study aims to enhance EFL students' reading comprehension of non-fiction narrative texts through the implementation of a Gamified Jigsaw Strategy. Conducted as a Classroom Action Research with eleventh-grade students in Karawang, the study followed a cycle of planning, acting, observing, and reflecting. Students engaged in Jigsaw-based group discussions complemented by gamified activities using platforms such as WordWall, Educaplay, Genially, and Padlet. The findings indicated a significant improvement, with 75% of students achieving the minimum standard score for English. The integration of gamification successfully maintained student engagement despite scheduling challenges, while the use of culturally relevant texts fostered emotional connections that enhanced comprehension. Although limitations prevented the implementation of a second cycle, the first cycle demonstrated that the Gamified Jigsaw Strategy is an effective approach to empower EFL learners' reading skills. Future research is recommended to refine this method and explore its broader applications across diverse educational contexts.
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