THE EFFECT OF JIGSAW METHOD ON READING COMPREHENSION IN NON-MAJOR ENGLISH BASIC SCIENCE STUDENTS AT THE UNIVERSITY OF BENGKULU

This quasi-experimental research aimed at identifying the effect of Jigsaw
Method on students’ reading comprehension in non-major English basic science
students at University of Bengkulu. The sample of this research was 78 students
from nursing class who took general English courses at Bengkulu University at
Academic Year 2022/2023, the students were divided into experimental group
(38) from class 2A Nursing and controlled group (40) from class 2B Nursing. The
data were collected by using a valid and reliable test which consists of 30 items
which represent 5 aspects of reading comprehension that is main idea, detail
questions, references, inference, and vocabulary as suggested by Nuttal (1985).
Furthermore normality and homogeneity data has been checked before the data
were analyzed statistically. The paired sample test results indicate that there was a
significance improvement (0.000) in students reading comprehension in
experimental group, but no significance improvement were found in controlled
group (0.735). Furthermore, the result of independent sample test revealed that the
reading comprehension achievement of the students in experimental group were
significantly (0.000) better than that of those in controlled group. The significance
improvement in procedure of jigsaw method because there was an expert group
that helped students to did the assignments. The result showed students who study
using expert groups were able to discuss freely with one another because expert
groups discussed the same material, students would maximized learning from the
material students got. This result suggests that Jigsaw Method was appropriate to
be implemented to improve reading comprehension for students in non-major
English basic science.
Keywords: Cooperative learning, Jigsaw method, reading comprehension.