[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589212-105":59,"doc-detail-589212-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","improving-students-reading-comprehension-ability-using-jigsaw-1-technique","Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique","","Research titled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability” applies an experimental design with two grade-8 junior high school classes in Parongpong, Bandung, Indonesia. One class serves as the experimental group (n=32) taught using Jigsaw 1 Technique, while the control group (n=33) uses conventional instruction. The study compares reading comprehension outcomes using a pretest, Jigsaw 1 treatment, and a post-test. Results show a significant difference, indicating Jigsaw 1 improves reading comprehension more than conventional methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-students-reading-comprehension-ability-using-jigsaw-1-technique/589212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-students-reading-comprehension-ability-using-jigsaw-1-technique/589212.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study asks whether there is a significant difference in reading comprehension effects between students using Jigsaw 1 and students taught through conventional methods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and conducted?",{"text":117,"@type":113},"It used an experimental design with two grade-8 classes, including a pretest, a treatment phase using Jigsaw 1 for the experimental group, and a post-test.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the participants and intervention groups?",{"text":121,"@type":113},"There were two classes of grade 8; grade 8A (32 students) learned with Jigsaw 1 Technique, and grade 8B (33 students) learned with conventional technique.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589212,1792921741,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique  \nCaroline V. Katemba & Samuel  \nCorrespondence author Caroline ([linakatemba@gmail.com](linakatemba@gmail.com))  \nUniversitas Advent Indonesia  \nDOI: [https://doi.org/10.35974/acuity.v2i2.613](https://doi.org/10.35974/acuity.v2i2.613)  \nName of Journal  \nAcuity: Journal of English Language Pedagogy, Literature and Culture, Vol 2 No 2 (2017) . PUBLISHED: 2017-08-01 URL [https://jurnal.unai.edu/index.php/acuity/article/view/613](https://jurnal.unai.edu/index.php/acuity/article/view/613)  \nAbstract  \nThis research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of junior high school in Parongpong, Bandung, Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique. This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pretest, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.  \nKeywords: Jigsaw 1, Reading Comprehension  \nIntroduction  \nReading is necessary when students further their study, especially at the secondary level. They need good reading skills for acquiring knowledge and learning new information. However, the researcher can see that many students’ reading abilities in Indonesia are having difficulties in understanding the text. Reading difficulties become a problem when reader cannot absorb the meaning from a text.“Indonesian students have already encountered problems with reading comprehension in Indonesian, the language that they’ve acquired and learned, they also find it way more difficult to read and comprehend reading in English, the foreign language that they do not acquire and learn it barely for a short time”(Siagian & Katemba, 2016)  \nUnderstanding Syntax (Aarts, 2008) . Children with reading problems often experience confusion in understanding grammars, especially if at the same time they use two or more languages have different grammar. They have problems with language both when setting the language grammar is different than the first. For example, the Indonesian-known arrangement Explain-Explained (example: bag red), but in English known as Explained-Explaining arrangement (example: red bag) . To solve the difficulty in reading comprehension, learning using Jigsaw 1 technique has examined in the United State that it will give chance to students  \nto share and talking to peers instead of teachers, moreover students will receive bilingual support from other friends in that group while they are talking (Edmonds et al, 2006) .  \nFuch et al (2001) stated that in elementary and high school, most of the students have low willingness to read in reading any text, reading for pleasure, more over reading ability isone of the goals of learning to read. But for some students, they were not care and not really giving attention. Additionally, students with low reading ability were the students who have low motivation themselves. That is why all activities in the classroom involving reading have a contrary attitude toward students’ reading comprehension.  \nGuthrie (2008), stated that in teaching students that have low motivation, teacher maybe spend their time to teach those students. To handle this problem, teacher who work in that problem, teachers","cbCaiaDiTXyPM6IF","https://ap.wps.com/l/cbCaiaDiTXyPM6IF","pdf",368272,21,"English","# Abstract\n# Introduction\n## Reading comprehension challenges\n## Syntax and grammar-related difficulties\n## Cooperative learning and Jigsaw 1 rationale\n## Motivation to read and classroom strategies\n## Reading for comprehension as a primary goal","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study asks whether there is a significant difference in reading comprehension effects between students using Jigsaw 1 and students taught through conventional methods.\"},{\"question\":\"How was the study designed and conducted?\",\"answer\":\"It used an experimental design with two grade-8 classes, including a pretest, a treatment phase using Jigsaw 1 for the experimental group, and a post-test.\"},{\"question\":\"What were the participants and intervention groups?\",\"answer\":\"There were two classes of grade 8; grade 8A (32 students) learned with Jigsaw 1 Technique, and grade 8B (33 students) learned with conventional technique.\"}]","Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique | PDF",1792066761,53]