The Effects of Jigsaw and GTM on the Reading Comprehension Achievement of the Second Grade of Senior High School Students

Abstract

The aim of this study is to compare the effectiveness of Jigsaw
and GTM on second grade of senior high school students’ reading
achievement. The subjects of the study used are two classes of the second
grade of St. Agnes Senior High School. A quasi-experimental research
with a pretest-posttest non-equivalent control group design was used to
do this research. In order to know the effects of those two techniques, the
writer used the pretest posttest as the instrument with 16 multiple choice
items. To calculate the data, t-test for significance of difference between
two means for independent samples was used. After analyzing the data
which had been collected, the writer found out that the mean of the gain
scores of the experimental group was 1.68 and the control group was
0.81. The mean of the gain scores between the two groups were not
significantly different. It means the students who were taught using
Jigsaw technique did not have a better reading achievement than those
who were taught using GTM.
Introduction

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