Exploring Teachers' and Students' Perspective on the Use of Jigsaw Method in Reading Comprehension: Motivation, Social Interaction, and Academic Performance

Aannova Haryani, 20222008 (2024) Exploring Teachers' and Students' Perspective on the Use of Jigsaw Method in Reading Comprehension: Motivation, Social Interaction, and Academic Performance. Magister thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

The findings revealed that both teachers and students had positive perspectives toward the implementation of the Jigsaw method. The questionnaire results indicated that students' responses ranged from 68.57% to 90%, while teachers' responses ranged from 72.94% to 81.18%, showing an overall positive perception of the method. The findings further demonstrated that the Jigsaw method enhanced students' learning motivation by increasing their interest, confidence, and participation during English lessons. In terms of social interaction, the method encouraged collaboration, communication, idea sharing, and peer support among students. Regarding academic performance, both teachers and students perceived that the Jigsaw method improved students' understanding and analysis of descriptive texts and supported better learning outcomes. Although several challenges were identified, such as unequal participation and group dynamics, the overall findings indicate that the Jigsaw method provides meaningful learning experiences that promote active engagement, collaborative learning, and improved academic achievement in English reading comprehension.

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