MOTIVATING STUDENTS IN EFL CLASS TO ENHANCE READING SKILLS BY JIGSAW STRATEGIES

Abstract

The purpose of this study was to unveil the intricate patterns of classroom discourse within the jigsaw classroom environment among young learners. In essence, this research aimed to delineate the strategies employed by young learners to initiate dialogue, their adeptness in responding to initiations, as well as their proficiency in evaluating responses and initiating further discussions. The design of this educational tool effortlessly lends itself to customization and tailoring of teaching approaches. The implementation of the jigsaw technique gracefully facilitates a personalized learning experience, aligning with students' individual interests and reading proficiency. In the realm of senior high school education, a primary objective in the teaching of English lies in cultivating students' comprehension of written text. This skill, being of utmost importance in the English language curriculum, necessitates an instructional approach that propels students towards their ultimate goal of becoming proficient readers. Enter the concept of Jigsaw, a collaborative learning method that not only instills enthusiasm within students for the English language, but particularly enhances their engagement with reading. By immersing students in activities that revolve around their interests and actively involving them in the learning process, Jigsaw fosters a dynamic and hands-on educational experience. It has been found out that the Jigsaw cooperative learning technique helps students understand what they read better. It looks like the Jigsaw technique affects how students learn.

Keywords :jigsaw, proficiency, discourse, teaching approaches