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

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