Jigsaw Technique to Teach Narrative Texts in a Senior High School in Yogyakarta

Abstract

This study aims to help students’ reading comprehension of narrative texts and enhance it through the implementation of the Jigsaw teaching technique. Reading is a crucial skill in English language learning; however, many students experience difficulties in understanding narrative texts due to low motivation, limited vocabulary, and teacher-centered instructional approaches that reduce student participation. Therefore, an interactive and cooperative learning strategy is needed to address these challenges. This study was conducted as a best practice teaching implementation at a senior high school in Yogyakarta. The teaching focused on narrative texts, particularly about Lake Toba. It uses the Jigsaw technique as a cooperative learning method. Students were divided into small heterogeneous groups, where each student was assigned a specific part of the narrative text, such as orientation, complication, or resolution. Students first joined expert groups to supervisor their assigned section and then returned to their home groups to share and teach the material to their peers. This process encouraged active participation, peer teaching, and collaborative learning. The results of the implementation show that the Jigsaw teaching technique help enhance students’ reading of the narrative text “The Story of Toba Lake” at a senior high school in Yogyakarta. Students became more engaged, confident, and responsible in understanding the generic structure, content, and parts of narrative texts. In the teaching activity, they were able to identify generic structures and explain the function of each part of the narrative clearly. In conclusion, the jigsaw technique is one of the best cooperative learning methods for teaching narrative text reading at the senior high school level and can create a more active and meaningful learning environment.