ENHANCING STUDENTS READING COMPREHENSION THROUGH THE JIGSAW COOPERATIVE LEARNING MODEL AT JUNIOR HIGH SCHOOL

The purpose of this study is to determine how effective the jigsaw cooperative learning model is in improving junior high school students' ability to read and understand English texts. This article was written using a literature review by analyzing several studies related to the topic of discussion, namely: cooperative learning, the jigsaw learning model, reading skills, and the context of English language learning in junior high schools. According to the literature, cooperative learning is learning in a small heterogeneous group to work together, train students to exchange thoughts, ideas, and opinions, and solve problems with shared responsibility and goals, as well as positive interdependence and collaboration. The jigsaw cooperative learning model specifically emphasizes the formation of groups consisting of heterogeneous original groups and then forming expert groups to make students responsible for an assigned topic and then sharing information with friends who discuss different topics in their original groups. Previous studies, such as Herlina et al. (2019), Dinar et al. (2021), Muhaenah (2023), and Suharti (2017), found that the jigsaw type can increase student motivation or learning activities and reading comprehension by facilitating more intense discussions, more focused information sharing, and peer learning processes, which make them more active and confident in understanding the text content. Based on a review of research results on jigsaw-type cooperative learning, it was found that collaborative learning such as jigsaw can affect students' achievement and learning outcomes in English in reading or text comprehension. It was also proven that jigsaw-type cooperative learning can improve the ability and understanding in processing information. Overall, jigsaw-type cooperative learning can be an effective alternative for teachers to improve junior high school students' English text comprehension skills.