Keywords: Reading Comprehension Achievement, Jigsaw Model
Reading is one of the language skills which must be taught in Junior High School. Most of the students found some difficulties in determining main idea, finding inference and understanding sentences in a text. Based on the students’ problems, the researcher decided to use Jigsaw as cooperative learning to be implemented in this research.
The researcher used a quasi-experimental design which has experimental and control groups. The samples are students of VIII A and VIII B. The samples are chosen by using cluster random sampling.
As the result of this research, experimental class got average score 42.9 in pre-test, and 67.0 in post-test. Meanwhile, in control class, the average score of pre-test is 42.8 and 58.2 in post-test. Based on the calculation using t-test, the calculated t-value is lower than t-table (0.01 < 0.05) which means that there is significant difference on reading comprehension achievement.
Based on the research result, it is suggested to use Jigsaw model, because all students were active in teaching and learning activities, the score improvement happened not only to the bright students but also to the average and slow students. Unfortunately, lecture method tends to facilitate only auditory and bright students.