The Development of Analytical Reading Ability of First-Year Secondary School Students by Using Cooperative Learning Management Based on the Jigsaw Technique
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Abstract
The research article consisted of the following objectives: 1) to compare the pre-test and post-test of analytical reading ability of first-year secondary school students by using cooperative learning management based on the jigsaw technique; 2) to explore the satisfaction of first-year secondary school students with the development of analytical reading ability of first-year secondary school students through the use of cooperative learning management based on the jigsaw technique. The study employed an experimental research method with a sample group of 40 students studying in the second semester of first-year secondary school at Phibun Mangsahan School, Phibun Mangsahan District, Ubon Ratchathani province. The research instruments included the following: 1) six learning management plans on analytical reading ability by using cooperative learning management based on the jigsaw technique; 2) analytical reading ability test with index of item-objective congruence at 0.91, item difficulty (p) ranging between 0.48 – 0.78, index of discrimination (r) ranging between 0.25 – 0.55, reliability at 0.79; and 3) satisfaction survey on analytical reading ability by using cooperative learning management based on the jigsaw technique. The statistics used for data analysis were percentage, mean, standard deviation, and dependent samples t-test.
From the study, the following results are found: 1) From investigating the pre-test and post-test of analytical reading ability of first-year secondary school students by using cooperative learning management based on the jigsaw technique, the pretest has a mean score of 13.40 and the posttest has a mean score of 25.35. After comparing the pre-test and the post-test, the latter shows a higher mean score with a statistical significance of 0.05. This is the result of organizing learning activities that focus on the students and give them the opportunity to participate in learning, express their opinions, and create their own knowledge, which allows them to understand and learn systematically; and 2) From exploring the satisfaction of first-year secondary school students with the analytical reading ability through the use of cooperative learning management based on the jigsaw technique, the results reveal that students are satisfied at a high level ( = 4.44, S.D. = 0.83). This is because students get to practice by reading and analyzing various stories before presenting sensible viewpoints in order to find answers. They are given the opportunity to express their thoughts based on what they have read and apply them to reading in other subjects.
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