Abstract
The purpose of this study is to explore the possibility of teaching-learning and verify its effectiveness by applying the Jigsaw model as a new method of Korean reading education.
 The Jigsaw IV model was modified to design a step-by-step procedure applied to Korean reading education. It consisted of six stages: the introduction stage, the original group stage, the expert group stage, the original group stage, the evaluation stage, and the feedback stage.
 In order to experiment on the experience and effectiveness of Jigsaw activities, the fourth week of classes was conducted on 35 Chinese and Japanese. In order to confirm the results of the experiment, data were collected by conducting surveys and interviews. As a result of the analysis, learners’ explanatory ability, understanding, and concentration increased. It also works for interaction and problem-solving skills. Learning motivation and interest have increased, and anxiety about learning can be resolved. In addition, Korean language skills were further improved by adding various activities through classes linked to other areas.
 Through this study, it will be an example of confirming that the Jigsaw model is an effective and applicable teaching-learning technique for Korean reading classes.
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