Abstract
The aim of this study was to investigate the effect of Jigsaw technique and students’ vocabulary mastery on reading comprehension of the eighth-grade students of SMPN 4 Singaraja. This study was a quasi-experimental study with Posttest-Only Control Group Design by 2x2 factorial arrangement which involved a sample of 80 students. The data were collected by using vocabulary and reading comprehension test then analyzed by Two-way ANOVAand Tukey test. The result indicates that (1) there was a significant effectonreading comprehension between the students who were taught using the Jigsaw technique and those who were taught by using conventional, (2) there was a significant effect of the interaction between the implementation of teaching techniques and students’ vocabulary mastery on reading comprehension, (3) there was a significant effect in reading comprehension between the students with high vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional technique, (4) there was a significant effect in reading comprehension between the students with low vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional. The result of the research showed that the Jigsaw technique was more effective for teaching reading comprehension than conventional.
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