Jigsaw Reading as An Effective Strategy for Developing Reading Competence in Upper Secondary EFL Classrooms
Abstract
Reading competence is a fundamental component of foreign language learning, particularly in upper secondary education where learners are expected to process longer and more complex texts. Traditional reading instruction often focuses on individual comprehension tasks, which may limit student engagement and collaborative learning opportunities. Jigsaw Reading, a cooperative learning strategy, offers an alternative approach by dividing texts into segments and assigning each student responsibility for mastering and teaching a specific section. This article explores the pedagogical foundations, classroom procedures, and educational benefits of Jigsaw Reading in developing reading competence among upper secondary EFL learners. The study discusses how the strategy promotes active participation, deeper comprehension, peer interaction, and critical thinking. Practical classroom examples demonstrate how Jigsaw Reading can be integrated into reading lessons to enhance students’ motivation and communicative competence.