The Influence of Cooperative Learning Method: Jigsaw Model, Learning Motivation, and Self-Efficacy toward Students’ Reading Skills
DOI:
https://doi.org/10.24256/ideas.v14i2.11148Keywords:
Jigsaw cooperative learning, learning motivation, self-efficacy, reading skills, EFL studentsAbstract
This study investigated the influence of the Cooperative Learning Method, specifically the Jigsaw Model, learning motivation, and self-efficacy on students’ reading skills. Reading is one of the essential skills in English language learning because it enables students to access information, expand vocabulary, interpret written texts, and develop academic literacy. However, students’ reading ability remains a significant concern in Indonesian schools, as reflected in national and international literacy reports and classroom realities. The study was motivated by students’ low reading achievement, limited enthusiasm in English learning, low self-efficacy, and the continued use of conventional teaching methods that did not sufficiently promote active participation. This research employed a quantitative approach with a quasi-experimental two-group pre-test and post-test design. The research was conducted at UPTD SMKN Sulawesi Barat from March to April 2026. The population consisted of students in Class X.AT, and the study compared an experimental class taught using the Jigsaw Cooperative Learning Model and a control class taught using conventional instruction. Data were collected through reading tests, learning motivation instruments, and self-efficacy measures. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-test, independent sample t-test, simple linear regression, and multiple regression analysis. The findings showed a substantial improvement in students’ reading scores after the implementation of the Jigsaw Model, with the mean score increasing from 10.35 to 25.30. The paired t-test showed a highly significant result with a p-value far below 0.05, while the independent sample t-test also indicated a significant difference between groups. Learning motivation showed a weak relationship with reading skills, whereas self-efficacy showed a moderate to strong positive relationship. The combined variables explained 33.5% of the variance in students’ reading skills. The study concludes that the Jigsaw Model significantly improves students’ reading skills, while self-efficacy plays a more influential role than motivation in supporting reading performance.
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Copyright (c) 2026 Dean Richi Tadisayu, Sukardi Weda, Vivit Rosmayanti
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