TECHNOLOGY-ASSISTED JIGSAW READING TO EXPLORE LEARNING AUTONOMY AMONG VOCATIONAL HIGH SCHOOL STUDENTS
Abstract
The utilization of ICT as a learning resource in EFL classrooms is a good teaching decision in the contemporary era. The integration of ICT into language teaching in the classroom aims to help students receive high-quality English learning. And some previous studies say that ICT can be applied in teaching reading. However, in EFL classrooms, teachers face many challenges when teaching reading. The challenges were found that are concerned with learning strategy. Thus, the jigsaw learning strategy presents to provide students with a solid reading foundation while teaching. This study aims to seek out the implementation of technology-assisted jigsaw reading to teach reading and the students’ problems in learning reading autonomy in the EFL classroom. The research used the qualitative method by applying observation and interview as the instruments. This research involved 28 eleventh grade students of SMK Alyumni boarding school in Ciranjang. The research shows that the jigsaw reading forms students’ seriousness to studying their particular subtopic, encourages them to become teachers either for their self-learning or their friends and creates students’ learning autonomy. However, some students faced some problems in the practice, they are; the content of the material could not be understood because it used English, their slowness in understanding the learning material, could not understand all vocabularies in the reading text and could not convey the material to be discussed in the expert groups due to the lack of English language skill.
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DOI: https://doi.org/10.35194/cp.v0i0.2973
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