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Transcript of Pre-experimental Research
The Global Language JIGSAW TECHNIQUE VARIATIONS Expert Group
A-B-C Home Group B Home Group A Home Group C Strategies Jigsaw Reading (Harmer, 2007) Strategies for Reading READING SKILL Traditional View
Cognitive View Comprehension Quantitative Paradigm Study Descriptive and Inferential Statistics Control Group Pre-Test/ Post-test Twelve varied readings
Adapted vocabulary Materials Pre-test / Post-test Instruments Survey New Views... Teaching Practice
Jigsaw application Findings Data Analysis and Discussion T-test Results Groups'
Pre-test results Descriptive Statistics
Likert Scale Procedures for Data Analysis (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr Conclusions Pedagogical Implications References Reading Test Results Post-test Results Control and Experimental group
Pre-test and post-test Results Survey Results Pedagogical recommendations Limitations Further Research Abdullah, S. (2008). The effects of Jigsaw II technique on academic achievement and attitudes to written expression course. Retrieved from http://www.academicjournals.org/ERR
Benavides, J. (1997). La lectura rápida en el desarrollo de la velocidad y la comprensión de lectura en Ingles. Pasto: UNED
Chan Kam-Wing. (2004). Using Jigsaw II in teacher education programs. Teachers’ Centre Journal: Hong Kong Teacher’s Centre Vol. 4.Retrieved from http://edb.org.hk/hktc/download/journal/j3/9.pdf
Dole, J., Duffy, G., Roehler, L., & Pearson, D. (1991). Moving from the old to the new: research on reading comprehension instruction. Retrieved from ERIC database (EJ429466).
Dubin, F., & Bycina, D. (1991). Models of the process of reading. In Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. Boston, Mass.: Heinle and Heinle.
Fielding, L., Pearson, D. (1994). Reading comprehension: What works? Retrieved from: http://www.buddies.org/articles/Reading2.pdf
Gareth, R. (n.d.). Jigsaw reading. London Metropolitan University. Retrieved from
http://www.teachingenglish.org.uk/activities/jigsaw-reading-0 Is there a significant difference between the scores of pre-test and post-test, which measure comprehension in the skill of reading in the experimental group on which the jigsaw technique was applied and the control group on which the usual instruction was applied? There is no significant difference
in students’ reading comprehension level
of both experimental and control groups
after the application of
the Jigsaw technique. To determine the effects of the application of jigsaw as a Cooperative Language Learning technique on students’ reading comprehension in the eleventh grade at the I.E.M CIUDADELA in Pasto. To gather information about the students’ reading comprehension level at the beginning and at the end of the treatment. To analyze the information gathered through Descriptive and Inferential statistics. Why making this study? Jigsaw to suit a need from this context Reference for future research in this setting Procedure
Pilot Study Step 1: warm up Step 2. Individual Reading Step 3. Group Discussion Step 4. Whole Group Review Step 5.
Individual reading and test Pre-test Treatment Post-test Survey Null Hypothesis Rejected A new adapted Jigsaw Technique
for developing a receptive skill Positive effects of the increasing number of division of the readings Jigsaw effects on the entire reading process Jigsaw as preparation for taking Pruebas Saber 11 national exam Jigsaw expectations for a wider study Finding ways to cope with the current educational needs Students' acceptance of the technique JIGSAW TECHNIQUE Jigsaw I by Aronson (1971)
Jigsaw II by Slavin (1985)
Jigsaw III by Stahal (1994)
Jigsaw IV by Holliday (2002) Reading Theories
Speaking A new suggestion for
the jigsaw technique Jigsaw as an alternative for enhancing reading comprehension Thanks a lot Cristina Botina - Diego Ortiz
PhD Jorge Benavides University of Nariño
English and French Program