Using Jigsaw Reading and Semantic Mapping Activities to Develop English Reading and Writing Abilities Among Mathayom Suksa 4 Students

Abstract

The purposes of this study were to compare students’ English reading ability before and after learning through jigsaw reading and semantic mapping activities and study students’ English writing ability after learning through jigsaw reading and semantic mapping activities. The target group was 20 Mathayom Suksa 4 students who enrolled in Reading and Writing English Course (E30203) in the first semester of the academic year 2015 at Chomthong School, Chiang Mai, Thailand. The research tools were 10 lesson plans based on jigsaw reading and semantic mapping activities, English reading ability test and English summary writing evaluation form. The data obtained were analyzed for mean, standard deviation and percentage. The findings of the study were as follows: 1) The students’ English reading ability increased from the passed level to the good level after learning through jigsaw reading and semantic mapping activities; 2) The students’ English writing ability passed the pre-set criteria at the good level after learning through jigsaw reading and semantic mapping activities.