Abstract: The aim of this research was to find out whether there was a statistically significant differenceof students' reading comprehension ability between introvert and extrovert students who are taught using Jigsaw strategy and what aspect of reading improves better. This research was quantitative. The subjects are 32 students of the IX grade of MTsN I Kalianda, Lampung Selatan.The researcher used one group pretest posttest and the data is analyzed by paired sample T-test and to identify the students' personality, the researcher used questionnaire that adapted from the Eysenck Personality Questionnaire. Two sets of reading tests were used as the research instrument. The result of the test value obtained was t tes = 8.151 > t table = 2.021 for N = 32 and with level significance p < 0.05 and sig. 2 tailed 0.023. It means that introvert and extrovert students have a slight significant effect on reading comprehension ability. The aspect of reading that got better is identifying details information. Jigsaw technique is beneficial to improve students' reading comprehension ability especially for introvert students.
Keywords: Extrovert and Introvert, Jigsaw Strategy, Reading Comprehension
[1]. Ali, D.A., & Bano, D.(2012). Personality types and Reading: A Correlational Study.
[2]. Alhaidari, M. S. (2006). The effectiveness of using cooperative learning to promote reading comprehension, vocabulary, and fluency achievement scores of male fourth, and fifth-grade students in a Saudi Arabian school (Unpublished Doctoral Dissertation). Pennsylvania State University
[3]. Almanza,T. (1997). The effect of the D.R.T.A. and cooperative learning strategies on readingcomprehension (Unpublished M.ADissertation). Kean College of New Jersey
[4]. Aronson, E, & Patnoe, S. 1978. The jigsaw class: building cooperation in the classroom (2nd ed.). NewYork: Addison Wesley Longman.
[5]. Asl, Z.G., Davaribina, M., & Abdi, R. (2015). The effect of Cooperative Learning on Improving Reading Comprehension on EFL Learners. The Iranian EFL Journal.April 2015.Vol.11..