<![CDATA[Tujuan penelitian ini adalah untuk (i) menemukan apakah ada perubahan yang signifikan didalam pencapaian siswa didalam kemampuan membaca teks recount setelah penerapan teknik Jigsaw dan STAD; (ii) menemukan aspek membaca yang mempunyai perubahan paling signifikan setelah penerapan teknik Jigsaw dan STAD. Penelitian ini dilakukan melalui desain kuantitatif. Populasi dari penelitian ini adalah siswa kelas dua di SMPN 1 Abung Surakarta. Hasil penelitian menunjukkan bahwa teknik Jigsaw lebih efektif meningkatkan kemampuan siswa di dalam kemampuan membaca siswa, terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa dengan taraf signifikansi sebesar 0,0010,05, dan spesifik informasi adalah aspek yang mempunyai peningkatan paling signifikan didalam pembelajaran reading. Hal ini dapat disimpulkan bahwa teknik Jigsaw membantu siswa untuk meningkatkan kemampuan mereka didalam aspek membaca daripada teknik STAD.The objectives of the research were aimed at finding out (i) whether there was a statistically significant difference of the students recount text reading achievement after the implementation of Jigsaw technique and Student Team Achievement Division (STAD); (ii) statistically significant improvement of aspects of reading through both methods. This research was done through a quantitative study. The subject was the second grade students at SMPN 1 Abung Surakarta. The results showed that there was a statistically significant difference of students reading achievement between the two techniques with the significant level 0.0010.05. That is, Jigsaw Technique was more effective than Student Team Achievement Division (STAD). Specific information was the aspect of reading that significantly improved through both methods. This suggests that Jigsaw technique facilitates students to improve their ability in reading comprehension compared to student team achievement division (STAD).Keywords: Jigsaw Technique, reading comprehension, STAD Technique, Recount Text]]>
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