This article presents the result of the study about the comparison between STAD and Jigsaw techniques applied in teaching reading. The research is aimed to find out: (1) whether there is a significant difference in reading skill between students taught by using STAD and those taught by using Jigsaw; and (2) which technique is more effective for teaching reading, STAD or Jigsaw. The research method used in this study is a quasi-experimental research. The research was conducted at SMP N 1 Dlingo in the academic year of 2018/2019. The population of the research is the students of the eighth grade in SMP N 1 Dlingo in the academic year of 2018-2019. The samples are class VIII B as the experimental group which consists of 30 students and VIII D as the control group which consists of 30 students. The research instrument used to collect the data in this study is a reading test. The data were analysed by using t-test formula. The computation of the data shows that the t-observation (to) is 4.854 and the t-table (tt) (58, 0.05) is 2.002. It means that (to) is higher than (tt). Based on the result of computation of the data, it can be concluded that there is a significant difference in the reading skill between the students taught by using STAD and those taught by using Jigsaw. The mean score of the group taught by using STAD is 76.5 while the one of those taught by using Jigsaw is 63.6. Moreover, the result of the reading indicators improvement analysis shows that the improvement of the correct answers on STAD is 218 items, while the improvement of the correct answers on Jigsaw is only 57 items. All of the reading indicators can be improved in STAD, while in Jigsaw, not all reading indicators can be improved. Therefore, it can be concluded that STAD is more effective to teach reading than Jigsaw.

Keywords: STAD, Jigsaw, Cooperative Learning, Reading skill.