ABSTRACT: Comprehending the text is not easy for especially the EFL students. Quite often, they getless motivation when they should start reading; some teachers are confused with which strategy should be used.Addressing this gap, the researcher investigated which one the appropriate strategy is to increase students’reading motivation. This is aimed to examine whether or not the students who have been taught mind mappingthrough Jigsaw II have better reading comprehension than those taught by Direct Reading Thinking Activity(DRTA) strategy. The research design in this study is quasi experimental design (quantitative research). Thesubject of this study was the students of the seventh grade at Mts Al Maarif 01 Singosari which took two classesconsisting of 32 students each group with different strategies used. Both groups were given the same materialand test; descriptive text. The reading comprehension pretest and posttest consisted of 20 items of 4 multiplechoices. The finding of this research is there are significant difference student’s score in using mind mappingwith Jigsaw II and DRTA strategy. With using mind mapping strategy, it can help students to comprehend thetext easily in which they get the strategy how to understand the text in visual and interesting ways. Further, whenit combines with Jigsaw II, it can help them to have an attractive and an effective learning that can motivate themto take part and learn.

Keywords: Mind mapping strategy, Jigsaw II, DRTA strategy, reading comprehension, experimental research