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Problem: It is essential to choose the most appropriate teaching method for the students and course content in order to provide a better learning. Concordantly, the question ‘How do the students learn?’ is getting more important. Bringing language skills, social skills and communication skills, which are neglected in traditional teaching style, in a class environment where there are passive students who contented with listening to the teacher during the course period is too difficult. So a teacher should be conscious about different teaching methods and learning style. We studied to explore the effects and contribution of cooperative learning on French language classes in this research.Research Aim: In this study our first aim is to improve the reading comprehension of French language learners in reading classes by using Jigsaw-II which is one of the techniques of cooperative learning. We tried to answer the question ‘What are the effects and contribution of Jigsaw-II on the reading comprehension?’ within the frame of our aim.Methods: In this study we used Time Series model in order to see the effects and contribution of Jigsaw-II on reading comprehension and the students’ success about the comprehension of the texts. Meanwhile we also applied to qualitative and quantitative methods. We wanted students to fill in a questionnaire which include questions about social skills, motivation and pleasure quantitative method . At the end of the application we had a semi directive interview with the experimental group students who studied with Jigsaw-II we received their opinion qualitative method . We made frequency analysis to analyze the data obtained from questionnaire and interview. That was why we had limited number of students 16 students . We used SPSS statistics programme in order to analyze the data obtained from Pre-tests, Posttests and quizzes.Findings, Results and Conclusions: According to the analysis, Jigsaw-II has positive effect and contribution on reading comprehension in reading classes. Using Jigsaw-II created a meaningful difference on the grades of the experimental group in Pre-tests and Post-tests. In a consequence, students’ success level rose with this technique. Moreover, according to the results of questionnaire and interview there is not only an increase about the motivation of the students for the course and material but also a development in social skills and communication skills

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