Construct Validity RESEARCH METHODS

3.7.4. Discrimination power of the Test

Discrimination power refers to “the extent to which the item differentiates between high and how level students on that test. A good item which isaccording to this criterion, is one in which good students did well, and bad students failed Shohamy, 1985:81. The formula is: DP = U er−l wer N DP = discrimination power Upper = proportion of “high group” students getting the item correct Lower = proportion of “low group” students getting the item correct N = total number of students The criteria are follows: LD = 0.00-0.20 = poor LD = 0.21-0.40 = satisfactory LD = 0.41-0.70 = good LD = 0.71-1.00 = excellent Arikunto, 1997:223

3.7.5. Scoring System

Arikunto’s formula was used in scoring the students’ result of the test. The higher score will be 100 S = R N x 100 Where: S is the score of the test R is the right answer N is the total of the items

3.8. Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. The hypothesis of this research was there is any significant improvement of students’ reading comprehension achievement after being taught by Jigsaw cooperative learning. The hypothesis was also statically tested by using statistical computerization SPSS 16, in which the significance is determined by p0.05. Therefore, the hypothesis which can be stated is as follows:  H : There is no significant improvement of the students’ reading Comprehension achievement through Jigsaw Cooperative Learning.  H 1 : There is a significant improvement of the students’ reading Comprehension achievement through Jigsaw Cooperative Learning.

3.9. Schedule of the Research

This research was conducted based on sequenced schedule which was appropriate at schedule of English subject in the class. Try out test was administered on Friday, May 2 nd , 2014 in XI IPA 3 as try out class to determine the content and construct validity of the text, also the level difficulty and the discrimination power of its. On Wednesday, May 7 th , 2014the pre test was carried out in XI IPA 1 in order to know the students’ achievement of reading comprehension before giving treatments. For all treatment, XI IPA 1 class was taken as the experimental class. The first meeting was on Thursday, Monday 12 nd 2014; the second meeting was on Wednesday, May 14 th 2014, and the third meeting was on Saturday, May 20 th 2014. After the treatments had been administered, the post test was given in that class on Monday, May 21 th 2014 in order to know the gain of the students’ reading comprehension achievement after being taught using Jigsaw Cooperative Learning technique. The schedule of the research can be seen in the following table: Table 3.2. Research Schedule in Conducting Research at SMAN 2 Metro. No Date Activities 1 Friday, May 2 nd 2014 Try out test in XI IPA 3 2 Wednesday, May 7 th 2014 Pretest in XI IPA 1 3 Monday, May 12 th 2014 First Meeting in XI IPA 1 4 Wednesday, May 14 th 2014 Second Meeting in XI IPA 1 5 Saturday, May 17 th 2014 Third Meeting in XI IPA 1 6 Monday, May 19 th 2014 Fourth Meeting in XI IPA 1 7 Saturday, May 21 th 2014 Posttest XI IPA 1

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the study and suggestions for future research in the related topic. The conclusions of the study are based on the findings and the discussions in the previous chapter.

5.1 Conclusions

This research was concerned with the implementation of jigsaw cooperative learning in teaching reading narrative text to second graders. In relation to the research findings and discussion, it could be concluded as follows: 1. There was improvement of students’ reading comprehension through Jigsaw cooperative learning. The results show that jigsawcooperative learningbe used to improve the stud ents’ reading comprehension. The improvement could be seen from the computation which showed that t-value 7.056 was higher than t-table 2.045. students’ mean scores in the pre-test was 58.05 and post-test was 70.56, it can be seen that the students’ mean score of post-test increased about 12.5 points after being taught through jigsaw cooperative learning technique. Jigsaw cooperative learning be used to improve the students’ reading comprehension in five aspects of macro skill types of reading comprehension, such as identifying main idea, identifying specific information, making inference, identfying reference and understanding vocabulary. 2. After being taught using jigsaw cooperative learning, five aspects of reading improved. In reading comprehension aspects, making inference is the highest improvement. There are the ranks of reading aspects. a The highest increase after being taught using jigsaw cooperative learning is in the case of making inference by the improvement of the making inference is from 67 up to 85 see Table 4.8. It is because jigsaw cooperative learning helped the student to involve the interaction between students and the information in the text so that the teaching- learning process ran interactively either student and student or student and information from the text. b Understanding vocabulary is in the second rank because all members in “expert” group helped each other to master the material. They are given the opportunity to explain new words to each other. So, while they return to the home group and teach the material to their group members. The improvement was from 50 to 63 see Table 4.6 . c Making reference is in the third rank. By asking students to find the word which is included reference from previous sentence in the text. For example they had to find the word like he, she, it, her or him from the text and asked them to analyze it in “expert” group. The increase amounted 17, i.e. it was from 76 to 93 see Table 4.9. d The fourth rank is in identifying main idea. The increase was 14, i.e. it was from 119 to 133 see Table 4.6. With jigsaw cooperative learning, each student in the home group work together as a whole they took the main idea from the first sentence of the paragraph.