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.