7. Analyzing the Result of the Test
The result of pretest and posttest was analyzed using paired samplet-test to compare the data of two mean scores.
8. Reporting the Results of the Research
The data from the test and observation were analyzed and reported by the researcher after all the data were collected .
3.5. Schedule of the Research
The research of the data was taken in four meetings, consists of: 1
First meeting: The try-out test was conducted in another class out of the experimental class to test the instrument of the research.
2 Second meeting: The pre-test was administrated in experimental class to
see the students‟ basic reading comprehension. 3
Third meeting up to the fifth week: The treatments and observation of teaching reading comprehension by integrating video and jigsaw technique
in the exprimental class. 4
In the sixth week: The post-test of reading comprehension was distributed and donein experimental class
to analyze the improvement of the students‟ reading comprehension through the techniques, from the comparison of the
pre-test and post-test results.
The result of the research found aboutwhat reading aspects increased the most , what reading aspects increased the least, and alsohow the implementation of this
technique in teaching learning process was.
3.6 Scoring System
The researcher usedthis following formula in scoring the students‟ result of the
test. S = x 100
Note: S = the score of the test
R = the right answer N = the total of the items
3.7. Criteria of a Good Test
A research instrument was said to have a good quality if it has good validity, reliability, level difficulty and discrimination power.
3.7.1 Validity
Validity is the extent to which an instrument really measures the objective to be measured and suitable with the criteria. A test can be considered to be valid if it
can precisely measure the quality of the test. There are four types of validity: face validity, content validity, construct validity
and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two
were considered less needed. Face validity only concerns with the appearance of the test. Criterion-related validity is concerned with measuring the success in the
future, as in replacement test. The two types used in this research were:
Kategori