1
IMPROVING READING COMPREHENSION
THROUGH THINK PAIR SHARE TECHNIQUE OF
THE TENTH GRADE STUDENTS’ OF SMK PGRI 4
DENPASAR IN ACADEMIC YEAR 2013/2014
GEDE NATHA DARSANA
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
i
THESIS
IMPROVING READING COMPREHENSION
THROUGH THINK PAIR SHARE TECHNIQUE OF
THE TENTH GRADE STUDENTS OF SMK PGRI 4
DENPASAR IN ACADEMIC YEAR 2013/2014
GEDE NATHA DARSANA
NPM. 10.8.03.51.31.2.5.3904
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
ii
PRE-REQUISITE TITLE
IMPROVING READING COMPREHENSION THROUGH
THINK PAIR SHARE TECHNIQUE OF THE TENTH
GRADE STUDENTS OF SMK PGRI 4 DENPASAR IN
ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Educational Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
GEDE NATHA DARSANA
NPM. 10.8.03.51.31.2.5.3904
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
iii
APPROVAL SHEET
1
This thesis entitled “Improving Reading Comprehension Through Think
Pair Share Technique of the Tenth Grade Students‟ of SMK PGRI 4 Denpasar”
has been approved and accepted as partial fulfillment for the Sarjana Pendidikan
degree in English Educational Study Program, Faculty of Teacher Training and
Education, Mahasaraswati Denpasar university.
Approved By
Advisor I Advisor II
Nengah Dwi Handayani. S.Pd.M.Pd. A.A Istri.Yudhi Pramawati.SS,M.Hum.
NPK. 82 8410 351 NPK. 82 8610 335
\
iv
APPROVAL SHEET
2
This thesis was already examined and assessed by the examiner
committee of English Education Study Program, Faculty of Teacher Training and
Education, Mahasaraswati Denpasar University in the oral examination on 18th
August 2014.
Chief Examiner
Drs. I Made Wardhana. M.Hum.
NIP. 19451221 198403 1 001
Examiner I Examiner II
Nengah Dwi Handayani. S.Pd.M.Pd. A.A Istri.Yudhi Pramawati.SS,M.Hum.
NPK. 82 8410 351 NPK. 82 8610 335
Approved by
Dean of the Faculty of Teacher Head of the English Education
Training and Education Study Program
Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd, M.Hum.
NIP. 19581231 198303 1 032 NPK. 82 8208 306
v
STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is his own writing, and it is
true and correct that there is no other‟s work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Denpasar, 18th
August 2014
The Researcher,
Gede Natha Darsana
NPM. 10.8.03.5.1.31.2.5.3904
vi
ACKNOWLEDGMENT
First of all, the researcher would like to express his great-sincere gratitude
to the Almighty God, for his everlasting blessing and mercies so that this thesis
could finally has been completed.
Secondly, the researcher would like to express sincere thanks to Nengah
Dwi Handayani. S.Pd.M.Pd as the first advisor and A.A Istri.Yudhi Pramawati.
SS,M.Hum.asthe second advisor for their guidance and suggestion during the
process of writing this thesis could be completed. He also would like to express
his great thanks to all lectures of English Education Study Program Faculty of
Teacher Training and Education Mahasaraswati Denpasar University for their
guidance during in the class. The researcher also would like to deliver the greatest
thanks to the Headmaster of SMK PGRI 4 Denpasar, English teacher in class
XMM3, and all of students class XMM3 who had given permission for the
researcher to conduct the researcher in this school.
Next, his special thank will be delivered and this thesis would be dedicated
to his family especially his parents, his brother and his sister for their love, prayer
and support so that this thesis could be completed. He also would like to express
his great thanks to all of his classmate in J class of English Education Study
Program at Mahasaraswati University Denpasar.
Finally, the researcher deeply realized that this thesis is far from perfect.
Therefore, any constructive suggestion or the criticism to make this this could be
perfect.
Denpasar,18th
August 2014
The Researcher
vii
ABSTRACT
Darsana, G.N (2014). Improving Reading Comprehension through Think
Pair Share of the Tenth Grade Students’ of SMK PGRI 4 Denpasar in
Academic Year 2013/2014. The First advisor: Nengah Dwi Handayani.
S.Pd,M.Pd., and the Second Advisor: A.A Istri.Yudhi Pramawati.
SS,M.Hum.
Reading as a skill that is performed daily in the classroom is an important
skill to learn English. However, there are some problems faced in reading by the
student; Therefore, English teachers must be creative in developing their teaching
and learning process to create a good situation, and improving students' reading
skills. The promise of this research is mainly based on the initial observations
were made for the students of class X MM 3 SMK PGRI4 Denpasar which
consists of 38 students. The results showed that the students' skills in finding the
main paragraph, and the essence of the text is very low. Thus, this is done to
answer the research problem: can the reading comprehension of the tenth grade
students of SMK PGRI 4 Denpasar in academic year 2013/2014 be improved
through Think Pair Share technique? the classroom action research was carried
out through think pair share technique in two planned cycle. The result of the
post-test in the cycle showed there was significant improvement concerning the
subjects‟ ability in reading comprehension. The result could be seen from the
progressing mean score of the pre-test (57.33), post-test I (69.50) abd post-test II
(79.67). This research furthermore showed that there was positive responses‟
concerning the technique applied in improving the subjects‟ reading
comprehension. The present classroom action study proved that think pair share
technique could improve the reading comprehension of the tenth grade students of
SMK PGRI4 Denpasar; in addition, the subjects also positively responded on the
implementation of think pair share technique.
Keywords: improving, reading comprehension, think-pair-share.
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TABLE OF CONTENTS
COVER ......................................................................................................................
INSIDE COVER ..................................................................................................... i
PREE-REQUISITE TITLE ..................................................................................... ii
APPROVAL SHEET 1 .......................................................................................... iii
APPROVAL SHEET 2 .......................................................................................... iv
STATEMENT OF AUTHENCITY ......................................................................... v
ACKNOWLEDGEMENT ..................................................................................... vi
ABSTRACT .......................................................................................................... vii
TABLE OF CONTENTS .................................................................................... viii
LIST OF TABLES ................................................................................................. ix
LIST OF GRAPHS ................................................................................................ xi
LIST OF APPENDICES ....................................................................................... xii
CHAPTER I INTRODUCTION .............................................................................. 1
1.1 Background of the Study ...................................................................... 1
1.2 Research Problem ................................................................................. 4
1.3 Objective of the Study .......................................................................... 4
1.4 Limitation of the Study ........................................................................ 4
1.5 Significance of the Study ..................................................................... 4
1.6 Definition of Key Tem ......................................................................... 5
CHAPTER II THE ORITICAL AND EMPIRICAL REVIEW ............................... 7
2.1 Theoretical Review .............................................................................. 7
2.1.1 Reading Comprehension ....................................................... 7
2.1.2 Think Pair Share ................................................................. 10
2.1.3 Teaching Reading Through Think Pair Share .................... 11
2.1.4 Assessment of Reading Comprehension ............. .............. 13
2.2 Empirical Review ................................................................................ 14
2.3 Hypothesis .......................................................................................... 16
CHAPTER III RESEARCH METHOD ................................................................ 17
3.1 Subject of the Study ............................................................................ 17
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3.2 Research Design .................................................................................. 17
3.3 Research Procedure ............................................................................. 18
3.3.1 Planning .............................................................................. 18
3.3.2 Action ................................................................................. 19
3.3.3 Observation ......................................................................... 20
3.3.4 Reflection ............................................................................ 20
3.4 Research Instrument ............................................................................ 21
3.5 Data Collection .................................................................................... 22
3.6 Data Analysis ...................................................................................... 23
3.7 Success Indicator ................................................................................. 24
CHAPTER IV RESEARCH METHOD ................................................................ 25
4.1 Finding ................................................................................................ 25
4.1.1 Pre-Cycle .............................................................................. 27
4.1.2 Cycle I .................................................................................. 27
4.1.3 Cycle II ................................................................................. 29
4.2 Discussion ........................................................................................... 33
CHAPTER V CONCLUSION AND SUGGESTION ........................................... 35
5.1 Conlcusion ...................................................................................... 35
5.2 Suggestion ...................................................................................... 36
REFERENCES ...................................................................................................... 37
APPENDICES ....................................................................................................... 39
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LIST OF TABLES
Page
Table 4.1 Tabulation of Data Showing the Subjects‟ progressing Score
In Reading Comprehension after Being Taught through
Think-Pair-Share…………………..…………………….. 26
Table 4.2 Summary of the Research finding Showing the Mean Score
Of each Session and Mean Score of Pre-Cycle, Cycle I
And Cycle II ….…………………..…………………….. 30
Table 4.3 Tabulation of Data Showing the Subjects‟ Response in
In Reading Comprehension through
Think-Pair Share…………………..…………………….. 30
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LIST OF GRAPHS
Page
Graph 4.1 Depicting the Subject‟s Progressing Achievement in
Reading Comprehension through Think-Pair-Share
of Pre-Cycle, Cycle I and Cycle II …………………….. 32
xii
LIST OF APPENDICES
Appendix 1 List of Subject ................................................................................... 39
Appendix 2 Pre-Test .............................................................................................. 40
Appendix 2b Answer Keys .................................................................................... 41
Appendix 3 Lesson Plan 1 ..................................................................................... 42
Appendix 3a Post-Test 1 ........................................................................................ 47
Appendix 3b Answer Keys .................................................................................... 48
Appendix 4 Lesson Plan 2 ..................................................................................... 49
Appendix 4a Post-Test 2 ........................................................................................ 54
Appendix 4b Answer Keys .................................................................................... 55
Appendix 5 Questionnaires .................................................................................... 56
Appendix 6 Research Approval from Mahasaraswati University.......................... 58
Appendix 7 Research Approval from SMK PGRI 4 Denpasar ............................. 59
Appendix 8 Auto Biography .................................................................................. 60
1
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Reading is one of the four language skills that learner needs to master in
order to ensure success in learning. Broughton (2003:90) states that reading is
essentially an intellectual skill this is the ability to correlate the black marks on the
paper by way of the formal elements of language, they can say the words as
sound, with meanings which those words symbolize. It was pointed out that
reading involved correlating elements of language with meaning. The familiar off
all elements of language are „words‟ and it must be quiet clear that part involved
in understanding a text is understanding the meaning of individual words in that
text.
Reading is about understanding written texts. It is a complex activity that
involves both perception and thought. Grabe & Stoller (2002: 9) state that reading
is the ability to draw meaning from printed page and interpret this information
appropriately. It means comprehending and interpreting the information of the
text are important. It implies that students need to learn a considerable amount of
information from a text. By learning reading, they are able to learn more about
language component like grammar and vocabulary, which are absolutely needed
to master in learning language. It shows that if the students‟ reading skill is poor,
they also will be less in reaching their ability in mastering other English
skills.Purposes of reading are getting general information from the text, getting
specific information from the text and for pleasure or for interest.
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Some studentsperceive that reading is boring, the boredom can lead the
students to have lowmotivation in doing the activity. Consequently, teachers
should pay attention in how to make reading comprehension activities more
amusing and optimallyunderstandable. Generally, during silent reading, students
do not have chance todo something which helps them reach comprehension faster.
By inserting theinteresting activities before, during reading, and after reading, the
boredom maybe prevented. In addition, students can get the clues in order to
evaluate whethermessages they caught are true or false. By doing so, they will be
more ready andconfident to answer the questions after reading.
Generally, there are many students hasdifficulties in reading comprehension.
For example, theyhave problems in comprehending the text and getting the main
idea of the text, students also have known how to pronounce the word, but it
occurred without understanding the meaning. There are some students who have
tried to comprehend the text byreading it many times but they failed becausethey
did not know its meaning.So, the studentscould not find good impressions from
the text they read and they did not know whatthey read for.
Based on the researcher‟s observations, students of SMK PGRI 4 Denpasar
have many difficulties in reading comprehension. Because each student have
different background knowledge. For example, they have difficulties in
understanding and finding the main idea in a text. They know how to pronounce
the word but not really understand the meaning of the sentence is read. Therefore,
teachers must have appropriate learning strategies to help students‟ in reading
comprehension. The technique used should increase students‟ interest in reading
to avoid boredom. So that students can easy to understand in reading
3
comprehension. In order to solve that problem, a good technique, method, or
technique should be used in order to make students become active, enjoy, interest
and comprehend about the main point of the reading text. In this case the author
use the Think-Pair-Share Technique to improving students‟ reading
comprehension especially students of SMK PGRI 4 Denpasar.
Think-Pair-Share is a technique introduced by Frank Lyman. Thisis a
cooperative learning technique where students think about their response to a
prompt or question, then discuss their individual answers in pairs. This is a low-
risk technique to get many students actively involved in classes of any size. Using
this technique, all of the students can be involved in the learning process
effectively. Researcher believes that think pair share teaching technique can
improve students‟ reading comprehension effectively. To get a good achievement
for English subject, students are taught to think individually and discuss the ideas
with their partner and then share the result of discussion in the classroom.
Based on the statements above, the researcher held a research to know
how far the ability of the tenth grade students of SMK PGRI 4 Denpasar after they
are taught using reading comprehension through think pair share teaching
technique. Hence, the researcher conducted an action research focusing on reading
ability of descriptive text using think pair share for the tenth grade students of
SMK PGRI 4 Denpasar in Academic Year 2013/2014.
4
1.2 Research Problem
Based on the explanation of the background of the study, the research
question of this action study can be formulated as follows: “Can reading
comprehension of the tenth grade students‟ of SMK PGRI 4 Denpasar
beimproved through think, pair, and share technique?”
1.3 Objective of the Study
Based on the background above, the purpose of this research study is to
find out whether or not think, pair, and share technique can improve reading
comprehension of the tenth grade students of SMK PGRI 4 Denpasar.
1.4 Limitation of the Study
Teaching reading actually have a broad and wide scope of coverage. There
are many things which can be taken as the subject matters to be observed by
people who want to do research in this field. The researcher have to narrow down
the scope of the discussion of this study to one point only, so that the reader will
not get confused. This study is focused on improving reading comprehension on
descriptive text of the tenth grade students of SMK PGRI 4 Denpasar
throughThink Pair Share Technique on descriptive text.
1.5 Significance of the Study
This research is concerned with the effect of think-pair-share teaching
technique on the tenth grade students‟ in reading comprehension. The findings of
this research are expected to be useful and relevant theoretically and practically.
Practically, the results of this study,think pair share teaching technique can
be useful for English teachers to solve the students‟ problem in reading
comprehension. By using think pair share technique, it expected the students can
5
be encouraged in reading. It is also one of an alternative technique in improving
the ability of students‟ reading comprehension tothe tenth grade students of SMK
PGRI 4 Denpasar
Theoretically, they are expected to contribute some supports to the
existing similar research findings. The findings of this action study are also
intended to provide and give how to teach reading to the students of SMK PGRI
4 Denpasar.
1.6 Definition of Key Terms
There are some terms, which are defined operationally to avoid
misunderstanding on the part of the readers;those are reading comprehension,
think-pair-share technique and SMK PGRI 4 Denpasar.
a. Improving Reading Comprehension
Reading comprehension is defined as the ability of the subject understudy
in understanding English reading text such as finding the main idea or general
information, identifying the specific information of the text, and identifying the
textual reference.
b. Think Pair Share
Think Pair Share technique is defined as a technique of teaching reading
comprehension which is introduced by Lyman and his colleagues in Maryland. It
gets its name from the three stages of student action, with emphasis on what
students are due at each of those stage. The first step is think, give students
several minute to read the descriptive text and think about the question. Second
step is pair; the students then pair with partner and discus their idea about the
answer for several minute. Third step is share, after getting the answer; the
6
students share their idea to the class. Generally, the students feel more
comfortable when they share their ideas with a support from their partner.
c. SMK PGRI 4 Denpasar
SMK PGRI 4 Denpasar is one of senior high school in Denpasar which is
located at Jl. KeboIwa No. 8 Denpasar.
7
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
There are some important points that should be explained based on some
relevant theoretical review. This study is conducted based on reviews from many
related literature to support this study. There are the following theoretical reviews:
(1) reading comprehension; (2) Assessment reading comprehension; (3) think-
pair-share; (4) teaching reading comprehension through think-pair-share. Each of
this heading is briefly discussed in chapter II, which deals with the discussion of
the theoretical and empirical review.
2.1.1 Reading Comprehension
Reading skills one of four English language skills that must be mastered in
order to be able to communicate in English very well. Patel & Jain (2008:113)
states that reading is the most activity in language class. Reading is not only a
source of information and pleasurable activity but also as a means of
consolidating and extending one‟s knowledge of the language. Reading also the
routine activities carried out at any time, to obtain information from a text.
Reading is not just to get information but have to go through an understanding of
the content of the text or the intention and purpose of the author. Reading cannot
be separated from comprehension because the purpose or the result of reading
activity is to comprehend what has been read (Astiyandha, 2012:111).
Before discussing the definition of reading comprehension, there searcher
should begin by knowing what comprehension involves and how it relates to the
entire reading process. Pang (2003: 14) describes that Comprehension is the
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process of deriving meaning from connected text. It involves word knowledge as
well as thinking and reasoning. Therefore, comprehension is not a passive
process, but an active one. The reader actively engages with the text to construct
meaning. This active engagement includes making use of prior knowledge. It
involves drawing inferences from the words and expressions that a writer uses to
communicate information, ideas and viewpoints.
Snow (2002:11) defines reading comprehension as the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. To comprehend, a reader must have a wide
range of capacities and abilities. These include cognitive capacities for instant,
attention, memory, critical analytic ability, inference, visualization ability,
motivation (a purpose for reading, an interest in the content being read, self-
efficacy as a reader), and various types of knowledge (vocabulary, domain and
topic knowledge, linguistic and discourse knowledge, and knowledge of specific
comprehension strategies).In the other hands reading comprehension can be
simply defined as the level of understanding of writing. Furthermore, it also refers
to the ability of the students to involve the internal and mental process of thinking
and understanding of printed form.
Similarly, Klinger et al. (2007: 8) describe that reading comprehension is a
multi component, highly complex process that involves many interactions
between readers and what they bring to the text (previous knowledge, strategy
use) as well as variables related to the text itself (interest in text, understanding of
text types).Furthermore, Lems et al. (2010: 170) state that reading comprehension
is not a static competency; it varies according to the purposes for reading and the
9
text that is involved. When the prerequisite skills are in place, reading becomes an
evolving interaction between the text and the background knowledge of the
reader.
For simply, reading comprehension is useful for gaining the information
from a text and the skill can evaluate the students‟ vocabulary and then they also
try to interpret the meaning. Therefore, in this present study the reading
comprehension is defined as the process of constructing meaning from the text,
which is used one type of reading that is reading for specific information. It is
active activity that tries to identify the idea of the text, the specific information
whether it is about detail express or detail implied, and the textual reference.
In addition, Brown in Ueta (2005: 5) claims that processing time of
reading need not to be emphasized too much because most reading context allow
readers to read at their own rate. However, because of the existence of working
memory, the speed processing is indispensable. Then, based on Grabe and Stoller
in Ueta (2005: 5), highlight the important role of working memory because the
information fades from memory quickly, which makes the reading process
inefficient. To sum up, reading involves various types and levels of cognitive and
meta-cognitive process which are intertwined complicatedly. Therefore, all of
these processing should be taken into consideration in developing students‟
reading skills.
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2.1.2 Think –Pair-Share
Cooperative learning is the one of most researched teaching models. It is a
learning model which did not evolve from one individual‟s theory or from a single
approach to learning. Arends (2007:351) states that most developers of
cooperative learning in heterogeneous group is beneficial for all students with
lesser abilitites learn more by working alongside those whi have gather abilities
and that latter benefit from the process of serving as tutors to their less-able peers.
Larsen-Freeman (2000:167), also states that in cooperative learning,
students often stay togehter. The teacher usually assigns them to the groups so that
the groups are mixed-males and females, different ethnic, different proviency
levels, etc. This allow students to learn from each other and also gives them
practice in how to get along with people different from themselves. Jolliffe
(2007:44), states that cooperative learning structures create a situation in which
the only way group members can complete the task is if the whole group does.
Think Pair Share is a cooperative learning discussion strategy first
developed by Professor Frank Lyman at University of Maryland in 1981 and
adopted by many writers in the field of cooperative learning since then. In
addition, Kagan (2009:14.8), also state that Frank Lyman created a very powerfull
frame sequencing three structures called Think-pair-Share. Since there are many
ways to think, many ways to pair up, and many ways to share with the
class.Think-Pair-Share is a cooperative learning strategy where students think
about their response to a prompt or question, then discuss their individual answers
in pairs.
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Mc Candlish (2012:2) states that Think-Pair-Share is a cooperative
discussion that has 3 parts to the process – student think about a question or an
issue, they talk with a partner about their thoughts, then some student‟s share their
discussion and thinking with the class. Ledlow (2001:1) states Think Pair Share is
a low-risk strategy to get many students actively involved in classes of any size.
The procedure is simple: after asking question, the teacher tells students to think
silently about their answer. As a variation, you might have them write their
individual answer. Then the teacher asks them to work in pair to compare or
discuss their responses. Finally, the teacher call randomly on a few students to
summarize their discussion or give their answer. The random calls are important
to ensure that students are individually accountable for participating.
Use of this strategy will help students to; draw on background knowledge
to understand ideas, gives students time to think, generate and analyze ideas,
maintain a high level of engagement, participate in small-group interactions,
synthesize information, develop and practice reading skills. Use of this strategy
also helps teachers increase their wait time, thus increasing student think time, as
well. Wait/think time has been demonstrated to be a powerful factor in improving
student responses to prompts and questions.
2.1.3 Teaching Reading Through Think-Pair-Share
As what has been mentioned before, the application of this strategy in
teaching learning process can improve students‟ interest in reading
comprehension. By using Think-Pair-Share technique, researchers will make the
students learn more fun, active and not bored. Nessel & Graham (2007) states
that, Think-Pair-Share encompasses each of the above dimensions while
12
providing instructional benefits such as increased time on task, active
involvement, and practice of reading skills. By applying Think Pair Share
strategy, it will be more effective and interesting. Arrends (2007:354) states,
Think Pair Share strategy has grown out of the cooperative learning and wait-time
research. Arrends (2009:370-371) states there were three steps in teaching reading
using think-pair-share, as follows:
Step 1 Thinking: The teacher poses a question or an issue associated with the
lesson and asks students to spend a minute thinking alone about the answer or the
issue. Students need to be taught that talking is not part of thinking time.
Step 2 Pairing: Next, the teacher asks students to pair off and discuss what they
have been thinking about. Interaction during this period can be sharing answers if
a question has been posed or sharing ideas if a specific issue was identified.
Usually, teacher sallow no more than four or five minutes for pairing.
Step 3 Sharing: In the final step, the teacher asks the pairs to share what they have
been talking about with the whole class. It is effective to simply go around the
room from pair to pair continue until about a fourth or a half of the pairs have had
a chance to report.
Therefore, by using think-pair-share the students can improve the quality
of their responses. So that, students are actively engaged in think, thinking
becomes more focused when it is discussed with a partner and to building on the
other ideas is an important skill for students to learn. In addition, by using think-
pair-share in teaching learning process in reading comprehension will be make the
students easier to answer question about the reading text.
13
2.1.4 Assessment of Reading Comprehension
One of the most important aspects in the teaching of reading is to be able
to test and measure students' understanding of the intent and purpose of the text
given in class. (Brown, 2001:415) states, Assessment is a board term covering any
conscious effort on the part of teacher or students to draw some conclusions on
the basis of performance. Tests are a special subset of the range of possibilities
within assessment; of coursed they constitute a very silent subset, but not all
assessment consist of test.
Reading comprehension assessment has a different purpose. One is to
compare the level of students' understanding of the students in the sample form.
Then aimed to determine whether students‟ has met the criteria to be rebuilt their
grade level. Another goal is to inform instruction to determine when students
understand what they read and how efficiently they use comprehension strategies.
The term „assessment‟ and „evaluation‟ are often used interchangeably by the
teacher, but the assessment actually refers to the process of gathering information
from the learners ( eg, test scores, work samples), while the evaluation of means
to see that information and make some decisions in relation to instruction
.Similarly, Westwood (2008: 72) states that the main functions of assessment are;
1. to enable a teacher to evaluate the effectiveness of the teaching program
and then to make any necessary modifications to method of delivery,
learning activities or resources;
2. to identify any students who are having difficulties mastering the course
content, and thus need additional help;
14
3. to provide information if a student is to be transferred to another school or
referred for special education;
4. to be accountable to parents by providing them with evidence of their
child‟s learning;
5. To be accountable to government education authorities by providing hard
evidence of achievement levels in a school.
In assessing students' reading comprehension by using think-pair-share,
answering questions is the way of applied research. Texts read include some
questions, and students were asked to answer the questions based on the text.
Benefits of provide an assessment is to measure whether the think-pair-share is
useful or not to students. In general, the assessments used in this study are based
on the arrangement of the basic indicators of reading the text. There are four
indicators applied in assessing student researchers, the general idea of the text,
specific information, textual references and meaning of the word. They will
represent indicators of students' ability to comprehend reading text and
demonstrate the usefulness of the technique of think-pair-share.
2.2 Empirical Review
After looking for some references related to the research that is going to be
done by the researcher, researcher found some similar evidences that had been
done in the previous time by other researchers. Similar research had been
conducted by Abdurahman (2012), entitled "Improving Reading Comprehension
Skills Through Text on News Items of the Tenth Grade Students of SMK LKIA
Pontianak in Academic Year 2012/2013 Using Think Pair Share". In his research
15
Abdurahman found that the students had many difficulties to comprehending the
content of the text because they had lack of motivation.
By using the material news items text, Abdurahman conduct research
classroom was designed by using action research with four cycles with an average
value in Cycle I of 41.25, Cycle II 45, Cycle III 63.5 and Cycle IV 68. With
Think-pair-share technique could effectively improved and increased the low
reading comprehension ability in SMK LKIA Pontianak.
Another research had been conducted by Sormin (2009), entitled
“Improving Students Achievement Reading Comprehension Through Think Pair
Share Technique of Eight Grade of SMA Parulian 2 Medan in Academic Year
2009/2010” which also showed that the students were positively and significantly
improved after they had been taught by think pair share technique.
Sormin using two cycles in each cycle there are three meetings. Sormin
used some instruments to collect the data there are quantitative data (Reading
Comprehension Test) and qualitative Data (Diary notes, Observation Sheet, and
Interview Sheet). In his research Sormin found that the students vocabulary still
less, and learning activities is more teacher-centered in a way that the reading
instruction is based on what the teachers tell.
Based on the evidences above, the using of Think-Pair-Share has been
proven could achieveda good result in teaching English for the students.
Regarding those successes in improving students‟ ability in reading
comprehension, the researcher has an intention to use this technique in the
classroom action research in teaching English especially in reading
comprehension with purpose to know to what extent the reading comprehension
16
of the student in SMK PGRI 4 Denpasar could be improvedthrough Think-Pair-
Share.
2.3 Hypothesis
On attempting to give a tentative solution to the problem, the hypothesis
will be stated as the following: the students‟ reading comprehension ability at
tenth grade student of SMK PGRI 4 Denpasar can be improved through think-
pair-share technique.
17
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
These studies were conducted to the tenth grade students of SMK PGRI 4
Denpasar. There were classes of the tenth grade students of SMK PGRI 4
Denpasar especially Multi Media class. The students of Class X MM 3 which
consisted of 38 students were selected as the subjects of the study. The subject of
the study which total of 38 students in which consisted of 26 male and 12
female were considered to be representative enough for the purpose of this
study. The students of Class X MM 3 were selected as the subjects of the study
because the preliminary study and the result of pre-test or the initial reflection
showed their ability in reading comprehension were very poor, therefore
immediate improvement were really needed.
3.2 Research Design
The types of investigation used in this research were classroom action
research. Louis Cohen et al (2005:226) state the scope of action research as a
method is impressive. And Miller (2007:1) states that action research is natural
part of teaching. Action research may be used in almost initially setting where a
problem involving people, tasks and procedures carried out for solution, or where
some changes of feature results in a more desirable outcome.
This research was aimed at finding out the solution of learning problem faced
by specific group of the students. It made use of collection data of pre-test and
post-
18
test research design. This classroom action study concerned with improving
reading comprehension through think pair share.
The activity of teaching and learning processes included the planning,
action, observation and reflection. According to Skerrit in Cohen et al.
(2000:236), each cycle process of action clasroom study can ilustrate as follows:
Where: IR (Initial Reflection), RP (Revised Planning), P (Planning), A
(Action), O (Observation), and R (Reflection). (Kennis and Tagggart in Cohen,
2005:232) Brief and comprehensible discussions concerning the whole activities
carried out in each session from P, A, O, and R were devoted in the subsequent
discussions and for details of teaching scenarios of the present class action study.
3.3 Research Procedure
The procedures in this research were such as Planning, Action,
Observation and Reflection. Burns (2010:7) mentions several elements should be
considered in classroom action research; they were as follows:
3.2.1 Planning
Planning was one of crucial component in teaching English. Without good
planning, any teaching and learning activities will be impossible to achieve the
objectives as follows:
1. Designing and administering the pre-test on comprehension of text to the
students‟ to diagnose the students‟ weakness.
2. Designing the implementing teaching learning scenarios.
Cycle I IR P1 A1 O1 R1
Cycle IIRPA2O2R2
19
3. Planning the students‟ worksheet for the reading comprehension.
4. Constructing post-test materials to be performed at the end of the meeting
of each cycle.
3.3.2 Action
In this step, researcher made an action in the classroom. Which were
related to the teaching reading through think pair share technique based on
reading activity. The researcher implemented the plan or changed the practice and
collected the data. There were three main activities that researcher would do in
classroom They were:
1. Pre-Reading activity
In this part, the researcher tried to stimulate students by giving easy test,
ask the students to read it first and try to guessing what were the text tell about.
The teacher acted as the teacher build up the students‟ interest and motivation.
2. Whilst Reading Activity
In this part the researcher asked the student to analyze the text through
quick reading carefully and do the essay tests individually.
3. Post-Reading activity
In this stage, the researcher allowed the students‟ to asked some question if
they still had any problems in understanding the lesson and asked the students‟ to
made a conclusion about the content of the text.
20
3.3.3 Observation
The observations were conducted to know the effect of the action. There
were three instruments used to get the data, namely: observation sheet, student
answering sheet and questionnaire.
1. Observation sheet
These observation sheets were used to record the students‟ comprehension
In reading.
2. Students answering sheet
These sheets were used to know the students‟ achievement on
comprehension.
3. The questionnaire
The questionnaires were used to know the students‟ response on the
application of reading through think pair share technique. The
questionnaires were distributed at the end of cycle by the researcher.
3.3.4 Reflection
Reflection was the activity of evaluating critically about the progress of
the students‟ ability and the effectiveness of technique. In classroom action
research, reflections which were actually post-test in reading comprehension were
given to the subject being studied. The present classroom action study was
divided into two cycles where each cycle consisted of two sessions. The
researcher administered two post-test, in which each post test or reflection in cycle
I used a feedback and basis plan and then carried out the action in cycle II in
improved ways.
21
3.4 Research Instrument
Research instrument was a significant factor in carrying out the research
because it was important to get data and it should be constructed as valid and
reliable as possible. In this present study, the researcher used three kinds of
research instrument. They were lesson plan, achievement test, and questionnaire.
A) Lesson Plan
Lesson plan were prepared in order to have a clear description of what
should be done in classroom. It provided a guideline for the teacher in conducting
every steps of the planning. The scenario involved the activities that were
conducted, time allotment, the teacher‟s approach and the material were used in
teaching and learning process.
B) Achievement Test
There were several tests used in this study. All texts were completed with
exercise and test, and this includes pre-test and post-test. Pre-test were used to
examine the students‟ ability in reading comprehension before the treatment was
given. The results of pre-test were used as a reference for conducting the research.
Post-test were used to examine the effectiveness or the result of the action both in
cycle 1 and 2. In other word post- test was used in order to know the extent to
which the technique could improved the students‟ ability in reading
comprehension.
22
C) Questionnaire
Questionnaires provided a similar means of learning about students‟
strategic processing. Because responses were written, the test can be group-
administered. Thus, they potentially provided a time saving way to collected data.
The questionnaire was given to the students in order to get respond towards the
used of think pair share teaching technique in reading activity. Besides that, the
questionnaire consisted of ten items, the response of the students in questionnaire
were in the form of multiple-choice option. To avoid confusion, the questionnaires
were written in Indonesian language. The answers of the questionnaire were
quantitatively scored in total number of option chosen by the subject under study.
3.5 Data Collection
In measuring the students‟ ability in reading comprehension, the
researcher used objective test which were administered at the end of the sessions,
the tests were in the form of achievements test. The processes of collecting data
were follows: first, before the teachings were carried out, the students‟ were given
pre-test. This were conducted in order to find the initial reflection as well as to see
the problem they faced. They were tested individually and suggested to answer
five questions. Then, at the end of every unit lesson, or after the students were
given treatment that dealt with using think pair share technique to improved the
ability in reading comprehension, they were given a post-test to find out the result
of the action.
23
3.6 Data Analysis
The data obtained for the present classroom action study were analyzed
descriptively to reveal the extent of the students‟ progress or increasing ability in
reading comprehension. Therefore, the mean score obtained by the subject in the
IR (X0) were compared with its corresponding mean score in reflections or post –
test for both cycle I and cycle II. The score showing the subjects‟ response of the
teaching were computed in the form of percentages, which referred to respective
item on the questionnaire. To make it clear, the comparative corresponding means
between IR and reflection scores were also presented in the form of block graphs.
The grand mean of cycle I and cycle II were finally computed and compared. The
grand mean of both cycles, cycle I and cycle II were calculated by totaling the
means of the scores in each cycle and then divided by three. The amount of the
difference between the two means would show the increasing cycle I and cycle II.
To make it clear, the formula used to analyze the obtain data could be
drawn as the follows:
M= 𝑿
𝑵
Where:
M = Mean
∑X = Sum of score
N = Sum of individuals
In computing the data, the researcher determined the qualification of the
students‟ ability based on the mean score obtained the students‟ reading skill.
24
According to the mean score, then the researcher classified the students‟
qualification on the criteria that was adopted from the teacher of SMK PGRI 4
Denpasar.
3.7 Success Indicator
Based on curriculum that used in SMK PGRI 4, the standard minimum
competency is 75.00. Furthermore, this classroom action research would be stated
successful if 80% of subjects under study would reached the minimum score of
75.00 in reading comprehension through Think-Pair-Share.
25
CHAPTER IV
FINDING AND DISCUSSIONS
In this chapter, the data of this study were obtained and results of the data
analysis were presented. The discussions of the finding were also presented in this
chapter. The findings of the study were obtained through, the process of collecting
the subjects‟ data in reading comprehension. In collecting the data, the researcher
gave an objective test to the subjects to show the improvement of their reading
comprehension through think pair share technique.
4.1 Finding
There were three kind of instruments to gather data value in this classroom
action research, they were pre-test, post-test, and questionnaire. Thus the data
required to answer the research question were gathered through administering pre-
test, post-test and questionnaires to the tenth grade subjects‟ of SMK PGRI 4
Denpasar.
The pre-test in reading comprehension was administered to the subject
under study to get their pre-existing ability in reading comprehension and then to
know to what extent the subjects‟ skill in reading comprehension. In pre-test, the
subjects were given five items of essay question and answered the test to
determine their ability in reading comprehension. Post-test were administered in
each cycle. In the end of each session, the researcher administered the post-test as
the reflection in reading comprehension through think-pair-share that was
presented and discussed.
There were three sets of raw scores obtained scores for all session (IR, S1,
S2), the three sets of scores collected were tabulated as follows;
26
Table 4.1
Tabulation of Data Showing Subjects’ Progressing Score in Reading
Comprehension After The Implementation of Think-Pair-Share
NO Subject IR Cycle 1 Cycle 2
1 S1 60 70 80
2 S2 60 70 85
3 S3 50 65 75
4 S4 60 70 80
5 S5 70 80 85
6 S6 55 65 75
7 S7 65 70 75
8 S8 40 65 80
9 S9 70 75 80
10 S10 65 75 80
11 S11 65 75 80
12 S12 50 65 75
13 S13 70 80 95
14 S14 70 80 95
15 S15 45 55 70
16 S16 50 55 70
17 S17 50 55 70
18 S18 55 70 80
19 S19 60 70 80
20 S20 65 75 90
21 S21 50 70 85
22 S22 50 65 80
23 S23 55 75 70
24 S24 55 70 80
25 S25 60 75 85
26 S26 65 75 85
27 S27 55 70 70
28 S28 60 70 85
29 S29 50 70 80
30 S30 45 60 70
Total 1720 2085 2390
27
4.1.1 Pre-Cycle
The pre-cycle or pre-test was administered to the subjects under study in
order to know their pre-existing ability in reading. In the pre-test, there were 5
questions of descriptive text given to the subjects. In addition, it was
administered before the treatment was given to the subjects under study. It
could be seen from the pre-cycle that the tenth grade class MM3 of SMK PGRI 4
Denpasar had low ability in reading comprehension class. Based on the tabulation
of pre-test that was presented in table 4.1, the mean of IR score (X0) obtained by
the tenth grade subjects‟ MM3 of SMK PGRI 4 Denpasar was calculated by
using the formula bellow :
The X0 of IR score = X0
N=
1720
30= 57.33
The result of pre-test indicated that the subjects‟ reading comprehension
was still low. The researcher conducted cycle I to solve the subjects‟ problem in
reading. After cycle I, the researcher conducted cycle II to develop the subjects‟
high interest, motivation, and good toward English by using Think Pair Share
technique which were intended to improve the reading comprehension of the tenth
grade subjects‟ of SMK PGRI 4 Denpasar.
4.1.2 Cycle I
There were two sessions in cycle I. In this step, the researcher also
prepared the instruments such as materials, lesson plan, and worksheet. After
knowing the problem faced by the subjects, the researcher conducted the action
that had been planned. In action and observation, the researcher used Think Pair
𝑀 = X
𝑁
28
Share technique as a technique in teaching learning process in the classroom. In
this cycle, the researcher had prepared two learning action plans because cycle I
consisted of two sessions. Learning action plans were used as a basis of what the
researcher did in teaching learning process. The researcher gave the post-test at
the end of the treatment. There were two sessions in cycle I where the time
allotment was 80 minutes for each session. Because cycle I consisted of two
sessions, the researcher had provided reflections two times. The researcher gave a
descriptive text to the subject and asked them to answer the questions related to
the text and work in pair. In addition, at the second session researcher
administered the post-test I (IR) consisted of one reading passage and 5 essay
questions.
Based on the data tabulation of post-test I that was presented above, it
was calculated to find the mean of post-test I score (X1) which was obtained
by the tenth grade subjects‟‟ MM3 of SMK PGRI 4 Denpasar by the following
formula:
The X1 of S1 score = X1
𝑁=
2085
30= 69.5
By using the formula, the data obtained in cycle I were 69.5. Furthermore
there were only 9 subjects who passed the minimum passing grade score which
was equal to 75. The result showed that there was an improvement from the result
of the pre-test. These findings had already showed an improvement concerning
the subjects of reading comprehension. It could be seen from the comparison of
the pre-test (57.33) and post-test I (69.5) mean scores. Even though there was a
𝑀 = X
𝑁
29
positive improvement, the researcher decided to continue to the cycle II, to get a
better improvement because it had not already reached the minimum passing, that
was, 80%.
4.1.3 Cycle II
There were two sessions in cycle II. The researcher gave a descriptive text
with a different topic from the previous cycles to the subjects‟. After giving the
post-test II, finally the result of subjects‟ reading comprehension has improved.
The obtained data was shown in tabulation of the data in the post-test II cycle II,
after the researcher provide post-test I in cycle I. Based on the data analysis, it
could be concluded that 6subjects capable of good and 24subjects was capable of
very good. In cycle II, the lowest score of the subjects‟ was 75, while the highest
one was 95. Mean score of the subjects‟ for cycle II can be obtained by using the
formula as follows:
The XII of SII score = X2
𝑁=
2390
30= 79.67
This result was categorized as good. These findings had already showed an
improvement concerning the subjects of reading comprehension. It could be seen
from the comparison of the pre-test (57.33), post-test I (69.50) and post-test II
(79.67) mean scores. These significant improvements from cycle to cycle was
main consideration to stop the research because it had already reached the
minimum passing, that was, 80%.
𝑀 = X
𝑁
30
After all the data were gathered and computed, it could be found that the
mean score of Pre-cycle(X0), Cycle I(XI), and Cycle II(X2) of subjects‟ in SMK
PGRI 4 Denpasar would be summarized as follow:
Table 4.2
Summary of the Research Finding Showing the Mean Score of each Session
and Mean Score of Pre-Cycle, Cycle I and Cycle II
Pre-Cycle S0 X0 57.33
Cycle I SI XI 69.50
Cycle II SII XII 79.67
After completing cycle II, then the researcher provided a questionnaires
for the subjects who were aimed to find out the attitude and interest of subjects in
reading through think-pair-share. Furthermore, the additional data required for this
study were collected through administering questionnaire to the subject under
study at the end of cycle II. The answer of the questionnaire was quantitatively
scored using the rating scale 0-3 (A=3, B=2, C=1, and D=0). The obtained data
shown the subject total score for items of the questionnaire were tabulated as
follows:
Table 4.3
Tabulation of Data Showing Subject’s Responses in Reading Comprehension
through Think-Pair-Share.
Subjects A B C D
S1 8 15 - -
S2 8 15 1 -
S3 10 12 1 -
S4 8 15 - -
S5 10 12 - -
31
The data obtained from the questionnaire had to be compute. Score of the
items of the questionnaire in which the subject‟s total answer for item A,B,C,D
were shown as follows :
The Percentage of Questionnaires
1. Total Percentage of items A = 228
692 x 100% = 32.95%
2. Total Percentage of items B = 411
692 x 100% = 63.73%
S6 4 21 1 -
S7 8 15 1 -
S8 8 15 - -
S9 12 9 1 -
S10 8 12 1 -
S11 6 18 1 -
S12 8 9 3 -
S13 10 12 1 -
S14 6 18 - -
S15 8 12 2 -
S16 6 18 - -
S17 10 15 - -
S18 6 18 - -
S19 4 21 - -
S20 8 15 - -
S21 8 9 3 -
S22 6 15 2 -
S23 14 - 3 -
S24 - 27 - -
S25 10 12 1 -
S26 8 15 - -
S27 12 9 - -
S28 4 18 1 -
S29 10 12 - -
S30 - 27 - -
Total 228 441 23 -
A + B + C + D = 692
32
3. Total Percentage of items C = 23
692 x 100% = 3.32%
4. Total Percentage of item D = 0%
From the data of questionnaire, it was found that there were 32.95% of
subject strongly agreed, 63.73% agreed, 3.32% quite agreed, none of the subjects
disagreed toward the implementation of the think pair share. Moreover, this result
indicated the subject‟s gave positive responses in improving subject‟s reading
descriptive text ability through the implementation of think pair share.
To made it clear, the rising comparative mean figure of the pre-test (IR)
score, post-test score obtained by the eighth tenth grade subjects‟ of SMK PGRI 4
Denpasar for cycle I and cycle II could be presented as follows:
Graph 4.1
Depicting the Subject’s Progressing Achievement in Reading Comprehension
through Think-Pair-Share of Pre-Cycle, Cycle I and Cycle II.
In this classroom action research, the significant improvement of reading
descriptive text from pre-cycle to cycle I and II by implementing think pair share
0
10
20
30
40
50
60
70
80
Pre-Cycle Cycle I Cycle II
57,33
69,5079,67
33
could be increased because 80% of the subjects could achieved the minimum
passing grade SMK PGRI 4 Denpasar which was 75.
4.2 Discussion
The data analysis of the present classroom study indicated that the mean
of the pre-test score which was collected from the subject under study in reading
comprehension showed the mean figure of 57.33. This means that the subjects‟
ability in reading comprehension were still low because the passing grade score
was 75. The mean figure obviously showed that the ability of the subject under
study was relatively low. It was hard to figure out why the ability of the subjects‟
in reading comprehension was quite low as there were many factors dealing with
it such as finding the word meaning and main idea.
The result of data analysis of the post-test (reflection) and score in cycle I
(SI) showed that the increased mean figures of 57.33 to 69.5. The mean figures
obtained by the subject under study in each session of cycle I were clearly much
higher than the mean figure of pre-test (IR) scores. The researcher conducted the
Think-Pair-Share in teaching reading, the reading comprehension of the subjects
under study increased in cycle I SI of 69.5. The data showed the subjects‟
improvement in reading comprehension by the analysis data of reflection or post-
test or IR of 57.33. This data showed that subjects‟ reading comprehension was
improved, after the researcher applied Think-Pair-Share from cycle I until cycle
II.
The questionnaires percentage figure of the total the questionnaire for item
A was 32.95%, B was 63.73%, C was 3.32%, and D was 0%. This figure
established that the subjects‟ positive changed behaviors in reading
34
comprehension. The result of the present classroom action study were in line with
the presented research findings, teaching reading comprehension by using Think-
Pair-Share gave significant improvement.
Based on discussion above, showed that the subjects‟ reading ability was
improved through Think-Pair-Share. It means that the technique was effective in
improving the subject‟s reading comprehension ability.
35
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the finding of this study, it could be concluded that Think Pair
Share could improve the students‟ reading comprehension. The main data required
for the study were gathered through administering pre-test and post-test to the
subjects‟ under study. Some subject supplementary data were collected of
administering questionnaire to the subjects‟ under study. As it was shown, the
students‟ score in pre-test, which was 57.33,were categorized low because the
minimum criterion score was 75. The means of reflection score for cycle I
obtained by subjects‟ under study showed the succeeding mean figure of 69.5. It
means that the score increased 12.17points. The means of reflection score for
Cycle II obtained by subject under study also showed the succeeding mean figure
of 79.67, it means the score increased 10.17points from the cycle I and increased
22.34 points from pre-test. The mean figure in every cycle were much higher than
the IR, it showed that teaching reading comprehension through TPS was
successfully increased.
The questionnaire result for item A, B, C, and D which were scored using
the rating scale 0-3 showed the comparative percentage A was 32.95%, B was
63.73%, C was 3.32%, and D was 0%.This result indicated that teaching reading
comprehension through think pair share could make active and creative
participation.
36
Therefore, it could be concluded that Think Pair Share (TPS) technique
could improve the reading comprehension of the eight grade students of SMK
PGRI 4 Denpasar in academic year 2013/2014.
5.2 Suggestion
In reference to discussion of the finding in Chapter IV, several points are
suggested as follows:
1. For the English teachers of SMK PGRI 4 Denpasar, they are suggested to
keep on motivating their students to improve their English especially in
reading ability. The teacher should be sensitive in creating, selecting, and
organizing the teaching aid and manipulating the media to manage the
class activities. In addition, they are also suggested to make the teaching
learning process more interesting and enjoyable for the students, moreover
keeps Think Pair Share technique to be applied or reference of variation on
teaching especially reading.
2. For the students, since this technique could resolve the students‟ problem
in reading comprehension so the researcher suggests the students to use
TPS technique continuously in learning process to the students in SMK
PGRI 4 Denpasar. It is expected to realize the importance of think pair
share technique and they should be enthusiastic when it was applied in
another skill of English either written or spoken.
3. For the other researchers are suggested to use as a reference and be an
alternative source and guidance in concluding the same study of obtaining
better result. Therefore, the researcher also expects that this study can be
continued by other researcher deeply.
37
REFERENCE
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Edition.New York : The McGraw-
Hill Companies, Inc.
Arends, R.I. (2009).Learning to Teach 9th
Edition.New York : The McGraw
Hill Companies, Inc.
Abdurahman,E. (2011).Improving Students’ Ability in Reading
Comprehension Through Cooperative Learning (Think Pair Share).
Pontiank: TanjungPura University
Astiyandha,T.e.t.al. (2012).English teaching vol I. Surakarta: UNS University.
Broughton,G. (2003).Teaching by English as a Foreign Language. New York:
Routledge
Brown, D.H. (2001). Teaching by Principle: An Integrative Approach to
Language Pedagogy. New Jersey: Prentice Hall.
Burn, A. (2010).Doing Action Research in English Language Teaching.New
York :Routledge
Cohen, Louis,e.t.al.(2005). Research Methods in Education.Fifth Edition.
New York: Taylor & Franchise Library.
Grabe, W. &Stoller, F, L. (2002).Teaching and Researching Reading.Harlow:
Pearson Education limited.
Jolliffe, W. (2007).Cooperative Learning in the Clasroom : Putting into
Practice. London :SAGE Publications Company
Kagan, S. (2009).Kagan Cooperative Learning.San Clemente Kagan
Publishing.
Klinger,J.K, Vaughn.S, & Boardman A.(2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Ledlow.S.(2001). Using Think-Pair-Share in the College Classroom.New
York: Center for Learning and Teaching Excellence.
Lems. K. e.t.al (2010). Teaching Reading to English Language Learner.
New York:The Guilford Press.
Miller,A.C. (2007). Action Research: Making Sense of Data. On-Line article
recovered 11/05/2007, www.coe.fau.edu/sfceel/sensdata.htm
38
Pang,S.E.(2000).Teaching Reading.New York: The International
Academy of Education, IAE.
Patel.M.F. & Jain.M.P. (2008).English Language Teaching (Method, Tools
and Technique).New York: Sunrise Publisher & Distributors.
Snow. C. (2002). Reading Understanding, Toward and R&D Program in
Reading Comprehension. Santa Monica: Ran Education
Ueta.T. (2005). Teaching Reading.London: Universities of Birmingham.
40
APPENDIX I
List of Subject
SMK PGRI 4 Denpasar
NO NAMA
1 AgusWidyaDarma I Kadek
2 AgusYudiPurnama I Putu
3 Ahmad DzulFikar
4 AryPrastika Putra Kadek
5 AyuDesviraPermata Sari Komang
6 Ayu Lestari
7 Barnabas Dwi Putra R
8 Benyamin Yosia
9 BonitaRosalinaSaputri
10 DanangFebri Andre
11 David Christian S
12 DebyObietaMaudy
13 DhannyFirmanto
14 EchaRakaSiwi S
15 EkaSuarna Jaya I Gede
16 Erik Ardianysah
17 GarrinchaFadheilLaksono
18 Henza Dian Saputra
19 HerryMuhamadJulianto
20 Imam FaqihBagaskara
21 IndraMahardikaPradnyana M. Ida Bagus
22 Jus Saputra I Wayan
23 KrisnaJuli Diana I Putu
24 Mahardika Ari Putra Made
25 MuchamadBagasFatahilah
26 Oscar AprilioSarwaGangsar
27 PutriEkayantiGustiAyuPutu
28 Raden Adam AgungSanjaya
29 RexyOktavianPratama Putra
30 Septa Arsiana I Putu
41
APPENDIX 2
PRE-TEST
Profession in Business
Have you ever seen how some people run a business office? There are
some professions that have very important roles in business activities. These
professions are related to each other in an organization. The professions discussed
here are banker, accountant, and secretary.
A banker is person who conducts banking. He may be the owner of a bank
or he can be the member of the board of directors who operated the bank. Bankers
give loans to business offices, firms, factories, to operate or expand their business.
An accountant is a person who has charge of the accounts of a company.
He is the one who records, keeps financial accounts and makes financial
statements. He plays an important role to make the firms remain in good financial
condition.
A secretary is someone who keeps records, handles correspondence, or
does the administration for an organization or person. The assistant or private
secretary of an executive always deals with the business letter writing of that
person. The secretary is, therefore, concerned with any business that the firm
undertakes. The secretary must be qualified and able to speak English, fluently.
There are certain types of duties that a secretary is responsible of such as making
appointments, receiving orders, making reservations for the manager, sending
letters of congratulations or condolence, sending invitations etc. She also makes
an agenda for the manager. An office usually has more than one secretary who is
always busy doing their duties.
Answer these question in form based on the text above!
1. What is the purpose of the text?
2. What is the identification of the text above?
3. What is the topic of the second paragraph?
4. What is the recruitment to be a secretary?
5. An accountant who works unprofessionally will ..
42
APPENDIX 2A
PRE-TEST
Key Answer
1. The purpose of the text is to describe the profession that have important
role in business activities.
2. The identification of the text above is “There are some professions that
have very important roles in business activities.”
3. The topic of the second paragraph is “ A banker is person who conduct
banking that give loans”
4. The secretary must be qualified and able to speak English fluently.
5. An accountant who works unprofessionally will dischanged
43
APPENDIX 3
LESSON PLAN
CYCLE 1
School : SMK PGRI 4 Denpasar
Subject : English
Skill : Reading
Class : X MM 3
Semester : II
Topic : Descriptive Text
A. Standard Competence
Communicating in English in Elementary level.
B. Basic Competence
Understanding daily simple conversation either in professional context or
individual with non-native speaker
C. Indicator
Demonstrating and answering questions in the forms of narrative text in the
context of reading passage given.
D. Learning Objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
E. Time Allotment : 4 x 40 minute
F. Learning Material
Prague
Is there any city in Europe, or else, like Prague? There has been a city here
for over a thousand years, and now 2.250.000 people live here. It is most
famous for its Gothic and Baroque building styles. Old Town Square, with its
wonderful clock, the Charles Bridge, and Prague Castle on the hill above the
river are just a few of Prague‟s famous attractions.
44
Getting around Prague is easy by tram or underground train but it‟s also a
pedestrian‟s dream because much of the old quarter and many of the streets
and lanes have little or no traffic. The medieval center is Prague castle and St
Vitus Cathedral. An evening view of these illuminated landmarks is one of the
most memorable sights in Europe. Wenceslas Square is in the heart of modern
Prague.
Visiting Prague today, you immediately notice the lively atmosphere. The
city can be crowded during the hot summer months, but it is delight to visit
any time of the year, even in the snowy cold of winter. In fact, tourism makes
the largest contribution to Prague‟s economy. Classical concerts take place all
through the year, though the biggest event is the Prague Spring International
Music Festival in May and early June. Theatre also has a special place in the
life of the city.
The suburbs are like many in Eastern Europe with tall sky crappers and
some light industry, but you are very quickly in the sleepy villages and gentle
hills of Bohemia. Many people say Prague reminds them of Vienna or
Budapest. But in fact, Prague is unique. There‟s nowhere quite like it.
G. Technique :
Collaborative Learning of Think- Pair- Share
H. Learning Activities :
No Activities Time
1
2
3
4
5
6
The First Meeting
Pre- Activity
Greeting the students
Checking the students‟ attendance
Motivating the students and describing the material which
are going to be discussed generally
Starting the learning objective to be achieved and the
importance of studying of Descriptive text
Whilst-Activity
Exploration
Proposing some question on what they have know about
45
7
8
9
10
11
12
13
14
15
the types of text.
Elaboration
Explaining about the types of text and tenses are used in
the text
Asking the students to think about answer the question of
the text independently (THINK)
Asking them to work in pair cooperatively about answer
the question of the text (PAIR)
Asking the students to answer question they then discussed
with a partner (Share)
Confirmation
Opening question and answer session or asking the
students‟ difficulty
Giving positive feedback and reinforcement orally or by
using gestures for the students‟ success
Explaining to the students the importance of being
disciplined person for their future
Post-Activities
Summarizing the material which has already been
discussed
Asking the students about difficulties that they get during
teaching and learning process
No Activity Time
1
2
3
4
The Second Meeting
Pre-Activities
Greeting the students
Checking the students‟ attendance
Motivating the students and describing the material which
are going to be discussed generally
Emphasizing about their discipline and its effects to their
pair
46
I. References
Lasmini Sri. 2013. ModulPembelajaranFormatifBahasaInggris SMK/MK
1A
Djuharie, SetiawanOtong. 2010. BahasaInggrisUntuk SMK/MK Kelas X.
Bandung :YramaWId
5
6
7
8
9
10
11
12
Whilst-Activity
Exploration
Proposing some question about the material which has
already been studied in the first meeting (the material about
descriptive)
Elaboration
Giving the students a chance to think about the topic
(THINK)
Asking them to work in pair to discuss about the topic
(PAIR)
Asking some pairs to perform the reading text and discussed
with their partner and then asking the students to correct the
answer and giving comment or suggestion for the answer
result perform by Their friends (Share)
Confirmation
Opening question and answer session or asking the students‟
difficulty
Giving positive feedback and reinforcement orally
Post-Activities
Summarizing the learning material
Administering Post Test I
47
J. Assessment
a. Technique : Reading Text
b. Form : Test Essay
K. Learning Media
1. Board marker and eraser.
2. Pen, pencil and notebook.
3. Handbook and workbook.
4. Laptop and LCD
5. Reading Text
Answer these question in form based on the text above!
1. What is the purpose of the text ?
2. How many people live in Parague?
3. What is the identification of the text?
4. What is the most famous from Prague?
5. How old are the Prague City?
Rubric Assessment
NO Student’s Performance Score
1. Grammatically and lexically correct 2
2. Either grammar or vocabulary is incorrect, but not both 1
3. Both grammar and vocabulary are incorrect 0
Assessment guideline
1. Each correct answer was given a score 3
2. Total of Maximum score :
Jumlah soal x 2 = Nilai awal
3. The maximum score is 100
4. Students value : Score gains x100
Maximum Score
: 20 x 100
20
: 100
48
APPENDIX 3a
POST-TEST I
A Friendly Clown
On one corner of my dresser sits a smiling toy clown on a tiny unicycle-a
gif I received last Christmas from a close friend. The clown‟s short yellow hair,
made of yarn, covers its ears but is parted above the eyes. The blue eyes are
outlined in black with thin, dark lashes flowing from the brows. It has cherry-red
cheeks, nose, and lips, and its broad grin disappear into wide, white ruffle around
its neck.
The clown wears a fluffy, two-tone nylon costume. The left side of the
outfit is light blue, and the right side is red. The two colors merge in the dark line
that runs down the center of the small outfit. Surrounding its ankles and disguising
its long black shoes are big pink bows. The whiter spokes on the wheels of the
unicycle gather in the center and expand to the back tire so that the wheel
somewhat resembles the inner half of a grapefruit. The clown and unicycle
together stand about foot high. As a cherishes gift from my good friend Tran, this
colorful figure greets me with a smile every time I enter my room.
Answer these question in form based on the text above!
1. What does the text talk about?
2. What parts of the toy clown‟s body are mentioned in the text?
3. Where does the writer put the toy clown?
4. What does the clown wear?
5. ….my good friend Tran, this colorful figure greets me… (the last
sentence)
What does the underlined word refer to?
49
APPENDIX 3b
Key Answer
1. The text talk about a toy clown that given by writer close friend
2. Hair, ears, eyes, cheeks, nose, lips, neck,
3. Writer put the toy clown on one corner of writers dresser
4. The clown wear, a fluffy, two-tone nylon costume and long black shoes
5. The clown and unicycle.
50
APPENDIX 4
LESSON PLAN
CYCLE II
School : SMK PGRI 4 Denpasar
Subject : English
Skill : Reading
Class : X MM 3
Semester : II
Topic : Descriptive Text
I. Standard Competence
Communicating in English in Elementary level.
J. Basic Competence
Understanding daily simple conversation either in professional context or
individual with non native speaker
K. Indicator
Demonstrating and answering questions in the forms of narrative text in the
context of reading passage given.
L. Learning Objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
M. Time Allotment : 4 x 40 minute
N. Learning Material
My Next-Door Neighbor
My next-door neighbors are a middle-aged couple. Bert, the husband, is a
man of forty. He is Australian and works in the local bank. Doris, his wife, is
about thirty. She is England and works as a cashier in the supermarket. They
live in a small house and have no children.
Bert a tall, athletic person with clear blue eyes, fair curly hair, and a square
face. He often dresses in black trousers, blue shirts, red jackets, brown ties,
51
and black shoes. He is talkative person, especially with children. He enjoys
reading newspapers but hates watching television. He is tolerant and patient
with people. He is not selfish. He is ambitious.
Doris is a tall, good-looking person. She has green eyes, fair straight hair,
and a round face. She generally dresses in black skirts, red shirt, blue
cardigans, and black shoes. She is a smart woman. Unlike her husband, she
enjoys watching TV very much but not reading newspapers. She is generous,
helpful, and audacious. She has a great sense of humor because she likes
telling funny stories and diverting her friends.
O. Technique :
Collaborative Learning of Think- Pair- Share
P. Learning Activities :
No Activities Time
1
2
3
4
5
6
7
8
9
10
The First Meeting
Pre- Activity
Greeting the students
Checking the students‟ attendance
Motivating the students and describing the material which
are going to be discussed generally
Starting the learning objective to be achieved and the
importance of studying of Descriptive text
Whilst-Activity
Exploration
Proposing some question on what they have know about
the types of text.
Elaboration
Explaining about the types of text and tenses are used in
the text
Asking the students to think about answer the question of
the text independently (THINK)
Asking them to work in pair cooperatively about answer
the question of the text (PAIR)
52
11
12
13
14
15
Asking the students to answer question they then discussed
with a partner (Share)
Confirmation
Opening question and answer session or asking the
students‟ difficulty
Giving positive feedback and reinforcement orally or by
using gestures for the students‟ success
Explaining to the students the importance of being
disciplined person for their future
Post-Activities
Summarizing the material which has already been
discussed
Asking the students about difficulties that they get during
teaching and learning process
No Activity Time
1
2
3
4
5
6
7
The Second Meeting
Pre-Activities
Greeting the students
Checking the students‟ attendance
Motivating the students and describing the material which
are going to be discussed generally
Emphasizing about their discipline and its effects to their
pair
Whilst-Activity
Exploration
Proposing some question about the material which has
already been studied in the first meeting (the material about
descriptive)
Elaboration
Giving the students a chance to think about the topic
(THINK)
53
II. References
Lasmini Sri. 2013. Modul Pembelajaran Formatif Bahasa Inggris
SMK/MK 1A
Djuharie, Setiawan Otong. 2010. Bahasa Inggris Untuk SMK/MK Kelas X.
Bandung : Yrama WIdya
J. Assessment
a. Technique : Reading Text
b. Form : Test Essay
K. Learning Media
6. Board marker and eraser.
7. Pen, pencil and notebook.
8. Handbook and workbook.
9. Laptop and LCD
8
9
10
11
12
Asking them to work in pair to discuss about the topic
(PAIR)
Asking some pairs to perform the reading text and discussed
with their partner and then asking the students to correct the
answer and giving comment or suggestion for the answer
result perform by Their friends (Share)
Confirmation
Opening question and answer session or asking the students‟
difficulty
Giving positive feedback and reinforcement orally
Post-Activities
Summarizing the learning material
Administering Post Test I
54
10. Reading Text
Answer these question in form based on the text above!
6. How is Bert characteristic based on the text?
7. Where is Bert come from?
8. Which is Bert‟s appearance is mention above?
9. How do usually Doris dresses?
10. Which is Doris appearance is mention above?
Rubric Assessment
NO Student’s Performance Score
4. Grammatically and lexically correct 2
5. Either grammar or vocabulary is incorrect, but not both 1
6. Both grammar and vocabulary are incorrect 0
Assessment guideline
5. Each correct answer was given a score 3
6. Total of Maximum score :
Jumlah soal x 2 = Nilai awal
7. The maximum score is 100
8. Students value : Score gains x100
Maximum Score
: 20 x 100
20
: 100
55
APPENDIX 4a
POST TEST II
Robots
(The Ideal Workers)
We often hear many complain about work in factories. The work is too
boring, heavy, repetitive, and even too dangerous for the workers. The operative
does not have to think about the work. He gets no job satisfaction.
One answer to this problem is a robot. For many certain jobs, a robot is
much better than a human operative. Once it has been programmed, it will do its
job over and over again. It never get bored, it works at a constant speed, it doesn‟t
make mistakes, its work is always of the same standard, it doesn‟t get tired, it
doesn‟t go on strike, it can work for 24 hours without breaks for food, rest, or
sleep, it doesn‟t take holidays or demand higher wages. Robots are usually made
to act like human machine. They have other advantages too. They can be designed
to do almost any jobs. You can‟t change the human body, but the robot arm, for
example, can be made to move in any directions. Robots can also do every work
and they can operate in condition that are too dangerous, too hot or too cold for
people to work in. They can work under water, in poisonous gas, or in radioactive
areas. And on top of all this, robots never complain.
Answer these question in form based on the text above!
1. Why are there many complains about workin factories?
2. What does the word “he” in the first paragraph refer to?
3. What is one answer to this problem?
4. Why is robot much better for the jobs than human operative?
5. What are the other advantages of robots?
56
APPENDIX 4a
Key Answer
1. The work is too boring, heavy, repetitive, and even too dangerous for the
workers
2. The word he is refer to human
3. One answer to this problem is a robot
4. Once it has been programmed, it will do its job over and over again. It
never get bored, it works at a constant speed, it doesn‟t make mistakes, its
work is always of the same standard, it doesn‟t get tired, it doesn‟t go on
strike, it can work for 24 hours without breaks for food, rest, or sleep, it
doesn‟t take holidays or demand higher wages.
5. They can be designed to do almost any jobs.
57
APPENDIX 5
QUESTIONNAIRE
Petunjuk :
1. Jawablah semua pertanyaan dalam kuesioner di bawah ini dengan keadaan
anda sebenarnya
2. Silanglah (x) pada pilihan A,B,C atau D
3. Semua jawaban adalah benar sesuai dengan keadaan anda masing-masing
4. Terimakasih atas bantuan andadengan menjawab pertanyaan dari
kuesioner ini.
Pertanyaan :
1. Apakah anda senang belajar Bahasa Inggris?
A. Sangat senang
B. Senang
C. Biasa Saja
D. Tidak Senang
2. Apakah anda sering mengalami kesulitan saat belajar Bahasa Inggris?
A. Sangat sering
B. Sering
C. Kadang-kadang
D. Tidak Pernah
3. Memahami arti sebuah teks dalam bahasa inggris dengan lebih mudah
karena teknik Think-Pair-Share
A. Sangat Setuju
B. Setuju
C. Kurang Setuju
D. Tidak Setuju
5. Apakah nilai anda semakin baik setelah mengikuti metode think- pair
share?
A. Semakin baik
B. Baik
C. Kurang baik
D. Tidak baik
58
6. Apakah setelah melakukan metode think- pair share meningkatkan minat
baca anda?
A. Sangat meningkat
B. Meningkat
C. Biasa saja
D. Tidak meningkat
7. Teknik Think-Pair-Share memberikan banyak kesempatan dan motivasi
dalam memahami teks dalam Bahasa Inggris
A. Sangat Setuju
B. Setuju
C. Kurang Setuju
D. Tidak Setuju
8. Apakah anda senang dengan gaya pengajaran saya?
A. Sangat senang
B. Senang
C. Biasa saja
D. Tidak Senang
9. Ketika mempelajari pelajaran bahasa Inggris, apakah anda sering
memperhatikannya?
A. Sangat sering
B. Sering
C. Kadang-kadang
D. Tidak pernah
10. Apakah anda setuju keahlian membaca sangat berpengaruh dalam
penguasaan Bahasa Inggris?
A. Sangat Setuju
B. Setuju
C. Tidak Setuju
D. Tidak Tahu
59
AUTO BIOGRAPHY
My Name is Gede Natha Darsana. I was born in
Denpasar on December 25th
1992. I live at Jl. Merpati No
41 Denpasar Barat. I grew up in a small family. My
family consists of father, mother one sister and one
brother. I am the first child in my family. My father‟s
name is I Made Karyana S.Sos, he works as civil servant. My mother‟s name is
Ni Nyoman Rauh. Furthermore, my brother‟s name is I Komang Adi Swayasa
Putra and my Sister‟s name is Kadek Puspasari. In 1996, I started my study in
kindergarten for 1 years. In 1997, I continued to elementary school at SDN 22
Pemecutan Denpasar, attending the elementary school, I was trained to go to
school by bicycle with my friends without being accompanied by my parents.
After graduating from the school, I continued my study at SMPN 7 Denpasar in
2004. Then in 2007, I continued my study in one of senior high school in
Denpasar city that is SMA Dwijendra Denpasar. From SMA Dwijendra, I went to
Mahasaraswati University that was located in Kamboja Street Denpasar. I decided
to study in Mahasaraswati University because I wanted to become a teacher and
only Mahasaraswati University in Denpasar city has an English Education Study
Program of Teacher Training and Education Faculty. I took the English study
program because I wanted to know more about English and became an English
teacher.
61
PERKUMPULAN LEMBAGA PENDIDIKAN DASAR DAN MENENGAH
PERSATUAN GURU REPUBLIK INDONESIA
(PPLP-DASMEN PGRI) KOTA DENPASAR
SMK PGRI 4 DENPASAR
Terakreditasi A
Alamat: JlKeboIwa No. 8 Padang SambilanKelod
Telp. (0361)7444376 Fax. (0361 8448758)
Email: [email protected], Website: www.smkpgri4denpasar.com
SURAT KETERANGAN
Nomor : 472.1/82/SMK/PGRI/4/DPS/2014
Yang bertanda tangan dibawah ini Kepala SMK PGRI 4 Denpasar.
Menyatakan bahwa :
Nama :Gede Natha Darsana
NPM : 10.8.03.51.31.2.5.3904
Semester : VIII
Fakultas :Keguruan dan Ilmu Pendidikan Universitas
Mahasaraswati Denpasar
Program Studi :Pendidikan Bahasa Inggris
Alamat :Jln. Merpati No 41 Monang-Maning Denpasar
Barat
Memang benar mahasiswa tersebut diatas telah melakukan dan
menyelesaikan kegiatan Penelitian Tindakan Kelas di SMK PGRI 4
DENPASAR pada kelas X MM 3 dengan judul: IMPROVING READING
COMPREHENSION THROUGH THINK PAIR SHARE TECHNIQUE
OF THE TENTH GRADE STUDENTS‟ OF SMK PGRI 4 DENPASAR IN
ACADEMIC YEAR 2013/2014.
Demikian surat keterangan ini dibuat agar dipergunakan
sebagaimana mestinya.
Denpasar, 22 April 2014