TEACHING READING COMPREHENSION THROUGH THINK-PAIR-SHARE (TPS) TECHNIQUE AT SMPN 8 BANDAR LAMPUNG

TEACHING READING COMPREHENSION THROUGH THINK-PAIR-SHARE (TPS) TECHNIQUE AT SMPN 8

BANDAR LAMPUNG

By

Arini Ayuning Palupi (0913042092)

Supervisors:

1. H.M. Ujang Suparman, M.A., Ph.D. 2. Drs. Ramlan Ginting Suka

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2013

ABSTRACT

TEACHING READING COMPREHENSION THROUGH THINK-PAIR-SHARE (TPS) TECHNIQUE AT SMPN 8 BANDAR LAMPUNG

By

ARINI AYUNING PALUPI

Reading is considered as a difficult language skill to learn. It is because students need to require reading comprehension in order to get the information that is including identifying the main idea, identifying inference, identifying reference, recognizing the detailed information, and discovering the meaning of vocabularies in the reading texts. Therefore, the objectives of the research are to investigate whether there is a significant difference of the students’ reading comprehension achievement after being taught through Think-Pair-Share (TPS) technique and find out the problems that the students face during the application of TPS.

The population of this research was the second year students of SMPN 8 Bandar Lampung consisting of nine classes. Two classes were chosen randomly as the experimental class and the try-out class. One group pre-test and post-test design was carried out to analyze whether there is a significant difference of students’ achievement in reading comprehension before and after being taught through TPS technique. Besides that, after giving the posttest, the interview was done in order to see the problems that the students face during the teaching learning process.

The result of this research proved that there was a significant difference of students’ achievement in reading comprehension before and after being taught through TPS technique. It proved that the students’ scores increased significantly because the value of t-ratio is higher than t-table (9.935>2.042) and the significant level is lower than 0.05 (0.000<0.05). It means that Ho was rejected and Hα was accepted. Besides that, there were some problems that had occurred during the application of TPS technique that concerned with the students’ concentration and their ability in finding the meaning of the difficult words and getting the idea of the text. Therefore, teachers can consider this technique to improve the students’ reading comprehension achievement.

LIST OF TABLES

Table Page

1. Specification in Pretest ... 31 2. Specification in Post-test ... 31 3. Rater Analysis of the Pretest ... 40 4. Distribution of the Students’ Score of the Pre-test in the

Experimental Class... 41 5. Distribution of the Students’ Pre-test Achievement in Each

Aspect in reading Comprehension ... 41 6. Distribution of the Students’ Score of the Post-test in the

Experimental Class... 42 7. Distribution of the Students’ Post-test Achievement in Each

Aspect in reading Comprehension ... 43 8. The Increase from Pre-test to Post-test ... 43 9. Increase from Pre-test to Post-test for Each Aspect in reading

Comprehension ... 44 10.Analysis of the Hypothesis ... 45 11.The Problems Specification of the Interview Result... 47

LIST OF APPENDICES

Page Appendix

1. Research Schedule ... 64

2. Reliability Analysis of Upper Lower Group Try Out Test ... 65

3. Reliability Analysis of try-out test ... 67

4. Reliability of Try Out Test ... 68

5. Level of difficulty and discrimination power of the try-out test ... 69

6. The result of students’ score of pretest-posttest in experimental class ... 70

7. Distribution of the Students’ Pre-test Achievement in Reading Comprehension Aspects ... 71

8. Distribution of the Students’ Post-test Achievement in Reading Comprehension Aspects ... 72

9. Table of distribution of the pre-test in experimental class ... 73

10.Table of distribution of the post-test in experimental class ... 74

11.Random Test of the pre-test and post-test in experimental class ... 75

12.The normality of the pre-test and the post-test in experimental class ... 76

13.The analysis of hypothesis ... 77

14.T-table...….…………...……... 78

15.Lesson plan ... 79

16.Try Out Test ... 89

17.Pre Test... ... 97

18.Post Test... ... 103

19.Answer Keys ... 104

20.Interview ... 110

21.Students’ Result of try-out, pre-test and post-test students ... 116 22.Surat keterangan penelitian

I. INTRODUCTION

This chapter covers background of the problem, identification of the problem, limitation of the problem, formulation of research question, objectives of the research, uses of the research, scope of the research, and definition of terms.

1.1. Background of the Problems

English has taken a huge part as a communication tool. Therefore English has been considered as one of the highest priority in teaching learning process. There are four skills in learning English, those are listening, speaking, reading, and writing. Among those skills, reading is considered as a difficult language skill to learn. It is because students need to require reading comprehension to get the information that is including identifying the main idea, finding inference, finding reference, recognizing the detailed information, and discovering the meaning of vocabularies in the reading texts. Therefore, the difficulties in comprehending the texts have been the main problem to find the solution.

Reading that takes an important part in teaching-learning process is a process of understanding the written or printed text. The students do not only need to comprehend the written symbols but also to understand the content of the text. Comprehension is an action of making sense of a text that tries to relate the

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written language to what reader have already known and what reader want to know.

Based on the curriculum that government makes for the 8th grade of junior high-school, the students are expected to be able to comprehend the aspect of the text. There are some aspects of reading comprehension, i.e. the main idea, the topic sentence(s), the factual, stated, and unstated information, and the vocabularies. Based on the pre-observation, in fact, junior high-school students get some difficulties in reading comprehension that can make the teaching-learning process ineffective and inefficient. The students’ lack of motivation also takes a big part in comprehending the reading texts. Those problems may affect the students in enjoying the teaching-learning process. After that, they will not feel confident in showing their ideas because they are afraid of making mistakes.

Concerning those statements above, teacher should find a way to succeed the teaching-learning process. A suitable technique is really needed to keep the students’ motivation to read the whole part of the text then they can get the necessary information. Besides that, the technique should increase students’ reading comprehension and make them enjoy the teaching-learning process. Think-Pair-Share (TPS) is one of techniques that is expected to be a good answer for the teacher to increase the students’ reading comprehension. TPS is a technique that is followed by three steps, i.e. thinking, pairing, and sharing.

1.2. Identification of the Problems

In reference to background of the problem, the following problems can be found: 1) The students get difficulties in comprehending the reading text that is

concerning in finding the specific information and main idea.

2) The students’ motivation in learning English are still low therefore they keep thinking that English is a difficult subject.

3) The students keep asking the teacher about the unknown words without trying to infer those words or consulting in the dictionary.

4) The students are lack of vocabularies that make them hard to understand English. Thus, they prefer being passive to showing their idea confidently. 5) The students do not feel comfortable with the way of teacher’s teaching.

1.3. Limitation of the Problems

In line with the identification of the problems above, the current study is focused on the students’ difficulties in comprehending the reading text and their courage in showing their ideas. As a solution, this research use Think-Pair-Share (TPS) as a technique in order to increase the students’ reading comprehension. It is assumed that this technique is an effective way to help the students understand reading comprehension.

4 1.4. Formulation of Research Questions

The explanation above leads to the following research questions as follows:

1. Is there any significant difference of students’ reading comprehension achievement after the using of Think-Pair-Share (TPS) technique in teaching reading?

2. What problems do the students face during the application of Think-Pair-Share (TPS) technique?

1.5. Objectives of the Research

Based on the formulation of the problems above, the objectives of this research are:

1. To find out whether there is significant difference of students’ reading comprehension achievement after applying Think-Pair-Share (TPS) technique in teaching reading.

2. To find out the problems that students face during the application of Think-Pair-Share (TPS) technique.

1.6. Uses of the Research The uses of the research are:

a) Theoretically, the findings of the research may support the existing theory on reading comprehension.

b) Practically, English teachers may use the findings of the research as information about the alternative way to teach reading through

Think-Pair-Share (TPS) technique for improving their achievement in reading comprehension.

1.7. Definition of Terms

Here are the definitions of the key terms that are presented to avoid misunderstanding concerning the terms.

a) Reading is a process of grasping the main idea and scanning the information from a text. Whereas, reading comprehension is considering that the students who are not only going to read the printed marks but they also need to understand the content of the text is stated as a reading comprehension. Thus, Reading comprehension skill is the ability to comprehend and obtain information from a text. While thinking process, the readers use their eyes to transmit the images to the brain that will be continued by the brain to read.

b) Recount text is a text that tells the reader about a story or activity in order to retell about someone experience. The goal of this text is to entertain and inform the reader.

c) Technique is a particular trick or strategy that is used to accomplish an objective.

d) Think-Pair-Share (TPS) is a technique that consists of three steps; thinking, pairing, and sharing. TPS gives the students opportunities to work both individually and in a group. In the thinking process, they will read the text then think about it individually. After that it will be continued by sharing in pairs.

II. FRAME OF THEORIES

This chapter covers the review of previous research and the review of related literature that includes definition of reading, definition of teaching reading, definition of Think-Pair-Share (TPS), procedures of teaching reading through Think-Pair-Share (TPS), advantages of Think-Pair-Share (TPS) technique, disadvantages of Think-Pair-Share (TPS) technique, definition of recount text, assumption and hypothesis.

2.1. Review of Previous Research

There is some previous research that is used in order to locate this research in the constellations of the research that has been conducted as elaborated in the following section:

1. The first research is conducted by Faradiaswita in 2012 that is about the implementation of Think-Pair-Share (TPS) technique. She investigated the students’ problems in learning narrative reading texts by using think-pair-share technique. In this research, she used one group pretest and posttest as the research design. There were two classes used as a tryout class and an experimental class.

The data analysis on students’ pretest and posttest scores revels that the students performed better in the posttest than they did in the pretest . Their behavior in both tests are also found to be consistent (Pearson correlation coefficient r = 0.892, significance value p = 0.000, p < 0.05). paired-samples t-test indicates significant increase of students’ reading comprehension achievement after the application of TPS technique (t(29) = 9.672; p = 0.000, p < 0.05). In conclusion, TPS technique is worth applying in the teaching-learning of English reading comprehension ability, particularly at the second grade of MTsN 1 Tanjung Karang.

2. Another piece of research is investigated by Hariyanti. The research that was conducted in 2010 was also about the implementation of cooperative learning by using Think-Pair-Share (TPS) technique in reading comprehension achievement. She was conducted the research in SMAN 1 Bandar Sribawono. In this research, she investigated whether there was significant difference after the application of Think-Pair-Share (TPS) technique in reading comprehension achievement or not. This research used two classes as the experimental class (that applied Think-Pair-Share (TPS) as technique) and the control class (that did not apply Think-Pair-Share (TPS) technique).

The result of the research showed that there was no significant difference of students’ reading comprehension achievement between

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those taught through Think-Pair-Share (TPS) technique and those through discussion. The hypothesis test shows that the value of the two tail significant is p = 0.926. So, the H0 was accepted.

3. Besides that, this research is also considering Sari’s research (2010) as the previous research. She is investigated whether there is a significant difference of students’ reading achievement who are taught through Think-Pair-Share (TPS) technique and those who are taught through conventional technique. She did the research in SMAN 1 Natar. She used two classes as experimental class and control class. She used control class for a comparison purpose in order to ensure that the improvement was due to the application of Think-Pair-Share (TPS) technique.

The improvement showed that the achievement of the experimental group was higher than in control group, viewed by the mean given 76.55 > 62.68 and the level of significance p = 0.000 (p < 0.05). It implied that Think-Pair-Share (TPS) technique had positive effect on students’ reading comprehension achievement.

Based on the previous research, it was found that those two research have significant difference after the application of Think-Pair-Share (TPS) technique but there is still one research has no significant difference. However, there is still one issue that has not been solved, that is the problems that the students face while in the process of the application of Think-Pair-Share (TPS) technique. Besides that, this research was also identified the significant difference of the application

of Think-Pair-Share (TPS) technique. Therefore, this research would be carried out to deal with that issue.

2.2. Review of Related Literature

This review of related literature covers some definition and supporting information in order to give more explanation that is defined as follows:

2.2.1. Definition of Reading

Reading is one of skills that is considered as the best way to get information. People are known that they are better in understanding and remembering what they have read than what they have heard. Suparman (2007:13) states that the most important keywords in definition of reading are to take in, to understand, to interpret, and to attribute an interpretation.

It seems that reading take a big part in the communication way. The roles of the readers are not only to get the information but also to understand and interpret the information. According to Suparman (2005:1) states that there are two major reasons for reading; those are reading for pleasure and reading for information. The readers do not only see the printed symbols but they have to understand the text in order to find out something or do something with the information that the readers get. Dallman (1982:23) adds that reading is more than knowing what each letter of the alphabet stands for, and it involves more than word recognition. As Faradiaswita (2012:8) says that reading is difficult to analyze because it involves the most intricate working of human mind, it is a genuine cognitive process. In

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other words, reading is a printed thinking that requires critical thinking in making the interpretation.

In order to get the information, the reader should have comprehension ability. While the readers are in the process of reading, actually they attempt to understand what is written through this ability. Comprehension always follows reading because there will be no reading without comprehension. There are three levels of reading comprehension:

a. Literal comprehension

Literal comprehension is a process of understanding the ideas and information that is explicitly stated in the passage, such as identifying the meaning of the word, recalling direct-stated details, paraphrasing, and understanding the grammatical clues like subjects, verbs, pronouns, conjunction, etc. In this level, the reading comprehension question is factual and detailed.

b. Interpretative comprehension

Interpretative comprehension refers to the understanding of the ideas or information that is not explicitly stated in the passage. It includes the understanding of the author’s tone, purpose, and attitude; inferring the factual information, main ideas, comparisons, cause-effect relationships; and summarizing the story content.

c. Critical comprehension

Critical comprehension refers to the analyzing, evaluating, and personally reacting to the information presented in a passage, for

instance; indicating the overall meaning to the reader and analyzing the quality of the written symbols and/or information in terms of established standards.

Those three kinds of comprehension are needed in order to understand the texts. The researcher realizes that each of them help the readers to apprehend the texts. Basically the readers are started their interactive process that involves the readers’ background knowledge. Background knowledge is a knowledge that the reader has known before reading the text. Therefore it can support the reader in order to comprehend the text. As Suparman (2012) states that there are several aspects of reading comprehension skills that should be mastered by reader to comprehend the text, i.e. main idea, specific information, references, inference, and vocabulary. These aspects are explained below:

1. Main Idea

Main idea of a text is an important part in reading comprehension. The reader should find out what the author’s want to the reader to know about. It is necessary to know the main idea because main idea develops the rest of the paragraph. In order to get the main idea of the text, the reader should know what the story is mainly telling about.

2. Specific information

Specific information means that the supporting sentences that supports the main idea. It develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect, statistics, and quotation. The reader should read the whole text to know about detailed information

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because actually the answer of the specific information has been written in the text.

3. Reference

References are used to give a signal to the reader to find the meaning elsewhere in the text. The reader can find the meaning of the unknown words or phrases by themselves. The unknown word might represent the other word that is written in the sentence before that word.

4. Inference

Inferences refer to the unknown words or phrases that can be identified by predicting or guessing. The reader may guess or predict something unknown based on available facts and information in the text. The reader may be able to make an interpretation of a passage in order to give them the rough idea. The reader should use their ability in identifying the inference by using their knowledge that they have got. Therefore it will be easier for them to answer the inferences’ questions.

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5. Vocabulary

Vocabulary is a fundamental for everyone who wants to produce something both orally and written. In reading, the reader can easily understand the story about if the reader is rich in vocabulary.

2.2.2. Definition of Teaching Reading

Hedge (2003) states that reading component of an English language teaching may include a set of learning goals for:

1. Developing the language range goal through independent readers outside EFL/ESL classroom is the most teachers seek in reading English texts.

2. Building knowledge of language which will facilitate reading ability. 3. Building schematic knowledge.

4. Adapting the reading technique according to its reading purposes. 5. Developing an awareness of the structure of written texts in English. 6. Taking a critical stance to the contents of the texts.

It is important to build up students’ ability to adapt the reading technique according to its purpose as goal in teaching reading. According to Alyousef (2006:7), in teaching reading, contemporary reading tasks, unlike the traditional materials involve three-phase procedure: pre-, while-, and post-reading stages. In pre-reading stage, it is used to activate the relevant scheme, for example, teacher can ask the students some questions that can arouse their interest while previewing the reading text. While-reading stage is an interactive process that can develop students’ ability in doing their tests by developing their linguistics and schematic knowledge. In the last stage, post-reading is used to enhance learning comprehension by using reading comprehension tests such as matching, cloze exercises, cut-up sentence, and comprehension questions.

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Basically the purpose of teaching reading is to develop students’ skill of the reading English texts effectively and efficiently. Teaching effectively and efficiently always become the focus of the teaching-learning, especially in reading, that has been put as the basic in choosing the techniques in many various types of texts. Therefore, the teaching technique should be matched with the reading purposes. Suparman (2005:1) states that whether it is for pleasure or for information, reading should be meaningful besides efficient and effective.

The appropriate technique should be applied based on the purpose of reading in order to increase the reading classroom activities. Think-Pair-Share (TPS) is one of the techniques that can be applied in junior high-school students because this technique will provide effective, efficient, independent, and responsible reader before they step into higher education.

2.2.3. Definition of Think-Pair-Share (TPS)

Think-Pair-Share (TPS) is a technique that might support teacher in teaching-learning process. It helps the students who prefer working in a group without ignoring those who feel more comfortable with doing task individually. Those types of students are facilitated through thinking stage then will be continued to the sharing stage. As Lie (2002:57) states that Think-Pair-Share (TPS) is a technique that gives the opportunity to the students to work alone and also in a group.

Think-Pair-Share (TPS) developed by Frank Lyman and his collages (1981) in Maryland. It gives the students more time to think, to respond, and to help each other. There are three steps of this technique:

1) Thinking

Firstly, the teacher will divide the text into two parts before distributing to the students. Then the teacher will give the students time to think few moments. The students are supposed to think about the text individually.

2) Pairing

After that, the students have to find their pair who has different part of the text. Each of them has to talk about their thinking of the text before. Then they will gather the idea of the text in order to get the whole idea. Both of them will share the text to identify the interpretation of the text.

3) Sharing

In the last step, the students will find the other pair to share the information that they have discussed before in pairing step. Each of them will collect the all information then fix it as the best information.

This technique may be used to increase the class participation that are directed to work both individually and collaborative contribution of giving and taking information from each other.

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2.2.4. Procedures of Teaching Reading Through Think-Pair-Share (TPS) Here are the procedures of teaching reading through Think-Pair-Share (TPS):

1) Pre activity In this stage:

a. The teacher divides the text into two parts before distributing them to the students

b. The teacher asks the students to read the text then gives them more time to think about what the text is mainly telling about. In this time, the students should try to comprehend the text individually that represent the thinking step.

2) While Activity

a. The teacher asks the students to find their pair who has different part of the text to discuss about what they have thought before that is considered as the pairing step.

b. The teacher asks the students to gather the ideas that two of them have before. The students have to combine the whole text information. Therefore each of them must to pay attention to their partner’s explanation.

c. The teacher asks the students to find the other pair to share the information. This exchange information is considered as the sharing step. Each of them will gather the all information to get the best interpretation. In this stage, the information will depend on their listening ability.

3) Post Activity

a. The teacher gives the students several question related to the text to check their reading comprehension. This stage is considered as the evaluation activity.

b. The teacher asks the students one by one in order to see the result of reading comprehension.

2.2.5. Advantages of Think-Pair-Share (TPS) Technique

Allen (2007:17) states some benefits of Think-Pair-Share (TPS) as a technique: 1) It provides students time to think to prepare their own information into the

discussion with their pair.

2) It allows both independent and collaborative learning. The students have their own time to work by themselves and together with their partner(s). 3) It gives students opportunities to collaborate the refining definition. While

they are in the stage of sharing process, they have opportunities to exchange information with their pair.

4) It invites equal participation. Each of students will tell the information that she/he has to their pair.

5) It engages students into active learning. This technique can force the students who are passive to be active because in pairing and sharing step, each of them should join and invite their friends to discuss.

6) It invites students to share their understanding in both kinesthetic and visual modes. While the student is explaining in sharing step, they usually

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use body language and face-to-face interaction to send their information to their friends.

Concerning those benefits, teachers can reach the goal of teaching reading because students can really understand the content of the text. Each of students also has the same opportunity to share their ideas with their friends.

2.2.6. Disadvantages of Think-Pair-Share (TPS) Technique

Choosing Think-Pair-Share (TPS) as a technique in teaching reading can solve students’ reading problems but every teaching-learning technique has its own drawbacks. There are some disadvantages of Think-Pair-Share (TPS) as a technique as follows:

1) This technique spends much time when the process does not run well. 2) While sharing stage, the teacher cannot fully monitor each pair because

there are not any specific rules about how long they will speak. It means that the discussion may be dominated by certain students. In order to avoid this problem, teacher should work hard to monitor the process of discussion.

3) The information received by the students is limited to what their friends know.

2.2.7. Definition of Recount Text

Recount text is a text which retells the events or experiences that happened in the past. The purpose of this text is to entertain the reader. Besides telling the past

experiences, recount text can occurred in the form of personal recount such as biography, factual recount, or imaginative recount.

The generic structure of recount text: 1) Orientation

This is the opening of recount texts. It is about introducing the participants, place, and time.

2) Events

After telling the orientation, the author will write the events. It will describe the series of event that happened in the past.

3) Reorientation

This stage is an optional, the author may write this or not. It may start from the personal comment.

Language feature that is used in recount text:

- Introducing personal participant (I, my group, etc) - Using chronological connection (first, then, etc) - Using linking verb (was, were, saw, etc)

- Using action verb (look, go, change, etc) - Using simple past tense

20 Here is the example of recount text.

Based on the generic structure, the recount text above can be divided as follows: 1) Orientation

Last month, my family and I went to the beach. We wanted to refresh our mind and enjoy the fresh air. We went there early in the morning by car.

2) Events

After parking our car, we walked along the beach barefooted. We could feel the smoothness of the sand. The cold water touched our feet. Then, we looked for the place to take a rest. We rolled out the mat on the ground and then we had meals together. While eating, we saw many things. Many children built sand castles. Some of them played with their balls. We also saw some people sunbathe. After having meals, I was interested in doing the same things. I made sand castles with my sister. Meanwhile, my brother collected some sea shells.

In the Beach

Last month, my family and I went to the beach. We wanted to refresh our mind and enjoy the fresh air. We went there early in the morning by car.

After parking our car, we walked along the beach barefooted. We could feel the smoothness of the sand. The cold water touched our feet. Then, we looked for the place to take a rest. We rolled out the mat on the ground and then we had meals together. While eating, we saw many things. Many children built sand castles. Some of them played with their balls. We also saw some people sunbathe. After having meals, I was interested in doing the same things. I made sand castles with my sister. Meanwhile, my brother collected some sea shells. I was so happy and really enjoyed the day.

3) Reorientation

I was so happy and really enjoyed the day.

In the orientation, it introduced who the main characters were, where the place took place, and when it happened, i.e. my family and I, beach, and last month. After that, the author told what his family and he did at the beach in the second paragraph. At the end of story, the author wrote his own personal comment.

Principally, recount text is quite similar with narrative text but recount texts explore the events of the participants. These events are the main elements in composing the recount texts because if the text is focusing on the conflict, it is called narrative texts.

2.2.8. Assumption

Reading is considered as one of skills that the students need to master. Reading is not only a process of seeing from one symbol to the other. The readers are supposed to understand about what the writer wants to talk about. By having an ability to comprehend the text, the reader hopefully will not only read but also will get the information which written in the text. Therefore, appropriate technique is really needed to help the students in order to get the information. Think-Pair-Share (TPS) technique might be the solution. This technique has three steps that the researcher assumes that TPS technique is an effective technique in improving students’ reading comprehension achievement.

22 2.2.9. Hypothesis

Based on the theoretical assumption; therefore, the hypothesis can be formulated that applying Think-Pair-Share (TPS) technique can help the students to remember and learn; thus, it will improve the students’ reading comprehension better and significantly.

III. RESEARCH METHOD

This chapter discusses research design, setting of the research, population and sample, variables, research procedures, data collection technique, and hypothesis testing.

3.1. Research Design

This research investigated about the difference between the result before and after the application of think-pair-share as the technique. Therefore, a quantitative study that applies one-group pretest-posttest is chosen as the design. The research design is outlined as follows:

T1 X T2 Where:

T1 : Pre-Test (a test that is given before the treatment is applied) X : Treatments (teaching listening through drill technique) T2 : Post-Test (a test that is given after the treatment is applied)

Hatch and Farady (1982) The pretest was used to find out the students’ preliminary ability and the posttest was used to see whether there was an increase of students’ reading achievement after the treatment (X). The pretest, treatment and posttest would be conducted in the experimental class.

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The interview was also conducted in this research. The interview was conducted in the form of open questions and formal types. It was conducted toward some representatives of the students as the interviewees, which were chosen from low and high scores based on the mean score of the post-test, in order to find out the problems that the students faced during the application of Think-Pair-Share (TPS) technique.

3.2. Setting of the Research

The research was conducted in SMPN 8 Bandar Lampung. From eight classes of the second year of SMPN 8 Bandar Lampung, there were only two classes that were used. These classes were the tryout class and the experimental class. The experimental class was used for the pretest, treatment, and posttest.

This research was held in the second semester because the material was appropriate with the curriculum. It is written in the syllabus that the second year students have recount text as the topic that they had to learn in this semester.

3.3. Population and Sample

The population of this research was the all second year students of SMPN 8 Bandar Lampung. Each class consists of 34-39 students. There were two classes that were used as the sample where 8 H was the tryout class and 8 F was the experimental class. Both classes were selected randomly through random probability sampling using lottery.

3.4. Research Procedures

In collecting the data, the writer used the following procedures to get the best result of the research:

a) Determining the research problems

The problem of research was to find out whether there was significant difference of students’ reading comprehension achievement after applying Think-Pair-Share (TPS) technique in teaching reading and find out the problems that the students faced during the application of Think-Pair-Share (TPS) technique.

b) Determining the research design

The researcher conducted the research by using one group pretest-posttest design and interview.

c) Finding the population and sample

The population of this research was the all second year students of SMPN 8 Bandar Lampung. Two classes were used as the sample. The first class was the try out class and the second class was the experimental class. The classes were selected randomly by using lottery since there was no stratified and priority class.

d) Determining the research instrument

This research used two data collecting technique that were in the form of

questions (pretest and posttest) and interview. The students’ English

textbooks were used as the references in making the questions in order to fulfill the curriculum. The interview was in form of open and formal

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questions in order to avoid the students from being reluctant in answering the questions.

e) Administering the try out test

The tryout test was given to the students in order to know the quality of the test. It was administered to find out the test before it would used, whether the items were good or not in validity, reliability, level of difficulty, and the discrimination power. The tryout test was multiple choices that consisted of 40 items with four alternative options A, B, C, and D. The try out test was conducted for 60 minutes.

f) Administering the pretest

This test was given to find out the students’ basic reading comprehension. This test was administered that was consisting of 25 multiple choices items. It was conducted for 45 minutes.

g) Conducting the treatment

After the pretest, the researcher conducted the treatment for three meeting that takes 90 minutes in every meeting. The researcher taught reading comprehension by using think-pair-share as the technique to the

students’ experimental class. The material that was used was the recount texts.

h) Administering the posttest

The posttest was given to evaluate the students’ reading comprehension achievement after giving the treatments. The test was in the form of

multiple choices that consisted the 25 items and it was conducted for 45 minutes.

i) Conducting the interview

The interview was conducted in experimental class, 8 F. The interview was conducted to find out the problems the students faced during the application of Think-pair-Share (TPS) technique.

j) Analyzing the data

Both pretest and posttest results were analyzed by using Repeated Measures t-test to compare the data of the two means score (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of pretest and posttest from the experimental class. If the score of posttest is better than pretest, it means that there is a

progress of students’ reading comprehension achievement.

k) Concluding and reporting the result of the data analysis

After analyzing the results of pretest and posttest, the researcher drew the conclusion and the results of this research that was reported in this script including suggestion from the researcher.

3.5. Data Collecting Technique

In this research, the instrument for data collection was in the form of questions of the reading comprehension tests, i.e. pretest and posttest and interview. The questions were used as the measurement that used recount texts as the topic of the reading texts with 25 multiple choices items. Each item had four options (A, B, C,

28

and D) with one correct answer and three distracters. In order to find out the problems that the students faced during the application of Think-pair-Share (TPS) technique, the researcher did interview to several students as the representatives of upper and lower students. The upper and lower group student was identified after giving the posttest.

Those two forms of questions were arranged as pretest and posttest. They were similar, only the order of the texts and their corresponding items were rearranged for the posttest. The instrument for those two tests was previously qualified trough the tryout test.

In collecting the data, this research will be conducted as the following steps: 1) Pretest

The pretest was conducted before the treatment. It was used to identify whether the students had understood about main idea, detailed information, reference, inference, and vocabulary. The pretest included 25 items with four options (A, B, C, and D); one correct answer and three distracters. The pretest required 45 minutes for the test. The materials that were tested were recount text. Pretest was given to know how far the students’ competence in reading comprehension before treatment was conducted.

2) Posttest

The posttest was conducted after the treatment. The test was multiple choices consisting of 25 items; each item has four options (A, B, C, and D): one correct answer and three distracters. It required 45 minutes for the

test. It was used to identify whether the students had understood about the aspects of reading comprehension and how well they could comprehend the reading texts after the application of TPS technique in teaching-learning process. The items of the posttest were similar to those in the pretest, but the order of the texts and their corresponding items were rearranged.

Shohami (1985) states that a good quality of multiple-choice items has a satisfactory degree of validity, reliability, level of difficulty and the discrimination power.

a) Validity

Validity shows how far the test measures what supposed to be measured (Setiyadi, 2006). This is used to measure whether instruments have a good validity or not. A test can be considered to valid if it can precisely measure the quality of the test. There are several types of validity according to the different purpose of the tests. Face validity refers to the layout of the test and criterion-related validity is measuring the success in the future as the replacement test (Hatch and Farhady, 1982:251). According to the Hatch and Farhady (1982:281), there are two basic types of validity, such as content validity and construct validity that the writer used in this research as follows.

- Content Validity

Content validity is the extent to which the test measures a representative sample of the subject matter content, the focus of content validity is adequacy of the sample and not simply on the

30

appearance of the test (Hatch and Farhady,1982: 251). Since the test instrument was conducted to get the data of the students’ reading comprehension achievement, the content validity of the test items were conducted by arranging the material that is suitable with the curriculum. Thus, if the measuring instrument has represented all the ideas that connected with the materials that will be measured, that measuring instrument has fulfilled the content validity.

- Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy. 1985; 74). Knowing the test was true reflection of the theory in reading comprehension, the researcher examined whether the test questions actually reflected the means of reading comprehension or not. The test consisted of some reading skills namely, determining the main idea, finding specific information, identifying inference, identifying reference, and identifying vocabulary.

As Suparman (2012) states that reading have five aspects in order to comprehend the text. In this research, the researcher had formulated the table of specification. The content of the item was presented in the table of specification below:

Table 1. Specification in Pre-test

No Reading Skills Item Numbers Percentage

1 Determining main idea 1, 12, 17 12 %

2 Finding detailed information 4, 7, 9, 14, 15, 18, 20, 24 32 %

3 Identifying references 2, 8, 10, 13, 25 20 %

4 Identifying inferences 3, 19, 22 12 %

5 Identifying vocabulary 5, 6, 11, 16, 21, 23 24 %

Total 25 100%

Table 2. Specification in Post-test

No Reading Skills Item Numbers Percentage

1 Determining main idea 5, 12, 17 12 %

2 Finding detailed information 3, 8, 11, 13, 15, 19, 20, 23 32 %

3 Identifying references 4, 6, 18, 22, 24 20 %

4 Identifying inferences 1, 7, 14, 12 %

5 Identifying vocabulary 2, 9, 10, 16, 21, 25 24 %

Total 25 100%

Those were the representative of the materials from the subject. In order to measure the content and construct validity, rater analysis was used to make the reading test instrument more valid. Thus, English teacher of SMPN 8 Bandar Lampung would be the rater; she is Hj. Mainiar, S.Pd. She was the one who examine whether the test has fulfilled the content and construct validity or not.

b) Reliability

Reliability is defined as the extent to which a questionnaire, test, observation or any measurement procedure produces the same results on repeated trials. In short, it is the stability or consistency of scores over time or across ratters. As Shohamy (1985:70) states that reliability refers to whether the test is consistent in its scoring and gives us an indication of how accurate the test score are. It is a measurement of accuracy, consistency, dependability, or fairness of scores resulting from the

32

administration of particular examination. According to Heaton (1988:162) reliability is a necessary characteristic of any good test.

To measure the coefficient of the reliability between odd and even number (reliability of half test), the researcher uses Pearson Product Moment, in the following formula:

Note:

rl : Coefficient of reliability between odd and even numbers items.

x : Odd number. y : Even number.

x2 : Total score of odd number items. y2 : Total score of even number items. xy : Total number of odd and even numbers.

(Lado, 1961 in Hughes, 1991:32). The criteria of reliability:

0.0 – 0.49 = low 0.5 – 0.89 = moderate 0.9 – 1.00 = high

In this research, the result of reliability of the try-out test is 0.96 (see appendix 4). It could be inferred that the test had very high level of reliability, in the range 0.80-1.00. It indicated that this instrument would produce consistent result when it was administered under similar condition and participants but in different time (Hatch and Farhady, 1882: 286). So, it can be concluded that the test was reliable.

c) Level of difficulty

Level of difficulty is used to see whether the test items are good or not. The test has to have an average score that is telling that the test is not too difficult and not too easy. In the other word the difficulty level is average. The classification of the difficulty level is as follow:

0,0 – 0,3 = too difficult 0,3 – 0,7 = average 0,7 – 1,0 = too easy

The formula that will be used to determine the difficulty level of each test item is as follow:

LD = R/N In which:

LD : level of difficulty

R : the number of correct answers

N : the number of students taking the test

Based on the criteria above, there were 6 easy items in the try-out test (1, 4, 6, 8, 30, and 33). There were 7 difficult items (14, 18, 21, 27, 32, 33, and 39). And, there were 27 average items. (see appendix 5)

d) Discrimination Power

Discrimination power is the ability of the item to differentiate between the students who have high ability and those who have low ability. It can be calculated with this formula of the discriminate power:

34 In which:

D : discrimination power

U : the number of students from the upper who answer correctly

L : the number of students from the lower who answer correctly

N : the number of students

(Shohamy, 1985:82) The criteria are:

- (negative) = Bad items, should be ommited 0.00-0.20 = Poor items

0.21-0.40 = Satisfactory items 0.41-0.70 = Good items 0.71-1.00 = Excellent items

(Heaton, 1975:180)

Based on the criteria above, there were 13 items in the try-out test which did not fulfill the standard of discrimination power, since those items had discrimination index under 0.20 which meant that the items had bad and poor discrimination power. By looking discrimination power and level of difficulty, the total items that were administered were 25 items (2, 3, 5, 7, 9, 10, 11, 12, 13, 15, 16, 19, 20, 22, 23, 24, 25, 26, 28, 29,31, 36, 37, 38, and 40). Those items had discrimination power above 0.21 with the criteria from satisfactory to excellent items. (see appendix 5)

Students’ responses in the tryout, the pretest, and the posttest were scored

using the following formula:

In which:

S : the score

R : the total correct responses N : the number of items

3.6. Data Analysis

Data analysis was following the steps below: a) Scoring the pretest and the posttest.

b) Tabulating the result of the pretest and the posttest and calculating the means of both,

c) Testing the hypothesis using paired-samples t-test via SPSS for Windows to see whether the improvement gained is significant or not by the students after the application of TPS technique.

d) Interpreting the result of statistical calculations and drawing the conclusion.

The other instrument was interview, which was conducted in 8 F in the form of open and formal questions. The questions must be in the form of explanation or

description rather than “yes” or “no” answers, to avoid the students from being

reluctant to answer the questions given, to analyze its qualitative data, matrix analysis, in this case description analysis was used, since the researcher used her own idea, including her own interpretation toward the data (Setiyadi, 2006:262).

3.7. Hypothesis Testing

The hypothesis testing was tested to see whether the teaching learning through TPS technique would increase the students’ reading comprehension significantly or not. The repeated measure t-test was used to measure it. The hypothesis was also statistically tested by using statistical computerization (SPSS 17), in which the significance is determined by p<0.05. Therefore, the hypothesis which can be cited is as follows:

36

H0 = There is no significant difference of students’ reading comprehension achievement after the application of Think-Pair-Share (TPS) technique for understanding teaching reading recount text.

Hα = There is significant difference of students’ reading comprehension achievement after the application of Think-Pair-Share (TPS) technique for understanding teaching reading recount text.

(Setiyadi, 2006:97)

Besides that, the interview was also conducted. The interview was in 8 F in the form of open and formal questions. The questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given, to analyze its qualitative data in order to find out the problems the students face during Think-Pair-Share (TPS) technique, in this case description analysis was used, since the researcher used her own idea, including her own interpretation toward the data (Setiyadi, 2006:262).

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions that are based on the research’s results and discussions in the previous chapter. It also presents some suggestions for English teachers and other researchers who want to try to apply Think-Pair-Share (TPS) technique in the teaching of listening.

5.1. Conclusions

There have been many techniques to increase students’ reading ability. In this research, the researcher used Think-Pair-Share (TPS) technique in helping students to improve their reading ability. Based on the result of the data analysis, several points are concluded as follows:

1. There was a significant difference of students’ reading comprehension after being taught through Think-Pair-Share (TPS) technique at SMPN 8 Bandar Lampung. It can be seen from the value of ratio is higher than t-table (9.935>2.042) and the significant level is lower than 0.05 (0.000<0.05). It means that H0 was rejected and Hα was accepted. It was also proved from the increase of the students’ mean score in the post-test which was higher than in the pre-test. Their mean score in experimental class which increased from 50.44 up to 62.89 with gain score 12.45. This technique improved the students’ reading comprehension achievement,

58

such as determining main idea from 71.30 % up to 78.70 %, finding specific information from 53.82 % up to 58.33 %, identifying references from 43.89 % up to 51.11 %, identifying inference from 50 % up to 66.67 %, and identifying vocabularies from 41.20 % up to 55.56 %. The aspect of reading comprehension was mostly improved was identifying the inference with the increase 16.67 % and finding specific information was the aspect that had the lowest increase, 4.51 %.

2. There were some problems the students faced during learning reading comprehension through Think-Pair-Share (TPS) technique which could be divided as follow:

- Finding the meaning of the difficult words that the students faced during thinking process. This problem might influence the next process because they have to understand the text first before they discuss it with their pairs.

- Getting the idea of the text in the pairing process. Some of the students who do not understand the text yet could not tell their pair about the information of the text they got.

- Focusing on the lesson by being cooperative in every steps of this technique. They keep talking outside the text if the teacher does not put attention on them.

5.2. Suggestions

Regarding the conclusions stated previously, the researcher would like to propose several suggestions as follows:

1. There are some students who still have difficulties in comprehending the meaning of difficult vocabularies. It is stated that their lack of vocabularies might influence their thinking process. Therefore, the teacher may ask the students to make a sentence from those difficult words to strengthen their comprehension on the meanings of the words in various contexts. More than one sentence might be necessary for each new word.

2. In this research, it is found that finding detailed information had the lowest improvement. This problem might occur because each of students only told about what the text was mainly talking about so they did not tell the whole sentence to their pair. Therefore the teacher should make sure that they are not going to tell the gist of the text only but they have also need to tell the other information which is stated in the text, for example: the cause and effect that happen in the story, the data from the text, the comparison, etc.

3. Basically the students have good improvement in identifying the inference but the teacher might give the students a brainstorming first before they got the text. This brainstorming can activate their background knowledge which can help them in understanding the text. The teacher may start by asking several question which is related with the text first in order to relate what they have already known to what they are going to read.

4. In this research, the researcher applied interview in order to see the

students’ problems during the application of TPS technique. For further

research, it is suggested to add the other method in collecting the data, for example, the triangulation. This current study that used two designs was

60

used to see the achievement of the students’ reading comprehension and the problems during the application of TPS technique. Therefore, by using triangulation, the better result will find out because it will not only measure from one point of view.

REFERENCES

Alyousef, H. S. 2006. Teaching Reading Comprehension to ESL/EFL Learners. Journal of language and learning, Volume 5.

Cobb. 1991. Think Pair and Share. Available at

-. Accessed on May 9th 2013.

Dallman, R. L. 1982. Teaching of Reading. Washington: CBS Collage Publishing. Faradiaswita. 2012. The implementation of think-pair-share technique in

improving students’ reading comprehension at MTSN 1 Tanjung Karang (unpublished research report). Bandar Lampung: Lampung University. Fitriani, V. 2012. Increasing students’ reading comprehension achievement of

narrative and recount texts through schema activation strategy at the first year of SMA YP UNILA Bandar Lampung (unpublished research report). Bandar Lampung: Lampung University.

Hatch, E & Farhady, H. 1982. Research Design and Statistic for Applied Linguistics. Massachusets: Newbury House Publisher.

Hariyanti, D. 2010. Teaching reading comprehension through cooperative learning by using think-pair-share technique (TPS) at SMAN 1 Bandar Sribawono, Lampung Timur (unpublished research report). Bandar Lampung: Lampung University.

Heaton, J. B. 1975. Writing English Language Test. New York. Longman Inc. Hedge, T. 2003. Teaching and Learning in the Language Classroom. UK: OUP. Henning, G. 1987. A Guide to Language Testing. Cambridge: Newbury House

Publishers.

Jones, R. 2012. Strategies for Reading Comprehension: Think-Pair-Share. Available at http://www.readingquest.org/strat/tps.html. Accessed on January 14th 2013.

Lie, A. 2002. Cooperative Learning; Mempraktikan Cooperative Learning di Ruang-Ruang Kelas. Jakarta: Grasindo.

62

O’Malley, J.M. & Chamot, A.U. 1999. Learning Strategies in Second Language

Acquisition. Cambridge: Cambridge University Press.

Putra, W. H. 2012. Improving the Students’ Listening Comprehension through Drill Technique in the First Grade Students of SMPN 2 (unpublished research report). Bandar Lampung: Lampung University.

Sari, N. R. 2010. Increasing Students’ Reading Comprehension Achievement through Think-Pair-Share Technique at the Second Year of SMAN 1 Natar, Lampung Selatan (unpublished research report). Bandar Lampung: Lampung University.

Setiyadi, B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif and Kualitatif. Bandar Lampung: UNILA. Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second

Language Teacher. Tel Aviv: Tel Aviv University.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung: Lampung University.

Suparman, U. 2007. Reading Strategies of English as a Foreign Language (EFL). Tangerang: Mata Baca.

Suparman, U. 2012. Developing Reading Skills and Strategies. Bandung: CV. Alfino Raya.

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions that are based on the research’s results and discussions in the previous chapter. It also presents some suggestions for English teachers and other researchers who want to try to apply Think-Pair-Share (TPS) technique in the teaching of listening.

5.1. Conclusions

There have been many techniques to increase students’ reading ability. In this research, the researcher used Think-Pair-Share (TPS) technique in helping students to improve their reading ability. Based on the result of the data analysis, several points are concluded as follows:

1. There was a significant difference of students’ reading comprehension after being taught through Think-Pair-Share (TPS) technique at SMPN 8 Bandar Lampung. It can be seen from the value of ratio is higher than t-table (9.935>2.042) and the significant level is lower than 0.05 (0.000<0.05). It means that H0 was rejected and Hα was accepted. It was also proved from the increase of the students’ mean score in the post-test which was higher than in the pre-test. Their mean score in experimental class which increased from 50.44 up to 62.89 with gain score 12.45. This technique improved the students’ reading comprehension achievement,

58

such as determining main idea from 71.30 % up to 78.70 %, finding specific information from 53.82 % up to 58.33 %, identifying references from 43.89 % up to 51.11 %, identifying inference from 50 % up to 66.67 %, and identifying vocabularies from 41.20 % up to 55.56 %. The aspect of reading comprehension was mostly improved was identifying the inference with the increase 16.67 % and finding specific information was the aspect that had the lowest increase, 4.51 %.

2. There were some problems the students faced during learning reading comprehension through Think-Pair-Share (TPS) technique which could be divided as follow:

- Finding the meaning of the difficult words that the students faced during thinking process. This problem might influence the next process because they have to understand the text first before they discuss it with their pairs.

- Getting the idea of the text in the pairing process. Some of the students who do not understand the text yet could not tell their pair about the information of the text they got.

- Focusing on the lesson by being cooperative in every steps of this technique. They keep talking outside the text if the teacher does not put attention on them.

5.2. Suggestions

Regarding the conclusions stated previously, the researcher would like to propose several suggestions as follows:

59

1. There are some students who still have difficulties in comprehending the meaning of difficult vocabularies. It is stated that their lack of vocabularies might influence their thinking process. Therefore, the teacher may ask the students to make a sentence from those difficult words to strengthen their comprehension on the meanings of the words in various contexts. More than one sentence might be necessary for each new word.

2. In this research, it is found that finding detailed information had the lowest improvement. This problem might occur because each of students only told about what the text was mainly talking about so they did not tell the whole sentence to their pair. Therefore the teacher should make sure that they are not going to tell the gist of the text only but they have also need to tell the other information which is stated in the text, for example: the cause and effect that happen in the story, the data from the text, the comparison, etc.

3. Basically the students have good improvement in identifying the inference but the teacher might give the students a brainstorming first before they got the text. This brainstorming can activate their background knowledge which can help them in understanding the text. The teacher may start by asking several question which is related with the text first in order to relate what they have already known to what they are going to read.

4. In this research, the researcher applied interview in order to see the students’ problems during the application of TPS technique. For further research, it is suggested to add the other method in collecting the data, for example, the triangulation. This current study that used two designs was

60

used to see the achievement of the students’ reading comprehension and the problems during the application of TPS technique. Therefore, by using triangulation, the better result will find out because it will not only measure from one point of view.

REFERENCES

Alyousef, H. S. 2006. Teaching Reading Comprehension to ESL/EFL Learners. Journal of language and learning, Volume 5.

Cobb. 1991. Think Pair and Share. Available at

-. Accessed on May 9th 2013.

Dallman, R. L. 1982. Teaching of Reading. Washington: CBS Collage Publishing. Faradiaswita. 2012. The implementation of think-pair-share technique in

improving students’ reading comprehension at MTSN 1 Tanjung Karang

(unpublished research report). Bandar Lampung: Lampung University. Fitriani, V. 2012. Increasing students’ reading comprehension achievement of

narrative and recount texts through schema activation strategy at the first year of SMA YP UNILA Bandar Lampung (unpublished research report). Bandar Lampung: Lampung University.

Hatch, E & Farhady, H. 1982. Research Design and Statistic for Applied Linguistics. Massachusets: Newbury House Publisher.

Hariyanti, D. 2010. Teaching reading comprehension through cooperative learning by using think-pair-share technique (TPS) at SMAN 1 Bandar Sribawono, Lampung Timur (unpublished research report). Bandar Lampung: Lampung University.

Heaton, J. B. 1975. Writing English Language Test. New York. Longman Inc. Hedge, T. 2003. Teaching and Learning in the Language Classroom. UK: OUP. Henning, G. 1987. A Guide to Language Testing. Cambridge: Newbury House

Publishers.

Jones, R. 2012. Strategies for Reading Comprehension: Think-Pair-Share. Available at http://www.readingquest.org/strat/tps.html. Accessed on January 14th 2013.

Lie, A. 2002. Cooperative Learning; Mempraktikan Cooperative Learning di Ruang-Ruang Kelas. Jakarta: Grasindo.

62

O’Malley, J.M. & Chamot, A.U. 1999. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Putra, W. H. 2012. Improving the Students’ Listening Comprehension through Drill Technique in the First Grade Students of SMPN 2 (unpublished research report). Bandar Lampung: Lampung University.

Sari, N. R. 2010. Increasing Students’ Reading Comprehension Achievement through Think-Pair-Share Technique at the Second Year of SMAN 1 Natar, Lampung Selatan (unpublished research report). Bandar Lampung: Lampung University.

Setiyadi, B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif and Kualitatif. Bandar Lampung: UNILA. Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second

Language Teacher. Tel Aviv: Tel Aviv University.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung: Lampung University.

Suparman, U. 2007. Reading Strategies of English as a Foreign Language (EFL). Tangerang: Mata Baca.

Suparman, U. 2012. Developing Reading Skills and Strategies. Bandung: CV. Alfino Raya.