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93 Instruction Method is more effective than Think Pair Share to teach reading
comprehension for students who have low motivation. Based on the result of point 3 and 4, Think Pair Share is more effective
than Direct Instruction Method to teach reading comprehension for students who have high motivation and Direct Instruction Method is more effective than Think
Pair Share to teach reading comprehension for students who have low motivation. Therefore, it can be concluded that there is a relationship between teaching
methods and students’ motivation in teaching reading comprehension.
D. Discussion of Findings
This research is one of the efforts to generate some improvement in teaching reading for the eleventh grade students of MAN 2 Metro. It has been
discussed in the previous chapter that Think Pair Share is one of the alternatives to obtain the intention. The discussions of this research findings:
1. Think Pair Share Method is more effective than Direct Instruction
Method in teaching reading comprehension.
Based on the findings of the study, the researcher draws a conclusion that
the implementation of Think-Pair-Share is effective to help students improve their reading comprehension. Reading is usually considered difficult by the learners.
Think-Pair-Share is a teaching method that helps students learn English, especially learn reading comprehension.
“Think-Pair-Share is a method designed to provide students with food for thought on a given topics enabling them to
formulate individual ideas and share these ideas with other students” Johnson in
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94 Kagan 1992:17. It functions to encourage students’ classroom participation.
Students participating in Think-Pair-Share have improved their score on reading achievement test, rather than using a basic recitation method in which a teacher
poses a question and one student offers a response. Think-Pair-Share encourages a high degree of pupil response and can help students keep on doing the task. In the
application of Cooperative Learning method, Think-Pair-Share, in teaching reading comprehension, the teacher poses a challenging or open-ended question
and gives students a half to one minute to think about the question. This is important because it gives students a chance to start formulating answers by
retrieving information from long-term memory. Students then pair with a cooperative group member or neighbor sitting nearby and discuss their ideas about
the question for several minutes. Kagan 1992:12 viewed that Think-Pair-Share structure gives all students the opportunity to discuss their ideas. This is important
because students start to construct their knowledge in these discussions and also to find out what they do and do not know. The procedure is quite simple in which
after asking a question, the students are told to think silently about their answers. Based on the research’s observation, the researcher found the fact that Think-
Pair-Share had been advantageous to develop the students’ social skills. Social skills determine the way students interact to one another as teammates. It is
supported by Richards and Rodgers 2001: 196, the success of cooperative learning is crucially dependent on the nature and organization of group work. This
requires a structured program of learning carefully designed so that learners interact to one another and increase the other learner’s learning motivation. Think-
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95 Pair-Share can develop the students’ ability to share ideas and teach students show
their tolerance toward different ideas. This statement is even supported by the Philosophy of Lampung. Lampung has variety of cultures involving language and
custom. Lampung’s culture has five principles in which one of them is Sakai- Sambayan. It symbolizes social spirit, mutual assistance and help in Lampungnese
social life. In TPS, students are divided into pairs so that students can interact with their friends. So it can build attitudes, values awareness among their friends. In
this case, the high level students can help their friends in pairs and the members of pair can help each other. Even, the students who are shy to give opinion to the
teacher are motivated to study together with their friends. This condition makes student feel comfort in teaching learning process. They do not consider reading a
difficult lesson but they start to make reading as a habit. It is suitable with the philosophy of the Sakai-Sambayan. The philosophy of Sakai-Sambayan is also
classified into social philosophy, that society is expected to adapt, receive feedback, understand, and have dynamic and creative thinking. Think pair share
can teach the students to preserve the cultural values of Lampung society. In addition, the success of TPS is supported by such facilities. The language
laboratory facility of MAN 2 metro is completed and sufficient. It makes students become more comfortable in following the teaching and learning process.
On the contrary, Direct Instruction Method makes the students depend on the teacher’s explanation and translation almost all the times in the reading class.
In this method, the teacher becomes the decision maker. The teacher will be engaged in many planning decisions, such as deciding what they want to teach,
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96 and how they will go about reading process Parson, et al, 2011: 11. Furthermore,
one of the characteristics of key element in direct instruction model is teacher centrality Cruiskshank, bainer and Metcalf, 1999: 224. Students wait until all the
words are translated by the teacher to get the message of the text given to them. The students are under the teacher’s control. The teacher’s direction and control
occur when the teacher selects and directs the learning tasks. Therefore, Think Pair Share is more effective than Direct Instruction Method.
2. Students with high motivation have better reading achievement than those
