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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.
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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.
24 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.
