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29 teacher’s control. The teacher direction and control occur when the teacher selects
and directs the learning tasks.
2. The Procedures of Direct Instruction Method
According to Rosenshine in Cohen 2008: 2, the procedures of direct instruction method as follows:
a. Begin a lesson with a short review of previous learning. b. Begin a lesson with a short statement of goals.
c. Present new material in small steps, providing for student practice after each step.
d. Give clear and detailed instructions and explanations. e. Provide practice for all students.
f. Ask a large number of questions, check for student understanding and obtain
responses from all students. g. Guide students during initial practice.
h. Provide systematic feedback and corrections. i.
Provide instruction and practice for seatwork, exercises and monitor students during seatwork.
From the explanations, it can be concluded that the procedure of direct instruction method has four steps. They are explaining and preparing the students
related to the material, demonstrating and presenting the material, guiding and giving feedback to ensure that the students work well. Then, the final is giving
individual task for the students related with the material given.
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3. The Advantages and Disadvantages of Direct Instruction Method
According to Sanjaya 2009: 66, there are some advantages of direct instruction method as follows:
a. This method can be followed by a large number of students. b. This method is economic in time, source and fee.
c. Enables learners to improve their skill of listening accurately and critically while doing appreciation in the classroom Joyce and Weil, 1986: 326.
d. Gives clear view on how knowledge is delivered where in general it is not contained in book.
e. Arouses students to read and look for other reference books after following the learning process.
Implementation of Direct Instruction method in class not only has the advantages but also disadvantages as follows:
a. There is only the teacher who is active in the teaching and learning process. b. Memorizing tends to be the primary aspect of learning where students must
remember facts, which are presented by the teacher. c. Concerning with facts that students should remember, they become bored and
lose their interest of the lesson. d. The teacher finds difficult in mastering students’ learning result and interest,
foremost when the learning process is in progress. e. The information is limited on the teacher’s memory.
f. It does not stimulate the development of students’ creativity.
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D.
General differences about Think Pair share and Direct Instruction Method
The differences between Think Pair Share and Direct Instruction Method in the implementation in the class can be seen when it in used to teach the same
lesson. Clearly, it could be described through the table below:
Table 2.1 General differences about Think pair Share and Direct Instruction Method
Aspects Think Pair Share
Direct Instruction
Teacher and students role Student center.
Teacher center.
Learner role Performer active participator.
Passive receiver. Organizer and counselor of group
work Intervener to teach collaborative
skills. Facilitator of the communication
tasks. Materials
Materials Complete set of materials for each student.
Materials are arranged according to purpose of lesson. Usually one
group shares a complete set of materials.
Types of activities
Any instructional activity, mainly group work to engage learners in
communication, involving processes like information
sharing, negotiation of meaning and interaction.
Knowledge recall and review, phrasal or sentence pattern
practice, role play, translation, listening etc.
Think Pair Share Method is a highly structured form of group work that focuses on problem solving that can lead students, when directed by a teacher,
to deeper learning and genuine paradigm shifts in their thinking. Meanwhile, The Direct Instruction Method is probably the instructional format and today it is still
the most common form of instruction. They are passive recipients of knowledge in an externally driven process. Student efforts and motivation are very
individualistic.
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E. Teaching Reading Using Think Pair Share Method Compared to Direct
Instruction Method
In this research, the researcher uses two methods in teaching reading: Think Pair Share Method and Direct Instruction Method. The followings are the
steps how to teach reading by using those methods.
Table. 2. 2 Teaching Reading Using Think Pair Share Method Compared to Direct Instruction Method
STEPS Think Pair Share
Direct Instruction Method Pre-
Reading Activity
1.
Introducing the title of the text and giving guiding questions about the
topic which is going to be discussed. 2. Brainstorming about text by giving
questions 3. Explaining the procedure of Think
Pair Share Method. 4. Distributing a text.
1. Explaining of the goal and preparing
students a
Explaining about the goal of the lesson.
b Explaining the procedure of
Direct Instruction Method. c
Showing an example about narrative text and distributing
the narrative text entitled to the students.
The teacher
introduces the material.
Whilst- Reading
Activity
5. Think a
Asking the students to read the text individually
b Giving the students “think time” a few moments to think
about the answer of the question individually.
6. Pair a
Dividing students into pairs. b Giving worksheet to each pairs
c Giving marks to the students to
start pairing up with other students.
d Guiding the students to analyze the content of the text and
monitoring discussion process. 7. Share
a The teacher calls on some pairs
to share their answers with the rest of the class.
b Asking each pair to give opinion to other pairs. Other
pairs give feedback and share their different ideas.
2. Presenting
or demonstrating
of certain skill
a Explaining to the students about the characteristics of text,
such as; generic structure, linguistics feature, and social
function of text to the students.
b Teacher guides the students
through some questions that have correlation with the topic.
c Teacher checks frequently for
understanding of all students and provide immediate
corrective feedback when needed.
3. Giving guided practice
a The teacher asks the students to
read few lines from the text. b The students are asked to
translate the words from the text into their L1. The teacher
helps them
in translate
meanings for these words. c
The answers are checked by them. Mistakes are corrected by
the teacher.
