THE INFLUENCE OF USING THINK-PAIR-SHARE TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT ATTHE SECOND SEMESTER OF THE SEVENTH GRADE AT SMPN 2 TERBANGGI BESAR CENTRAL LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

  

THE INFLUENCE OF USING THINK-PAIR-SHARE TECHNIQUE

TOWARDS STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE

TEXT ATTHE SECOND SEMESTER OF THE SEVENTH GRADE AT

SMPN 2 TERBANGGI BESAR CENTRAL LAMPUNG

IN THE ACADEMIC YEAR OF 2017/2018

  

A Thesis

Submitted as Partial Fulfillment of the Requirements for S1-Degree

By

Sulina Tusiana

  

NPM. 1311040028

Study Program : English Education

Advisor : Bambang Irfani, M.Pd Co-advisor : M. Sayid Wijaya, M.Pd

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2018

  THE INFLUENCE OF USING THINK-PAIR-SHARE TECHNIQUE

TOWARDS STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE

TEXT ATTHE SECOND SEMESTER OF THE SEVENTH GRADE AT

  

SMPN 2 TERBANGGI BESAR CENTRAL LAMPUNG

IN THE ACADEMIC YEAR OF 2017/2018

  

A Thesis

Submitted as Partial Fulfillment of the Requirements for S1-Degree

By

Sulina Tusiana

  

NPM. 1311040028

Study Program : English Education Advisor : Bambang Irfani, M.Pd Co-advisor : M. Sayid Wijaya, M.Pd

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2018

  

ABSTRACT

The Influence of Using Think-Pair- Share technique Towards Students’ Reading

  

Comprehension in Descriptive Text at the Seventh Grade of the Second

Semester at SMPN 2 Terbanggi Besar Central Lampung in Academic Year of

2017/2018

By: Sulina Tusiana

  Reading is one of language skills that should be mastered by the students. in reading the text we can find knowledge, information that we never know before. The students’ reading comprehension at SMPN 2 Terbanggi Besar Central Lampung is still low especially in reading descriptive text. To solve this problem, the writer applied think-pair-share. Think-pair-share is one of good techniques that can be implemented by the students as individual or in group. The objective of this research is to know whether there is significant influence of using think-pair-share technique towards students reading comprehension on descriptive text at the seventh grade of the second semester at SMPN 2 Terbanggi Besar. In this research, the writer used quantitative research. The writer used quasi experimental design with pre-test and post-test. The sample was taken from two classes, VII B and VII D which consisted of 60 students. The treatments were held in 3 meetings, 2 x 40 minute for each. The population of this research was the seventh grade students at SMPN 2 Terbanggi Besar Central Lampung. In collecting the data, the writer used instrument in the form of multiple choice test. After conducting the try-out, the instruments were used for the pre-test and post-test. After giving the pre- test and post-test, the writer analyzed the data by using SPSS to compute independent sample t-test. After testing the hypothesis, the result was that there is a significant influence of using think-pair- share toward students’ reading comprehension on descriptive text at the seventh grade of the second semester at SMPN 2 Terbanggi Besar Central

  Lampung. From the data analysis computed by using SPSS, it was obtained that Sig. = 0.003 and is accepted because Sig. <

  α = 0.05. It means H a α = 0.003<0.05.In other words, from this research, it was known that think-pair- share influence the students’ reading comprehension on descriptive text. So, there was influence of using think- pair- share towards students’ reading comprehension on descriptive text at the seventh grade of the second semester at SMPN 2 Terbanggi Besar Central Lampung.

  Key words: think-pair-share, reading comprehension, quantitative research.

  

MOTTO

     

  Read ye, Therefore, as much of the Qur’an as many be easy (for you)

  1

  (Q.S. Al Muzammil: 20)

1 A. Yusuf Ali,

  The Holy Qur’an Text, Translation and Commentary, (Maryland: Amana Corp.),p.607

  

DECLARATION

  I hereby certify that this thesis entitled: The Influence of using Think-Pair-Share technique towards Students’ Reading Comprehension on Descriptive Text at the Second Semester of the Seveth Grade of SMPN 2 Terbanggi Besar Lampung Tengah in 2017/2018 academic year is completely my own work. I am fully aware that I have quoted some statements and theories from various sources and they are properly acknowledged in this thesis.

  Bandar Lampung, April 2018 Declared by,

  Sulina Tusiana

CURRICULUM VITAE

  st

  ,1995 in Yukum The writer’s name is Sulina Tusiana. She was born on August 21 Jaya Central Lampung. She is the first daughter of Mr. Supani and Mrs. Lutini. She has one sister. She is Eka Nuriawati.

  She entered her first education in SDN 1 Yukum Jaya Central Lampung and graduated her study in 2007. She graduated from SMPN 2 Terbanggi Besar Central Lampung in 2010 and continued to MAN 1 Central Lampung and finished it in 2013. For getting further education in higher level, in 2013 she entered UIN Raden Intan Lampung majoring in English Education Study Program, Tarbiyah and Teacher Training Faculty.

  During her study in UIN Raden Intan Lampung, she joined organizations in her Faculty called ESA (English Student Association) as member of Religious division.

  

ACKNOWLEDGEMENT

  Praise be to Allah, the Almighty God, the Most Merciful and the Most Beneficient for blessing the writer with His mercy and guidance to finish this thesis. Peace and solutation be upon our prophet Muhammad, with his family and followers. This thesis entitled “ The Influence of Using Think-Pair-Share Technique Towards

  Students’ Reading Comprehension at the second semester of the first grade of SMPN

  2 Terbanggi Besar in 2017/2018 Academi c Year” is submitted as a compulsory fulfillment of the requirements for S1 degree of Engliah study program at Tarbiyah and Teacher training Faculty UIN Raden Intan Lampung.

  When finishing this thesis, the writer has obtained so much help, assistence, aid, or support and many valuable things from various sides. Therefore, the writer would sincerely thank to: 1.

  Prof. Dr, Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty UIN Raden Intan Lampung with his personel who has given an opportunity and for bearance to the writer when on going the study until the accomplishment of this thesis.

  2. Meisuri M.Pd, the Chairperson of English Study Program of UIN Raden Intan Lampung.

  3. Bambang Irfani M.Pd, writer’s Advisor, who has patiently guided and directed the writer until the completion of this thesis.

  4. M. Sayid Wijaya M.Pd, co-Advisor, who has spent countless hours correcting thesis in order to make it better.

  5. The English Department lecturer in UIN Raden Intan Lampung.

  6. Drs. Jatmiko Tri Hujianto S.Pd , the headmaster of SMPN 2 Terbanggi Besar, the teacher and the students of the second semester of the first grade SMPN 2 Terbanggi Besar for allowing carrying out the research in their institution and for giving the contribution while was conducting the research there.

  7. Her beloved friends, Rani, Meta, Indah , Leni, Rudi , All members of PBI A 2013 8. Beloved friends of English department of UIN Raden Intan Lampung.

  May Allah bless and give in return for every help they did to the writer. Finally, it is expected that this thesis can benefit the readers. Amin

  Bandar Lampung, April 2018 The writer

  Sulina Tusiana

  TABLE OF CONTENTS

COVER .............................................................................................................................i

ABSTRACT ...................................................................................................................... ii

DECLARATION ............................................................................................................. iii

DEDICATION ..................................................................................................................iv

MOTTO ......................................................................................................................... v

CURRICULUM VITAE ..................................................................................................vi

ACKNOWLEDGMENT................................................................................................. vii

TABLE OF CONTENTS .................................................................................................ix

LIST OF TABLES .......................................................................................................... xii

LIST OF FIGURES ....................................................................................................... xiii

LIST OF APPENDIX .....................................................................................................xiv

  CHAPTER I INTRODUCTION A. Background of the Problem ................................................................................... 1 B. Identification of the Problem ................................................................................. 8 C. Limitation of the Problem ...................................................................................... 8 D. Formulation of the Problem ................................................................................... 8 E. Objective of the Problem ....................................................................................... 9 F. Use of the Research ................................................................................................ 9 G. Scope of the Research ........................................................................................... 10 1. Subject of the Research ................................................................................... 10 2. Object of the Research .................................................................................... 10 3. Place of the Research ..................................................................................... 10 4. Time of the Reseach ........................................................................................ 10 CHAPTER II FRAME OF THEORY A. Concept of Redaing ............................................................................................... 11 B. Types of Reading .................................................................................................. 12 C. Concept ot Reading Comprehension ..................................................................... 14 D. Concept of Teaching Reading Comprehension..................................................... 19 E. Concept of Text Genre .......................................................................................... 20 1. Definition of Text ............................................................................................ 20 2. Genre of Text .................................................................................................. 21 F. Concept of Descriptive Text ................................................................................. 24 1. Definition of Descriptive Text ........................................................................ 24 2. Generic Structure of Descriptive Text ............................................................ 25 3. Language Features of Descriptive Text .......................................................... 26 4. Characteristics of Descriptive Text ................................................................. 27 5. Social Function of Descriptive Text ............................................................... 28

  G.

  Concep of Think-Pair-Share ................................................................................. 28 1.

  Definition of Think-Pair-Share ....................................................................... 28 2. Procedure of Think-Pair-Share ....................................................................... 30 3. Dvantages and Disadvantages of Think-Pair-Share ........................................ 32 4. Teaching Reading Comprehension on Descriptive Text using Think-Pair-

  Share ................................................................................................................ 33 H. Concept of Demonstration Technique .................................................................. 34 1.

  Definition of Demonstration technique ........................................................... 34 2. Procedure of Demonstratuoin technique ......................................................... 35 3. Advantages and Disadvantages of Demonstration technique ......................... 35 4. Teaching Reading Comprehension on Descriptive Text using

  Demonstration technique ................................................................................ 36 I. Frame of Thinking................................................................................................. 37 J.

  Hyphothesis ........................................................................................................... 38

  CHAPTER III RESEARCH METHODOLOGY A. Research Design ................................................................................................... 39 B. Variables of the Research .................................................................................... 40 C. Operational Definition of Variables ...................................................................... 41 1. Independent Variable (X) ................................................................................ 42 2. Dependent Variable (Y) .................................................................................. 42 D. The Population, Sample and Sampling Technique ............................................... 42 1. Population of the Research.............................................................................. 42 2. Sample of the Research ................................................................................... 43 3. Sampling Technique .................................................................................... 43 E. Data Collecting Technique .................................................................................... 44 1. Pre-test .......................................................................................................... 44 2. Post-test .......................................................................................................... 44 F. Instrument of the Research.................................................................................... 44 G. Research Procedure ............................................................................................... 47 1. Planning .......................................................................................................... 47 2. Application ..................................................................................................... 48 3. Reporting ....................................................................................................... 49 H. Scoring System ................................................................................................... 50 I. Validity ................................................................................................................. 50 1. Content Validity ........................................................................................... 51 2. Construct Validity ........................................................................................... 51 3. Item Validity ................................................................................................... 53 J. Reliability ............................................................................................................ 54 K. Data Analysis ....................................................................................................... 55 1. Fulfillment of the Assumption ........................................................................ 55 a. Normality Test .................................................................................... 55

  b.

  Homogeneity Test .................................................................................... 56 2. Hyphotetical Test ........................................................................................... 57

  CHAPTER IV RESULT AND DISCUSSION A. Result of the Research ......................................................................................... 58 1. Result of the Pre-test in Experimental Class ................................................... 58 2. Result of the Pre-test in Control Class ............................................................ 60 3. Result of the Post-test in Experimental Class ................................................. 61 4. Result of the Post-test in Control Class........................................................... 63 B. Result of Data Analysis ........................................................................................... 65 1. Fulfillment of the Assumption ........................................................................ 65 a. The Result of Normality Test .................................................................... 65 b. The Result of Homogeneity Test .............................................................. 66 2. The Result of Hyphotetical Test ..................................................................... 67 C. Discussion ............................................................................................................ 69 1. Decription of the Treatments .......................................................................... 69 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .......................................................................................................... 74 B. Suggestion ............................................................................................................. 74 1. For the Teacher .............................................................................................. 75 2. For te students .............................................................................................. 75 3. For the Next Researcher .................................................................................. 75 REFERENCES .............................................................................................................. 76 APPENDICES .............................................................................................................. 79

  LIST OF TABLES

  Table 1 The students’ Reading Decriptive Text Score of the Second Semester at the Seventh Grade of SMPN 2 Terbanggi Besar ............................................. 4

  Table 2 Pre-test and Post-test Design ........................................................................... 40 Table 3 The Population of Seventh Grade of SMPN 2 Terbanggi Besar .................... 43 Table 4 The spesification of Pre-test and Post-test After Validity ............................... 45 Table 5 Statistics of the Result of Pre-test of VIIB ...................................................... 59 Table 6 Statistics of the Result of the Pre-test of VIID ................................................ 61 Table 7 Statistics of the Result of the Post-test of VIIB .............................................. 62 Table 8 Statistics of the Result of the Post-test of VIID .............................................. 64 Table 9 The Result of Nomality Test of Experimental and Control Class .................. 65 Table 10 The Result of Homogeneity Test .................................................................... 66 Table 11 The Result of Independent Sample Test ......................................................... 68

  LIST OF FIGURES

  Figure 1 The Result of Pre-test of Experimental Class ................................................. 58 Figure 2 The Result of Pre-test of Control Class........................................................... 60 Figure 3 The Result of Post-test of Experimental Class ................................................ 62 Figure 4 The Result of Post-test of Control Class ......................................................... 63

  LIST OF APPENDICES

  Appendix 1A Interview with the Teacher of SMPN 2 Terbanggi Besar .................... 79 Appendix 1B Interview with Students of SPN 2 Terbanggi Besar ............................. 81 Appendix 2A Validation Form for Reading Test for Pre-test ..................................... 86 Appendix 2B Validation Form for Reading Test for Post-test.................................... 88 Appendix 3A The Pre-test Instrument ......................................................................... 90 Appendix 3B Answer key of pre-test ......................................................................... 101 Appendix 4A The Post-test Instrument ..................................................................... 102 Appendix 4B Answer Key of Post-test ...................................................................... 109 Appendix 5 Syllabus ................................................................................................ 110 Appendix 6 Lesson Plan for Experimental Class .................................................... 120 Appendix 7 Lesson Plan for Control Class ............................................................. 136 Appendix 8 List Sample of the Research ................................................................ 151 Appendix 9 Result Validity Pre-test ........................................................................ 152 Appendix 10 Result Validity Post-test ...................................................................... 153 Appendix 11 Reliability Test of Pre-test ................................................................... 154 Appendix 12 Reliability Test of Post-test.................................................................. 155 Appendix 13 The Score of Pre-test nd Post-test of Experimental Class ................... 156 Appendix 14 The Score of Pre-test and Post-test of Control Class ........................... 157 Appendix 15 The Result of Normality Test in the Experimental and Control

  Class ..................................................................................................... 158 Appendix 16 The Result of Homogeneity Test ......................................................... 159 Appendix 17 The Result of Hyphotetical Test .......................................................... 160 Appendix 18 Documentation of the Research ........................................................... 161

CHAPTER I INTRODUCTION A. Background of the Problem Language is important part in human life, because people show their mind,

  feeling, expression and communicate are to another by using language. By language, people can identify the nation of the other people, what their culture by their accent is in using language, and what their social class by their way to interact is in using language. According to Harmer, many people learn English because they think it will be usefull in some ways for international communication and travel. It means that if one nation wants to communicate with other nations, they use English an international language. In other words, English is very important for dissemination of information around the world. On ( QS. Ibrahim: 4) said :

  

              

      

  Meaning: We sent not an apostle except (to teach) in the language of his (own) people, in order to make (things) clear to them. Now God leaves straying those whom He pleases and guides whom He pleases: and He is exalted in power, full of Wisdom.” It means that, God sent the apostles in a language appropriate to the culture of the people.

  In learning English there are four skills that should be mastered by the students, those are listening,speaking,reading and writing.Reading is the important skill which must be learned and mastered by everyone. According to Siahaan,

  “The receptive written language skill called reading, it is the skill of a reader or group of

  2

  reader to interpret information transferred by a writer . According to Patel, Reading is not only a source of information and a pleasurable activity but also as a means of

  3

  consolidating and extending . By reading, one can one’s knowledge of the language relax,interact with feeling and thoughts, obtain information and improve the scientific knowledge.

  In teaching English especially reading, the teacher should be able to create relaxed situation in the class.Because reading is of the important in language skill, we can get much knowledge by reading.

  Reading can provide the students’ message information given in form of written text. In relation to this, Nunan states that reading is usually conceived of has a solitary activity in which the reader interacts with the

  4

  text in isolation . It means that reading is the way how anybody learns to do it. The teacher should have interesting technique to get the best result and to avoid the students’ boredom. The teacher should give explanation about the importance of reading in learning English.

  2 ₃ Sanggam Siahaan, The English Paragraph (Yogyakarta: Graha ilmu, 2008), p.1.

  M.F Patel, English Language Teaching (Methods, Tools, and Techniques)(Jaipur: Sunrise publishers, 2008),p .114. ₄ David Nunan, Language Teaching Methodology (Cambridge: University Press, 1981), p.43

  Reading process will be succes if the students also have a good respon in their learning process. According to judith, for most people learning is both an individual and a social process. Individual students see themselves as responsible for learning yet they recognize that other people have an influence on what they learn and the quality of the learning experience. So, the students are asked to understand about what they read and the teacher also has a responsibility to guide the students in learning reading. Learning reading is difficulty for some students, sometimes the find some problems in learning reading, because some of them arenot interested in reading comprehension. In other words, they are lack of motivation from themselves It was also found at SMPN 2 Terbanggi Besar Central Lampung.

  Based on the researcher’s preliminary research, the resercher found some problems faced by the student at the seventh grade of SMPN 2 Terbanggi Besar, there are various factors that might have been cause of the failure in teaching reading. 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 . By interviewing an English teacher who is teaching there, the researcher found that the students’ reading comprehension still low. And their motivation in learning English was also still low.Students got difficulty when they study reading. It found out more than 60% students get difficulty in reading. The score of reading could be seen in table I. From scoreof reading in table, it means that the reading score should be increased, because in SMPN2 Terbanggi Besar used KKM is 70. Students said that, the teacher did not have an interesting technique to

  5

  teach reading . So that they felt so difficult to learn and also they lost motivation in learning, as a result, they do not have knowledge of English language components

  6 such as reading,writing,vocabulary, grammar and other .

  

Table 1

The Students’ Score of Descriptive Text Reading Comprehension atSeventh

Grade of SMPN 2 Terbanggi Besar in 2018

No. Class Score Total

  <70 ≥70

  1 VII A

  21

  10

  31

  2 VII B

  20

  10

  30

  3 VII C

  22

  9

  31

  4 VII D

  21

  9

  30

  5 VIIE

  23

  8

  31 Total 107

  46 153

Percentage 69.93% 30,06% 100%

  

Source: The Document of English Teacher of SMPN 2 Terbanggi Besar

  Based on the table 1, the total number of students in the failed category is higher than in the passed category. There are 107 students in failed category (69.93%) and 46 students in passed category (30,06 %). It can be inferred that the achievement of the students in learning reading comprehension especially descriptive text is relatively low because the criteria of minimum mastery (KKM) in SMPN 2

  5 _nd 2017 ₆ Students’ of SMPN 2 Terbanggi Besar. An Interview , july 12 _nd

  Dini oktavia, The English teacher in SMPN 2 Terbanggi Besar. An interview, july 12 2017

7 Terbanggi Besar is 70 . Therefore, to solve those problem is needed, that is by using think-pair-share. It is a suitable in teaching reading comprehension.

  Besides that, the researcher interviewed with some of the students. It was found that most of the students have difficulties in reading . The students really confused, because they just saw and listened quietly to the explanation in the classroom. When the teacher gave the exercises, the students still confused. The students did not get involved with the learning process.

  Teaching learning process basically is a process in which teachers and students interacts each other. The process needs students’ active role. Furthermore, the teacher should use technique to make students enjoy, fun, and good approach will support learning English.

  In the teaching and learning process think-pair-share technique is very important the help both teacher and students by using the effective technique. The teaching and learning process will run well and the students will be enjoy and relax to join and teaching and learning process. Thus the teacher to select and use the good and effective technique that makes the students interested in teachingreading. The reading class should be facilitated with activities which motivate students to learn, in education field there are many kinds of good teaching technique. ₇

  , in july 2017, The Document of English Teacher of SMPN 2 Terbanggi Besar Unpublished. Think-pair-share can be applied in teaching reading because Think-pair-share technique is one of potential activity that gives student feeling of freedom to understand English by them. Think-pair-share also potentially useful to encourage

  8 students to understanding the text .

  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 was conducted by Ratna Sari entitled “ The influence of Using Think-Pair-Share in teaching descriptive writing of tenth grade of SMA Negeri 2 Kabupaten Tangerang 2013/2014 academic

  9

  year ” which showed that t he result of the analysis in the research can be seen in the previous chapter, that to value is 3.68 and ttable value is 2.00 in degree of significant

  5%. It can be concluded that to is higher than tt (to : tt = 3.6 > 2.00). So, the hypothesis (Ha) is accepted because to>tt, it can be infered that teaching descriptive writing by using think pair share technique gives the positive influence to the tenth grade students’ achievement on SMAN 2 Kabupaten Tangerang.

  Another research was conducted by Sormin entitled “Improving Students Achievement writing skill Through Think-Pair-Share Technique of Eighth Grade of

8 Nikmatul jannah, “The effectiveness of think-pair-share technique In teaching reading. JP3, Volume 1, No. 12, (Agustus 2013),p.92.

  ₉ Ratna sari, “ the influence of using think-pair-share in teaching descriptive writing on SMAN 2 Kabupaten Tangerang in 2013/2014 academic year ”. (Thesis study program English Education UIN Syarif Hidayatullah,Jakarta,2014).

  10 SMP

  which also showed that the Parulian 2 Medan in Academic Year 2009/2010” 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 (Writing 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 writing instruction is based on what the teachers tell.

  Another previous research was conducted by Resita Dwiutami on the Influence of Using Think-Pair-Share technique towards students Speaking ability in the Eighth grade of SMPN 4 Natar Lampung Selatan at the second semester in the

  11

  academic year of 2014/2015 , also showed that the students were positively and significantly improved after they had been taught by think-pair-share technique, Resita using two classes in each classes there are three meetings. Resita used instruments to collect the data was test. In his research Resita found that the students speaking ability still low, and learning activities is more teacher-centered and no variation of technique used by the teacher in teaching speaking.

10 Sorming, Improving Students Achievement Writing skill Through Think Pair Share

  Technique of Eight Grade of SMA Parulian 2 Medan in Academic Year 2009/2010 ”.(Thesis study program English education Universitas Negeri Medan, Medan, 2010). ₁₁ Resita Dwiutami, Influence of Using Think Pair Share (TPS) technique towards students

Speaking ability in the Eighth grade of SMPN 4 Natar Lampung Selatan at the second semester in the

academic year of 2014/2015. (Thesis study progam English Education IAIN Raden Intan Lampung,

Lampung , 2015).

  Based on the explanation above, there was difference between those previous research and present research. The first previous research used Think-Pair-Share to improving student Reading skill on News Items text, and the second previous research used Think-pair-share toImproving Students Achievement writing skill. And the thirth previous research used Think-pair-share toward students speaking ability.

  Thus, the researcher expected that this technique could give the significant influence on the students’ reading comprehension in descriptive text. According, the writerconducted an experimental research entitled:The Influence of Using Think-

  Pair-Share Technique towards Student’s Reading Comprehension in Descriptive text in the Seventh Grade of SMPN 2Terbanggi Besar at the secondSemester in the

  Academic Year2017/2018.

B. Identification of Problem

  Based on the background of the problem, the writer identified the problems as follows:

  1. The students’ reading ability and motivation are still low in learning reading comprehension.

  2. The students found difficulties in getting the information of required reading text.

  3. The teacher technique is monotoun.

  C. Limitation of the Problem

  In this research, the writerfocused on the influence of using Think-Pair-Share technique towards students’ reading comprehension in descriptive text at the second semester SMPN 2 Terbanggi Besar in 2017/2018 academic year.

  D. Formulation of the Problem

  Based on the limitation of the problem, the writer would like to formulate the problem in this research as follows : Is there a significantinfluence of Think-Pair- Share technique towards students’ reading comprehension on descriptive text at the second semester SMPN 2 Terbanggi Besar in 2017/2018 academic year?.

  E. Objective of the Research

  The objective of the research is : to knowwhether there is a significant influence of Think-Pair- Share technique towards students’ reading comprehension in descriptive text at the second semester of the seventh grade at SMPN 2 Terbanggi

  Besar in 2017/2018 academic year.

F. Use of the Research

  This research is expectedto have some advantages in the English teaching and learning process as presented below.

  1. For the English teacher, the findings of this research are expect to provide information for an effective learning technique called the Think-Pair-Share to impr ove the students’ reading comprehension.

  2. For the students, the findings of the research are expect to offer interesting and various learning experience. So, they will participate in the reading class more actively.

  3. For the schools, it is expected that Think-Pair-Share technique can become an interesting technique and stimulate the students. It can support and motivate other teachers to make new ways in teaching learning process sothat learning activity will not be monotonous.

  4. For other researchers, the findings of the study can be one of the meaningful and useful references which can guide to conduct research studies in relation to the English teaching.

G. Scope of Research

  The writer determined the scope of research as follows: 1. Subject of the Research

  The subject of the research was the students of the seventh grade at second semester at SMP N 2 Terbanggi Besar in 2017/2018 academic year.

  2. Object of the Research The object of the research was the students’ reading comprehension and the use of Think-Pair-Share technique.

  3. Place of the Research The research was conducted at SMP Negeri 2 Terbanggi Besar on Jln Ampera Poncowati Lampung Tengah.

  4. Time of Research The research was conducted at the second semester of the seventh grade in 2017/2018 academic year.

CHAPTER II FRAME OF THEORY A. Concept of Reading Reading is one of the four language skills, instead of listening, speaking, and

  writing. Reading includes the subject material in the school that should be mastered by the students. Reading is the important skill, this is supported by Patel and Javi who

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  state that reading is most useful and important skill for people . By reading, the students will know more that should they write and speak. Mcguiness state that reading is a complex act and it is important to pin down which memory systems

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  matter most . It means that reading is a complex activity in reading to get information from a text. Reading is important in language skill. By reading readers have a lot of new knowledge.

  According to Nunan, reading is a process of reconstructing meaning rather than decoding form and the reader only resorts to decode if other means fail. He also says that reading is usually conceived of as a solitary activity in which the reader

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  interacts with the text in isolation . Most people do silent reading. They need an isolation environment to comprehend the reading.

  12 M.F Patel. English Language Teaching (Methods, Tools, and Techniques). (Jaipur: Sunrise publishers, 2008), p.35 ₁₃ Diane Mcguiness. Language development and learning to read (Cambridge: Cambridge Center. 2005), p.283 ₁₄ David Nunan. Second Language teaching. (Massachussets : Heinle publisher. 1999 ), p. 230

  In reading, the reader can understand what the writer want to convey information through written form. Because reading also is an activity to get knowledge and information from a text. Meanwhile, Grabe states that reading is process of receiving and interpreting information encoded in language form use the

  15 medium of print .

  Reading is the construction of meaning from printed or written message. The construction of meaning involves the reader connecting information from the written

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  message with the previous knowledge to arrive at meaning at an understanding. It means that reading is process to get information or knowledge from the text and to understand the content of the material being read. Allah states in surah Thaaha verse 114:

                     

  15 Fitriana Shalihat. The Influence of using Graphic Organizer towards Students Reading comprehension at the second semester of the first grade of SMP N 21 Bandar Lampung in academic 2011/2012 ”,( English Education of IAIN Raden Intan Lampung, Lampung, 2012). ₁₆ Richards R. Day and Julian Bamford, Extensive Reading in the Second Language

  Classroom, (Cambridge : Cambridge University Press, 1998), p. 12

  “Supremely exalted is therefore Allah, the King, the Truth, and do not make haste with the Quran before its revelation is made complete to you and say: O my

  17 Lord! Increase me in knowledge.

  ” (Thaaha:114) In section , Allah command us to read qur’an slowly not hurried. So, we can get an information and knowledge from it (qur’an). Students not to be hurry in reading a text so they will get an information or knowledge from it. If we read the text well, we will be easier to write, listen and speak.

  Based on those explanation, it can be concluded that reading is the readers activity in order to get information from printed text using eyes and brain to understand what the author thinks in his/her writing. Reading is very important skill for st udents. Reader’s background knowledge of the world will influence their achievement in reading comprehension

B. Types of Reading

  According to Nation, generally reading is divided into two types, they are intensive reading and extensive reading. The definition of each type is as follows: 1)

  Intensive Reading

  I ntensive study of reading text can be meant of increasing learners’ knowledge of language features and their control of reading technique. The classic procedure for intensive reading is the grammar translation approach where the teacher ₁₇ A. Yusuf Ali,

  The Holy Qur’an Text Translation and Commentary, (Maryland: Amana Corp, 1983), p. 788

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