Dany Muhammad Athory Ramdlany, 2013 The Use Of Think-Pair-
Share Technique To Develop Students’ Reading Skills Universitas Pendidikan Indonesia
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which a researcher observes to determine the effect of the independent variable Hatch Farhady, 1982, pp. 13-15. The independent variable of the research is
Think-Pair-Share Technique and the dependent variable is the reading scores.
3. 1. 1 Hypothesis
Hypothesis is defined as a prediction about the result of research. It can be the direction of the expected relationship between two or more variables. There
are two types of hypothesis, namely null hypothesis and alternative hypothesis. The null hypothesis H
o
states that there is no difference between the outcome of experimental and control group. The alternative hypothesis H
1
tries opposite the hypothesis null Hatch Farhady, 1982, pp. 3-4. Therefore, the hypotheses of
the research are as follow: H
o
= The use of Think-Pair-Share technique does not develop the students ’
reading skills. H
1
= The use of Think-Pair-Share technique develops the students ’ reading
skills. Acceptance of null hypothesis is based on the result of independent t-test
and dependent test that is gained from the scores of pre-test and post-test in experiment and control group. If the result from each test is similar or higher than
critical value of α=0.05, thus the null hypothesis H
o
is rejected which means that the use of Think-Pair-
Share technique develops the students’ reading skills. In contrast, if the result is less than
critical value of α=0.05, the null hypothesis H
o
is accepted which means that the use of Think-Pair-Share technique does not develop the students’ reading skills.
3. 2 Data Collection
3. 3. 1 Population and Sample
Population, as defined by Best Khan 1995, p. 13, is any group of people that have one or more characteristics in common that become the researcher’s
interest, while samples are a small part of a population selected for observation
Dany Muhammad Athory Ramdlany, 2013 The Use Of Think-Pair-
Share Technique To Develop Students’ Reading Skills Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
and analysis. Since quasi-experimental design does not contain random selection of subjects, the sample of the research was chosen purposively, based on the same
number of students and absence of significant difference between scores of the two groups. The difference was determined by independent t-test from pre-test
scores. The population involved in the research was eighth grade students from one
of Junior High Schools in Bandung, whereas the samples were two classes, namely VIII-E as the experimental group and VIII-F as the control group.
3. 3. 2 Research Instrument
Research instruments are tools used in the research for obtaining relevant data to research’s project and there are many alternatives from which to choose
Wilkinson Birmingham, 2003, p. 3. The data were collected to answer research questions of the research. There were five research instruments utilized
in the research, namely pilot-test, pre-test, post-test, observation checklist and questionnaire. From those instruments, the data collections were analyzed to
determine whether or not Think-Pair-Share techniq ue develops the students’
reading skills. The pilot-test was employed in other classes of experimental and control
group. The test was intended to examine the validity, reliability and difficulty of the items that would administer in experimental and control group.
The pre-test was conducted in experimental and control group before giving the treatment in order to measure students’ initial ability of reading recount texts.
On the other hand, the post-test was conducted in both groups at the end of the trea
tment in order to find out whether or not there is an improvement on students’ ability of reading recount texts.
While the treatment was being applied in the experimental group, there was observer who observed the researcher as the teacher in the classroom using
observation checklist. The observation checklist was aimed at making notes whatever occurred in the classroom along the process of teaching and learning
activities.
Dany Muhammad Athory Ramdlany, 2013 The Use Of Think-Pair-
Share Technique To Develop Students’ Reading Skills Universitas Pendidikan Indonesia
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After the post-test conducted, the questionnaire was administered only in experimental group. It was distributed to all students. The questionnaire was
aimed at finding out students’ responses toward Think-Pair-Share technique applied in the classroom. This instrument was constructed in checklist type based
on Likert scale. There were twelve statements in the questionnaire in which each statement was created in positive sentences and negative sentences so the
respondents can response the questionnaire seriously and consistently. Therefore, the respondents’ tendency to answer in certain column in checklist type can be
reduced. The advantages of checklist type are the respondents always read each instrument item and the answer, easy to be constructed, easy to analyze the data,
and having interesting visualization. The data gained from the Likert scale are interval data Sugiyono, 2009, pp. 93-96.
3. 3 Research Procedures
