IMPROVING STUDENTS ACHIEVEMENT IN READING COMPREHENSION THROUGH THINK PAIR SHARE STRATEGY.
IMPROVING STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION THROUGH THINK PAIR SHARE STRATEGY
A THESIS
Submitted to the English Department, Faculty of Language and Arts, State University
of Medan, in Partial Fulfilment of the Requirement for the Degree of
Sarjana Pendidikan
By
Umami Handayani
Registration Number : 071222220040
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, the writer gives the greatest thank to the almighty God,
Allah Subhanahu Wa Taala, most merciful for the oppurtunity, health and blessing
given to her that was enabled her to complete her thesis in partial fulfilment of the
requirements for the degree of Sarjana Pendidikan at English Depatrment of
Faculty of Languages and Arts, State University of Medan (UNIMED).
The writer got assistance and supported during completing her thesis. The
writer would like to express her deepest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Language and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Language and
Literature Department.
Rika, S.Pd, M.Hum, as the secretary of English Department .
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
Dra. Sortha Silitonga, M.Pd, as my great advisor, who has given so many
supports, patience, guidance and advices during the process of
accomplishing this thesis. And also all the lecturers who have given very
valuable knowledge through the academic years.
Dra. Rahmah, M.Hum the reviewer of thesis
Syahrial Has, S.Ag, the headmaster of MTs Cipta Simpang Dolok and Ade
Rohima, the English teacher who had helped the writer during conducting
the research in that school and also to all students of Class VIII.
Her beloved parents, Rustam and Nur’aini, and also her beloved brother
Azali and his wife, Sry Yunita, and my beloved sisters Novita Sari, SE,
Halimah, Deded Syahputra, Saibatul Islamiyah, Al-fazar Muhammad,
Kartika, Zihan Azzahra and my little boys Muhammad Azzami Shauqi and
Muhammad Rizky who have patiently given the moral, their prayer,
spiritual help, advises and financial support.
Especially my lovely is Abillah Satria Wibawa who has given many
support, patience and prayer.
Her special lovely friend, Via, Cahaya, Debora, Yulfi Lentya Gretta, S.Pd,
Rosa, Hamidah, Siti Fatimah, Risma, Rizda, Feri, Pita, Wulan Dari, Defri,
Hasmar and my best friend Vina Sukrina, S.Pd who always wanted to
study, share and happy together and all friends from her lovely classmates,
Ext A 07 whose names cannot be mentioned one by one.
The writer hopes that the helps and support which were given to the writer
will be repaid by God. Finally, the writer admits this thesis is still far from being
perfect. Therefore, the writer wants to invite all of the readers to give more
suggestions.
Medan, January 2014
The writer
ABSTRACT
Handayani, Umami. 2014. Improving Students’ Achievement in Reading
Comprehension Through Think Pair Share Strategy. A Thesis. Faculty of
Language and Arts. State University of Medan
This study deals with improvement students’ achievement in reading
comprehension through Think Pair Share Strategy (TPS). This study was
conducted by using by using classroom action reserach. The subject of the
research was class VIII MTs Cipta Simpang Dolok with consist 30 students. The
research was conducted in two cycles and each cycle consist of three meetings and
included orientation. The instruments for collecting data were quantitative data
(reading comprehension test) and qualitative data (diary notes, observation sheets,
and interview sheet). Based on reading comprehension score, students score kept
improving every test. In orientation test the mean was 54, 16, in cycle I the mean
of reading score was 63, 83, in cycle II the mean of reading comprehension score
was 74, 66. Based on diary notes, observation sheet and interview sheet, it was
found that teaching learning process ran well. Students were active and interested
in reading comprehension. The result of the research showed that Think Pair
Share Strategy (TPS) can improve students’ achievement in reading
comprehension.
TABLE OF CONTENT
Page
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENTS........................................................................... ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF FIGURE ..........................................................................................vii
LIST OF APPENDIX .................................................................................... viii
CHAPTER I : INTRODUCTION ...............................................................
A. The Background of the Study ...........................................
B. The Problem of the Study ................................................
C. The Objective of the Study ..............................................
D. The Scope of the study ....................................................
E. The Significance of the Study .........................................
1
1
4
4
4
4
CHAPTER II : REVIEW OF RELATED LITERATURE ....................... 5
A. Theoritical Framework .................................................... 5
1. Reading ..................................................................... 5
2. The purpose of Reading ............................................ 6
3. Reading Comprehension ........................................... 8
4. Levels of Reading Comprehension ........................... 9
5. Genre ........................................................................ 11
6. Narrative Text ........................................................... 13
7. The concept of Narrative Text .................................. 13
8. Grammatical Features of Narrative Text .................. 14
9. The example of Narrative Text ................................. 14
10. Cooperative Learning ............................................... 16
11. Think Pair Share Strategy ......................................... 18
12. The Implementation of Think Pair Share .................. 19
13. The Advantages and Disadvantages of Using Think Pair
Share Strategy ........................................................... 21
B. The Conceptual Framework ............................................. 22
CHAPTER III : RESEARCH METHOD ...................................................
A. Research Design .............................................................
B. The subject of Research .................................................
C. The Technique of Data Collection ................................
D. The Procedure of Research ............................................
1. Cycle I .....................................................................
2. Cycle II ....................................................................
E. The Technique of Data Analysis ...................................
F. Scoring the test ..............................................................
25
25
25
25
26
27
30
32
33
CHAPTER IV : DATA AND DATA ANALYSIS ...................................... 34
A. The data ....................................................................... 34
1. Quantitative Data .................................................. 34
2. Qualitative Data ....................................................
a. Diary Notes .....................................................
b. Observation Sheet ............................................
c. Interview .........................................................
B. Data Analysis ..............................................................
C. Research Finding and Dsiscussion ...............................
35
35
36
36
36
40
CHAPTER V : CONCLUSION AND SUGGESTIONS ............................ 42
A. Conclusion ................................................................... 42
B. Suggestions ................................................................. 42
REFERENCES ............................................................................................... 44
List Of Table
Table 3.1 Step of action research in Cycle1 ......................................... 29
Table 4.1 The Improving Percentage of Students who got score
higher than 70 in reading ........................................................ 38
List of Figure
Figure 2.1 Procedure in Applying Think Pair Share Strategy .......................... 20
Figure 3.1 Cycle action research model ........................................................... 27
List of Appendix
Appendix A ( Lesson Plan) ............................................................................................. 46
Appendix B ( Students’ score) ........................................................................................ 70
Appendix C ( Diary notes) .............................................................................................. 71
Appendix D ( Observation sheet) ................................................................................... 75
Appendix E ( Interview sheet) ........................................................................................ 76
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is an instrument of communication. Humans deliver their ideas
or judgments by language. The delivery of thought may be done though speaking
or writing. The ideas that are delivered are received though listening or reading.
Listening, speaking, reading and writing are called skills of language. Listening
cannot be separated from speaking and reading cannot be separated from writing,
because they support each other.
There are four language skills in studying English, listening, reading,
speaking and writing. More ever, in the era globalization, reading activity is
needed because there is much information that should be known. By knowing
much information, we will be able to cover the news of the world. This is spread
though magazines, newspaper and book.
In foreign language learning, reading is the one of important skill to be
taught to the student because thought reading they will get information from the
text that can increase their knowledge. Grabe&Stoller (2002:9) state that reading
is the ability to draw meaning from the printed page and interpret the information
appropriately. From the quotation above, reading means to find out the message or
information that the writer put into the texts as efficient as possible.
Reading is essential skill for all students at all levels. This is in fact main
goal of learning at school are at a university. Knowledge comes or is derived from
reading. When a student understands what he reads, he has already acquired some
1
2
knowledge. Students learn to read and learn better by reading. Student can
read whatever that interests them. It is difficult for students who are lazy read to
achieve the goal of the study.
In accordance to the researchers’ experience during the Program of
Teaching Practice (PPL) at SMP Negeri 3 TebingTinggi, most student of Junior
High School were not interested in reading comprehension because they always
get some difficulties to know the information from the text. They could not
develop their ideas or opinions. As a consequence, most of them became passive
in the class. The student became slow down and fined difficulties in getting the
information of the text.
In teaching reading, the student cannot comprehend English text well.
There are some factors why they cannot understand the text. There are students
who do not have good motivation to read and they felt the text is not interesting
for them because they must keep on looking up the words in a dictionary to find
out the meaning of the words. These activities make them feel bored and
uninterested in reading comprehension. So, it is a problem for the teacher in
teaching reading comprehension in the class.
In the teaching and learning processes, the problem of teaching is not only
the teaching material, but also the method of teaching. The teaching process will
not give a good result if way of teaching is not suitable to the students’ needs.
Therefore, teaching method will make the teaching learning process run well. The
teacher must know the suitable method for the students more comfortable in the
class especially in reading comprehension.
3
Comprehension is the ability to understand what they are reading. It means
that incomprehension understands the material. When the student can comprehend
the text, they understand the message of the text.
In learning language, especially by the students’ comprehension in
reading, the activities of educating, instructing or teaching activities are occurring
that impart knowledge or skills. Students’ can read whatever they want. But in the
classroom, the teacher is the most important actor to make the process of learning
– teaching run as well as student need.
Think – Pair – Share strategy is one of cooperative learning methods that
is develop by Frank Lyman and Spencer Kagan to improve teaching quality in
order to bring the effectiveness of learning English. Most activities require the
learners imply a whole range of their ideas, attitudes, value and beliefs this
challenges them to be flexible and creative in their use of language.
Think – pairs – share strategy is a four step discussion strategy that
incorporates times and aspects of cooperative learning. Students and teacher learn
it listen while a question is posed. Think (without raising hands) of a response,
pair with a neighbor to discuss responses and share their responses with the whole
class. Both student and teacher have increased opportunities to think and become
involved in group discussion.
4
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated in the form of the question as follows “Doesthe students reading
comprehension in narrative text are improved by Think- Pair- Share strategy?”
C. The Objective of Study
The objective of the study is to find out the improvement of student on
reading comprehension in narrative text through Think- Pair- Share strategy.
D. The Scope of the Study
The study is focused on improving of students’ reading comprehension
through Think – Pair – Share strategy, and the text is limited on reading Narrative
text.
E. The Significance of the Study
The result of this study are expected to be useful for:
1. For the english teacher to improve their students’ reading
comprehension in narrative text through Think- Pair- Share strategy.
2. For students it will be important for the students to overcome their
problem in reading specially narrative text through Think- Pair- Share
strategy.
3. For those who are interested in doing a research related to this
students.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Having completed teaching and learning process, it was found that by
applying Think Pair Share strategy, because students can learn being aware they
are studying, thus without boring, they can learn how to share information,
summarize idea, identify the components of narrative text namely generic
structure, social function, and the language features. Furthermore, students to
active Think Pair Share strategy was motivated the students to active in reading
comprehension. It gives much opportunity to the students to share their thought,
and cooperate in a small group.
B. Suggestions
The result of the study showed that applying Think Pair Share improved
the students’ achievement in Reading Comprehension.
Related to the conclusion above, some suggestions are pointed out as
follows:
a. To English teacher, they are suggested to use Think Pair Share in teaching
reading comprehension because this strategy can make the students easy to
understand and to motivate them to cooperate in their pairs. Besides that,
the teachers should create the classroom atmosphere alive to facililate.
b. The students’ interesting in learning English, especially reading narrative
text.
42
c. To the students, they are suggested to follow this strategy because they are
trained to be more active and link the teacher’s knowledge with the
material given by teacher.
d. To the readers, they are suggested to use this strategy because it can
improve their reading comprehension and it can strengthen this cognitive
so you can remember the content of the reading text.
REFERENCES
Buharsa, Erni. 2011. Improving the Students’ Reading Comprehension Through
Think Pair Share (TPS) Strategy. Volume 2 (Accessed on 5 January)
Buharsa, Erni. 2011. Improving the Students’ Reading Comprehension Through
Think Pair Share Strategy.Volume 1 (Accessed on 4 Sepetember)
Brown, D. H. 2004.Language Assessment: Principle and Classroom Practices.
New York: Pearson Education.
Brown, H.D. 2000. Principles of Languages Learning and Teaching . New York:
Longman.
Lyman, F.T. 1981. The responsive classroom discussion: The inclusion of all
students. In Mainstreaming Digest, ed. A. Anderson, 109-113. College
Park: University of Maryland Press.
FrankLyman &Kagan Spencer. 1989. Cooperative Learning Resources for
Teacher.
Gerot, l &Wignell, P. 1994. Making Sense of Functional Grammar.
Cammeray: Antipodean Educational Entrepries
Grabe, W and Stoller, LF. 2002. Teaching and Researching Reading.
Longman.
Malay:
Knapp. P. Watkins.M.2005. Genre, Text, Grammar. Sydney University of New
South Water press Ltd.
Osborn, J. et.al . 2003. A Focus on Fluency. United States of America: Pacific
Resources for Education and Learning
Rayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark
Seidenberg (November 2001). "How Psychological Science Informs the
Teaching of Reading". Psychological Science in the Public Interest2 (2):
31–74.
Sagor, Richard. 2000. Guiding school Improvement with Action Research. United
States of America :Association for supervision and curriculum
Development.
Schul, J.E. (2011). Revisiting and old friend: The practice and promise of
cooperative learning for the twenty-first century. The Social Studies, 102,
88-93.
Simanulang, Mahendra. 2011 Improving Students in Reading Comprehension
Through Think Pair Share Technique. Thesis. Medan: Unimed
Telauambanua, Marlius. 2011. Increasing the Students’ Ability in Reading
Comprehension through Think Pair Share (TPS) Strategy Volume 1,
(Accessed on 5 January 2013)
Tomal, Daniel. R. 2003. Action Research for Educators. United States of
America. A Scarecrow Education Book.
Wagner, Richard K, et al. 2009. Beyond Decoding: The Behavioral and the
Biological Foundation of Reading Comprehension. New York: The
Guilford Press A Division of Guilford Publication.
http://edtech.kennesaw.edu/intech/cooperative learning.html, Cooperative
Learning. Acessed on 25th April 2013.
http:// blogspot.com.generic-structure-of-narrative-text-and.html (accessed on 29th
April 2013)
COMPREHENSION THROUGH THINK PAIR SHARE STRATEGY
A THESIS
Submitted to the English Department, Faculty of Language and Arts, State University
of Medan, in Partial Fulfilment of the Requirement for the Degree of
Sarjana Pendidikan
By
Umami Handayani
Registration Number : 071222220040
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, the writer gives the greatest thank to the almighty God,
Allah Subhanahu Wa Taala, most merciful for the oppurtunity, health and blessing
given to her that was enabled her to complete her thesis in partial fulfilment of the
requirements for the degree of Sarjana Pendidikan at English Depatrment of
Faculty of Languages and Arts, State University of Medan (UNIMED).
The writer got assistance and supported during completing her thesis. The
writer would like to express her deepest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Language and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Language and
Literature Department.
Rika, S.Pd, M.Hum, as the secretary of English Department .
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
Dra. Sortha Silitonga, M.Pd, as my great advisor, who has given so many
supports, patience, guidance and advices during the process of
accomplishing this thesis. And also all the lecturers who have given very
valuable knowledge through the academic years.
Dra. Rahmah, M.Hum the reviewer of thesis
Syahrial Has, S.Ag, the headmaster of MTs Cipta Simpang Dolok and Ade
Rohima, the English teacher who had helped the writer during conducting
the research in that school and also to all students of Class VIII.
Her beloved parents, Rustam and Nur’aini, and also her beloved brother
Azali and his wife, Sry Yunita, and my beloved sisters Novita Sari, SE,
Halimah, Deded Syahputra, Saibatul Islamiyah, Al-fazar Muhammad,
Kartika, Zihan Azzahra and my little boys Muhammad Azzami Shauqi and
Muhammad Rizky who have patiently given the moral, their prayer,
spiritual help, advises and financial support.
Especially my lovely is Abillah Satria Wibawa who has given many
support, patience and prayer.
Her special lovely friend, Via, Cahaya, Debora, Yulfi Lentya Gretta, S.Pd,
Rosa, Hamidah, Siti Fatimah, Risma, Rizda, Feri, Pita, Wulan Dari, Defri,
Hasmar and my best friend Vina Sukrina, S.Pd who always wanted to
study, share and happy together and all friends from her lovely classmates,
Ext A 07 whose names cannot be mentioned one by one.
The writer hopes that the helps and support which were given to the writer
will be repaid by God. Finally, the writer admits this thesis is still far from being
perfect. Therefore, the writer wants to invite all of the readers to give more
suggestions.
Medan, January 2014
The writer
ABSTRACT
Handayani, Umami. 2014. Improving Students’ Achievement in Reading
Comprehension Through Think Pair Share Strategy. A Thesis. Faculty of
Language and Arts. State University of Medan
This study deals with improvement students’ achievement in reading
comprehension through Think Pair Share Strategy (TPS). This study was
conducted by using by using classroom action reserach. The subject of the
research was class VIII MTs Cipta Simpang Dolok with consist 30 students. The
research was conducted in two cycles and each cycle consist of three meetings and
included orientation. The instruments for collecting data were quantitative data
(reading comprehension test) and qualitative data (diary notes, observation sheets,
and interview sheet). Based on reading comprehension score, students score kept
improving every test. In orientation test the mean was 54, 16, in cycle I the mean
of reading score was 63, 83, in cycle II the mean of reading comprehension score
was 74, 66. Based on diary notes, observation sheet and interview sheet, it was
found that teaching learning process ran well. Students were active and interested
in reading comprehension. The result of the research showed that Think Pair
Share Strategy (TPS) can improve students’ achievement in reading
comprehension.
TABLE OF CONTENT
Page
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENTS........................................................................... ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF FIGURE ..........................................................................................vii
LIST OF APPENDIX .................................................................................... viii
CHAPTER I : INTRODUCTION ...............................................................
A. The Background of the Study ...........................................
B. The Problem of the Study ................................................
C. The Objective of the Study ..............................................
D. The Scope of the study ....................................................
E. The Significance of the Study .........................................
1
1
4
4
4
4
CHAPTER II : REVIEW OF RELATED LITERATURE ....................... 5
A. Theoritical Framework .................................................... 5
1. Reading ..................................................................... 5
2. The purpose of Reading ............................................ 6
3. Reading Comprehension ........................................... 8
4. Levels of Reading Comprehension ........................... 9
5. Genre ........................................................................ 11
6. Narrative Text ........................................................... 13
7. The concept of Narrative Text .................................. 13
8. Grammatical Features of Narrative Text .................. 14
9. The example of Narrative Text ................................. 14
10. Cooperative Learning ............................................... 16
11. Think Pair Share Strategy ......................................... 18
12. The Implementation of Think Pair Share .................. 19
13. The Advantages and Disadvantages of Using Think Pair
Share Strategy ........................................................... 21
B. The Conceptual Framework ............................................. 22
CHAPTER III : RESEARCH METHOD ...................................................
A. Research Design .............................................................
B. The subject of Research .................................................
C. The Technique of Data Collection ................................
D. The Procedure of Research ............................................
1. Cycle I .....................................................................
2. Cycle II ....................................................................
E. The Technique of Data Analysis ...................................
F. Scoring the test ..............................................................
25
25
25
25
26
27
30
32
33
CHAPTER IV : DATA AND DATA ANALYSIS ...................................... 34
A. The data ....................................................................... 34
1. Quantitative Data .................................................. 34
2. Qualitative Data ....................................................
a. Diary Notes .....................................................
b. Observation Sheet ............................................
c. Interview .........................................................
B. Data Analysis ..............................................................
C. Research Finding and Dsiscussion ...............................
35
35
36
36
36
40
CHAPTER V : CONCLUSION AND SUGGESTIONS ............................ 42
A. Conclusion ................................................................... 42
B. Suggestions ................................................................. 42
REFERENCES ............................................................................................... 44
List Of Table
Table 3.1 Step of action research in Cycle1 ......................................... 29
Table 4.1 The Improving Percentage of Students who got score
higher than 70 in reading ........................................................ 38
List of Figure
Figure 2.1 Procedure in Applying Think Pair Share Strategy .......................... 20
Figure 3.1 Cycle action research model ........................................................... 27
List of Appendix
Appendix A ( Lesson Plan) ............................................................................................. 46
Appendix B ( Students’ score) ........................................................................................ 70
Appendix C ( Diary notes) .............................................................................................. 71
Appendix D ( Observation sheet) ................................................................................... 75
Appendix E ( Interview sheet) ........................................................................................ 76
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is an instrument of communication. Humans deliver their ideas
or judgments by language. The delivery of thought may be done though speaking
or writing. The ideas that are delivered are received though listening or reading.
Listening, speaking, reading and writing are called skills of language. Listening
cannot be separated from speaking and reading cannot be separated from writing,
because they support each other.
There are four language skills in studying English, listening, reading,
speaking and writing. More ever, in the era globalization, reading activity is
needed because there is much information that should be known. By knowing
much information, we will be able to cover the news of the world. This is spread
though magazines, newspaper and book.
In foreign language learning, reading is the one of important skill to be
taught to the student because thought reading they will get information from the
text that can increase their knowledge. Grabe&Stoller (2002:9) state that reading
is the ability to draw meaning from the printed page and interpret the information
appropriately. From the quotation above, reading means to find out the message or
information that the writer put into the texts as efficient as possible.
Reading is essential skill for all students at all levels. This is in fact main
goal of learning at school are at a university. Knowledge comes or is derived from
reading. When a student understands what he reads, he has already acquired some
1
2
knowledge. Students learn to read and learn better by reading. Student can
read whatever that interests them. It is difficult for students who are lazy read to
achieve the goal of the study.
In accordance to the researchers’ experience during the Program of
Teaching Practice (PPL) at SMP Negeri 3 TebingTinggi, most student of Junior
High School were not interested in reading comprehension because they always
get some difficulties to know the information from the text. They could not
develop their ideas or opinions. As a consequence, most of them became passive
in the class. The student became slow down and fined difficulties in getting the
information of the text.
In teaching reading, the student cannot comprehend English text well.
There are some factors why they cannot understand the text. There are students
who do not have good motivation to read and they felt the text is not interesting
for them because they must keep on looking up the words in a dictionary to find
out the meaning of the words. These activities make them feel bored and
uninterested in reading comprehension. So, it is a problem for the teacher in
teaching reading comprehension in the class.
In the teaching and learning processes, the problem of teaching is not only
the teaching material, but also the method of teaching. The teaching process will
not give a good result if way of teaching is not suitable to the students’ needs.
Therefore, teaching method will make the teaching learning process run well. The
teacher must know the suitable method for the students more comfortable in the
class especially in reading comprehension.
3
Comprehension is the ability to understand what they are reading. It means
that incomprehension understands the material. When the student can comprehend
the text, they understand the message of the text.
In learning language, especially by the students’ comprehension in
reading, the activities of educating, instructing or teaching activities are occurring
that impart knowledge or skills. Students’ can read whatever they want. But in the
classroom, the teacher is the most important actor to make the process of learning
– teaching run as well as student need.
Think – Pair – Share strategy is one of cooperative learning methods that
is develop by Frank Lyman and Spencer Kagan to improve teaching quality in
order to bring the effectiveness of learning English. Most activities require the
learners imply a whole range of their ideas, attitudes, value and beliefs this
challenges them to be flexible and creative in their use of language.
Think – pairs – share strategy is a four step discussion strategy that
incorporates times and aspects of cooperative learning. Students and teacher learn
it listen while a question is posed. Think (without raising hands) of a response,
pair with a neighbor to discuss responses and share their responses with the whole
class. Both student and teacher have increased opportunities to think and become
involved in group discussion.
4
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated in the form of the question as follows “Doesthe students reading
comprehension in narrative text are improved by Think- Pair- Share strategy?”
C. The Objective of Study
The objective of the study is to find out the improvement of student on
reading comprehension in narrative text through Think- Pair- Share strategy.
D. The Scope of the Study
The study is focused on improving of students’ reading comprehension
through Think – Pair – Share strategy, and the text is limited on reading Narrative
text.
E. The Significance of the Study
The result of this study are expected to be useful for:
1. For the english teacher to improve their students’ reading
comprehension in narrative text through Think- Pair- Share strategy.
2. For students it will be important for the students to overcome their
problem in reading specially narrative text through Think- Pair- Share
strategy.
3. For those who are interested in doing a research related to this
students.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Having completed teaching and learning process, it was found that by
applying Think Pair Share strategy, because students can learn being aware they
are studying, thus without boring, they can learn how to share information,
summarize idea, identify the components of narrative text namely generic
structure, social function, and the language features. Furthermore, students to
active Think Pair Share strategy was motivated the students to active in reading
comprehension. It gives much opportunity to the students to share their thought,
and cooperate in a small group.
B. Suggestions
The result of the study showed that applying Think Pair Share improved
the students’ achievement in Reading Comprehension.
Related to the conclusion above, some suggestions are pointed out as
follows:
a. To English teacher, they are suggested to use Think Pair Share in teaching
reading comprehension because this strategy can make the students easy to
understand and to motivate them to cooperate in their pairs. Besides that,
the teachers should create the classroom atmosphere alive to facililate.
b. The students’ interesting in learning English, especially reading narrative
text.
42
c. To the students, they are suggested to follow this strategy because they are
trained to be more active and link the teacher’s knowledge with the
material given by teacher.
d. To the readers, they are suggested to use this strategy because it can
improve their reading comprehension and it can strengthen this cognitive
so you can remember the content of the reading text.
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