THE EFFECT OF APPLYING THINK-PAIR-SHARE ON THE STUDENTS READING COMPREHENSION IN DESCRIPTIVE TEXT.
THE EFFECT OF APPLYING THINK – PAIR – SHARE ON THE
STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT
A THESIS
Submitted to Partial Fulfillment of the Requirement
for the Degree of SarjanaPendidikan
By:
GOKLAS BONAR SAMOSIR
Registration Number. 2103321014
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
August 2015
Goklas B Samosir
NIM. 2103321014
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express his deepest gratitude to
Jesus Christ for His blessing, health and opportunity which has enabled his to
complete this thesis. He realizes that he would never have been able to complete it
without the love of Jesus, the guidance of his lecturers, help from friends, and support
from his family. This thesis has been written in fulfillment of the requirements of the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages and
Arts, State University of Medan.
The writer was helped by many people through their guidences, supports,
prays, comments, and suggestions. The writer would like to express his gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts;
and Vice Deans I, II, and III.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, and also,
Nora R Dewi,S.Pd S.S., M.Hum., Head of English Education Study
Program.
Drs. Willem Saragih, Dipl. Appl., M.Pd., his Thesis Consultant, who
has given his great supervision and spent his precious time in guiding,
commenting, suggesting, inspiring, and giving valuable insights in the
process of completing this thesis.
Prof.Dr. Lince Sihombing, M.Pd., Dr. Zainuddin, DIP. TEFL, M.Hum.
Drs. Elia Masa Ginting,M.Hum. his reviewer and examiner, who have
given their precious time to review this thesis, commented and
suggested many things in completing it.
All the lectures who have taught, guided, and advised his throughout
the academic years.
Tiopan Banjarnahor S.Pd., Headmaster, SMP Negeri 1 Sumbul for
allowing his to conduct the research in the school; the English teacher,
Aduan Lumumba Saragih, S.Pd and. for the assistance and guidance
during the research.
His beloved father and mother, G. Samosir and R. Purba for their
endless love, prays, motivation, mental and financial support; his
lovely sister Grace-She Samosir S.Pd. and his lovely niece Matahari
Ronatio Purba who always bring him in her prayer.
i
His beloved Family Briston M.P Purba S.Farm, Rosmauli Purba S.E,
Rikson Purba S.T
His Family in IMASS Unimed and NHKBP Sumbul
His Friends Manahan Frinsky Napitupulu S.Pd, Fidelis Kasgoro S.Pd,
Ade Hutagalung S.pd, Nancy alias Thiwe S.Pd, Renol S.Pd, Ryan
Nujie S.S, Joanri Situmeang S.S
To all his Friends Pendidikan Bahasa Inggris 2011 and Sastra Inggris
2011 who always give him support and Spirit.
His Friends of Acosta Crew, Kanjeng Mami and Kanjeng Papi
Finally, with the name of Jesus Chirst, the writers says that he is in love to be
apart of everybody’s. Love and bless of his Father, Jesus Christ, will always hold and
acommpany people who are being a part of the writer’s life
Medan,
Agustus 2015
The writer,
Goklas Bonar Samosir
ii
ABSTRACT
Samosir, Goklas Bonar. 2103321014. The Effect of Applying Think-Pairshare (TPS) on The Students’ Reading Comprehension In Descriptive Text.
A Thesis: English Department. Faculty of Languages and Arts, State
University of Medan. 2015.
This study deals with the effect of applying Think-Pair-Share (TPS) on The
Students’ Reading Comprehension In Descriptive Text. It was conducted by using
experimental research design. The population of this study was the grade eight
(VIII) students of SMP Negeri 1 Sumbul with eight parallel classes. The samples
of the study were two classes divided into two groups, experimental and control
group which were chosen by using random sampling. Sixty students were taken as
the samples. The experimental group was taught by using Think-Pair-Share
(TPS), while the control group was taught by using Conventional Method. The
instrument for collecting the data was a multiple choice test. The data of this study
were taken from the students’ score of reading test. Kuder Richardson (KR21)
formula was applied to obtain the reliability of the test. Based on the calculation,
it showed that the reliability of the test was 0.56 categorized as high reliability.
There were two data used in this research. They were pre-test and post-test. Then,
after analyzing the data, it was found that the value of tobserved was 5,28 with the
degree of freedom (df)=58 at the level of significance p(0.05) = 2.00. It means
that tobserved is higher than ttable (5,28>2.00). The result of this study shows that
Think-Pair-Share (TPS) has a significant effect on students’ comprehension in
reading descriptive text. It means that the hypothesis is accepted.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ......................................................................................i
ABSTRACT.............................................................................................................iii
TABLE OF CONTENTS........................................................................................iv
LIST OF TABLE.....................................................................................................vi
LIST OF APPENDICES ........................................................................................vii
CHAPTER I : INTRODUCTION
A.
B.
C.
D.
E.
F.
1
The Background of the Study...................................................................1
Relevant Studies........................................................................................6
The Problem of the Study .........................................................................7
The Objective of the Study.......................................................................7
The Scope of the Study............................................................................7
The Significance of the Study..................................................................7
CHAPTER II : REVIEW OF RELATED LITERATURE
8
A. Theoritical Framework.............................................................................8
1. Reading.............................................................................................8
2. The Purpose of Reading...................................................................10
a. Reading to Search for Simple Information.............................10
b. Reading to Learn from the Text....................................................10
c. Reading to integrate Information, write and
Critique text..................................................................................10
d. Reading for General
Comprehension.........................................................................................
..................10
3. Reading Comprehension.....................................................................11
4. Levels of Reading Comprehension.....................................................13
5. Genre...................................................................................................16
6. Descriptive text...................................................................................17
7. Strategy................................................................................................18
8. Think Pair Share Strategy....................................................................18
9. The Purpose of Think Pair Share Strategy...........................................20
10.The Application of Think Pair Share Strategy....................................21
B. Conceptual Framework..............................................................................22
C. Hypothesis.................................................................................................23
CHAPTER III : RESEARCH METHODOLOGY
24
A. Research Design.......................................................................................24
B. Population and Sample.............................................................................24
C. The Instrument of Collecting Data...........................................................25
iv
D. The Procedure of Reasearch....................................................................26
1. Pre – Test...........................................................................................26
2. Treatment...........................................................................................26
3. Post – Test..........................................................................................30
E. Scoring the Test.......................................................................................31
F. Validity and Reliability of the Test..........................................................31
1.
Validity of the Test.............................................................................31
2.
Reliability of the Test.........................................................................32
G. The Technique of Analyzing the Data....................................................33
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING
35
A. Data.........................................................................................................35
B. Data Analysis...........................................................................................36
C. Procedures of Research............................................................................36
1. Experimental Group............................................................................36
2. Control Group .....................................................................................40
D. Testing Reliability of the Test..................................................................43
Analyzing the Data using t-test ...............................................................43
E. Testing Hypothesis ..................................................................................44
F. Research Finding .....................................................................................44
CHAPTER V : CONCLUSION AND SUGGESTION
46
A. Conclusion...............................................................................................46
B. Suggestion...............................................................................................47
REFERENCES
48
APPENDICES
50
v
LIST OF TABLES
Table 1.1 The Minimal completenes of the study.....................................................3
Table 3.1 Research Design.......................................................................................24
Table 3.2 Teaching procedures for Experimental Group.........................................27
Table 3.3 Teaching procedures for Control Group..................................................29
Table 3.4 Table of Specification...............................................................................34
Table 4.1 The Score of Pre-Test and Post-Test by students
of Experimental Group.............................................................................39
Table 4.2 The Score of Pre-Test and Post-Test by students
of Control Group.....................................................................................42
vi
vii
viii
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect of Think-Pair-Share(TPS) in students’ comprehension in reading
descriptive text. This strategy is proved statistically as an effective strategy because it
gives better result than conventional method. As can be seen from the calculation of
T-test that the t-observed (5,28) is higher than the t-table (2.00). It means applying ThinkPair-Share (TPS) significantly affects students’ comprehension in reading descriptive
text.
English teachers in teaching reading lesson could provide students a visual
representation to help students comprehending the reading material and improve their
reading comprehension. Therefore, this study proved that teaching reading by
applying Think-Pair-Share(TPS) was more effective than teaching reading by
applying Conventional method.
46
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1) It is suggested that English teachers apply Think-Pair-Share(TPS) strategyin
teaching reading comprehension because it has been proved that the strategy
gave the better comprehension to the students’
2) The students are suggested to apply this learning strategy in comprehending a
text because it enables the students to remember the information of the text in
long term memory.
3) For a better result, the future researcher had better involve more classroom
meetings.
47
REFERENCES
Ariani. 2013. The effect of cooperative learning techniques (NHT & TPS) on
students’ reading comprehension viewed from different text types in SMA
Negeri 2 Singaraja. Thesis summary. Postgraduate Program Ganesha
University of Education Singaraja
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi
revisi VI). Jakarta: Rineka Cipta
Brown, H.Doughlas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York:Addison Wesley Longman, Inc.
Brown, H.Doughlas. 2004. Language Assessment. Principles and Classroom
Practices.New York: Longman. Pearson education.
Burns, et al. 1984. Teaching in Today’s elementary school. New York.
Clarak . And ,Sandra.1987.Assessment Matters: Issues in the Measurement of
Reading Comprehension.British Journal of Educational Psychology, 76,
697-708).(http://www.psych.lanch.ac-uk/people/uploads/katecain.pdf)
acsessed
Grabe and Stoller.2002. Teaching and researching reading. England: Pearson
Education Limited.
Gillet and Temple (1998 : 2 ) Defenition of Reading Comprehension
Heilman. 1981. Principles and practices of teaching reading. Colombus: Charles
E. Merrill Pub. Longman
Lyman, F. 1981. The Responsive Classroom Discussion. MD: University of
Maryland College of Education
Ni Kadek Listiani 2014 The Effect of Applying Think Pair Share Strategy On the
students reading comprehension in recount text
Pressley. 1992. Benefeit of TPS. Teaching English By Using THINK-PAIRSHARE. University of California
Pardiyono. 2007. Genre of the Text. metode mengajar writing berbasis genre
secara efektif. Andi Offset
Presley 1992 Think-Pair-Share Strategy. Learning strategy. University of Ohio
Romero and Romeo. 1999 The creative level. Level of Reading Comprehension
Reading. (http://en.m.wikipedia.org/wiki/Reading_ (process) March 11, 2013
48
STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT
A THESIS
Submitted to Partial Fulfillment of the Requirement
for the Degree of SarjanaPendidikan
By:
GOKLAS BONAR SAMOSIR
Registration Number. 2103321014
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
August 2015
Goklas B Samosir
NIM. 2103321014
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express his deepest gratitude to
Jesus Christ for His blessing, health and opportunity which has enabled his to
complete this thesis. He realizes that he would never have been able to complete it
without the love of Jesus, the guidance of his lecturers, help from friends, and support
from his family. This thesis has been written in fulfillment of the requirements of the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages and
Arts, State University of Medan.
The writer was helped by many people through their guidences, supports,
prays, comments, and suggestions. The writer would like to express his gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts;
and Vice Deans I, II, and III.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, and also,
Nora R Dewi,S.Pd S.S., M.Hum., Head of English Education Study
Program.
Drs. Willem Saragih, Dipl. Appl., M.Pd., his Thesis Consultant, who
has given his great supervision and spent his precious time in guiding,
commenting, suggesting, inspiring, and giving valuable insights in the
process of completing this thesis.
Prof.Dr. Lince Sihombing, M.Pd., Dr. Zainuddin, DIP. TEFL, M.Hum.
Drs. Elia Masa Ginting,M.Hum. his reviewer and examiner, who have
given their precious time to review this thesis, commented and
suggested many things in completing it.
All the lectures who have taught, guided, and advised his throughout
the academic years.
Tiopan Banjarnahor S.Pd., Headmaster, SMP Negeri 1 Sumbul for
allowing his to conduct the research in the school; the English teacher,
Aduan Lumumba Saragih, S.Pd and. for the assistance and guidance
during the research.
His beloved father and mother, G. Samosir and R. Purba for their
endless love, prays, motivation, mental and financial support; his
lovely sister Grace-She Samosir S.Pd. and his lovely niece Matahari
Ronatio Purba who always bring him in her prayer.
i
His beloved Family Briston M.P Purba S.Farm, Rosmauli Purba S.E,
Rikson Purba S.T
His Family in IMASS Unimed and NHKBP Sumbul
His Friends Manahan Frinsky Napitupulu S.Pd, Fidelis Kasgoro S.Pd,
Ade Hutagalung S.pd, Nancy alias Thiwe S.Pd, Renol S.Pd, Ryan
Nujie S.S, Joanri Situmeang S.S
To all his Friends Pendidikan Bahasa Inggris 2011 and Sastra Inggris
2011 who always give him support and Spirit.
His Friends of Acosta Crew, Kanjeng Mami and Kanjeng Papi
Finally, with the name of Jesus Chirst, the writers says that he is in love to be
apart of everybody’s. Love and bless of his Father, Jesus Christ, will always hold and
acommpany people who are being a part of the writer’s life
Medan,
Agustus 2015
The writer,
Goklas Bonar Samosir
ii
ABSTRACT
Samosir, Goklas Bonar. 2103321014. The Effect of Applying Think-Pairshare (TPS) on The Students’ Reading Comprehension In Descriptive Text.
A Thesis: English Department. Faculty of Languages and Arts, State
University of Medan. 2015.
This study deals with the effect of applying Think-Pair-Share (TPS) on The
Students’ Reading Comprehension In Descriptive Text. It was conducted by using
experimental research design. The population of this study was the grade eight
(VIII) students of SMP Negeri 1 Sumbul with eight parallel classes. The samples
of the study were two classes divided into two groups, experimental and control
group which were chosen by using random sampling. Sixty students were taken as
the samples. The experimental group was taught by using Think-Pair-Share
(TPS), while the control group was taught by using Conventional Method. The
instrument for collecting the data was a multiple choice test. The data of this study
were taken from the students’ score of reading test. Kuder Richardson (KR21)
formula was applied to obtain the reliability of the test. Based on the calculation,
it showed that the reliability of the test was 0.56 categorized as high reliability.
There were two data used in this research. They were pre-test and post-test. Then,
after analyzing the data, it was found that the value of tobserved was 5,28 with the
degree of freedom (df)=58 at the level of significance p(0.05) = 2.00. It means
that tobserved is higher than ttable (5,28>2.00). The result of this study shows that
Think-Pair-Share (TPS) has a significant effect on students’ comprehension in
reading descriptive text. It means that the hypothesis is accepted.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ......................................................................................i
ABSTRACT.............................................................................................................iii
TABLE OF CONTENTS........................................................................................iv
LIST OF TABLE.....................................................................................................vi
LIST OF APPENDICES ........................................................................................vii
CHAPTER I : INTRODUCTION
A.
B.
C.
D.
E.
F.
1
The Background of the Study...................................................................1
Relevant Studies........................................................................................6
The Problem of the Study .........................................................................7
The Objective of the Study.......................................................................7
The Scope of the Study............................................................................7
The Significance of the Study..................................................................7
CHAPTER II : REVIEW OF RELATED LITERATURE
8
A. Theoritical Framework.............................................................................8
1. Reading.............................................................................................8
2. The Purpose of Reading...................................................................10
a. Reading to Search for Simple Information.............................10
b. Reading to Learn from the Text....................................................10
c. Reading to integrate Information, write and
Critique text..................................................................................10
d. Reading for General
Comprehension.........................................................................................
..................10
3. Reading Comprehension.....................................................................11
4. Levels of Reading Comprehension.....................................................13
5. Genre...................................................................................................16
6. Descriptive text...................................................................................17
7. Strategy................................................................................................18
8. Think Pair Share Strategy....................................................................18
9. The Purpose of Think Pair Share Strategy...........................................20
10.The Application of Think Pair Share Strategy....................................21
B. Conceptual Framework..............................................................................22
C. Hypothesis.................................................................................................23
CHAPTER III : RESEARCH METHODOLOGY
24
A. Research Design.......................................................................................24
B. Population and Sample.............................................................................24
C. The Instrument of Collecting Data...........................................................25
iv
D. The Procedure of Reasearch....................................................................26
1. Pre – Test...........................................................................................26
2. Treatment...........................................................................................26
3. Post – Test..........................................................................................30
E. Scoring the Test.......................................................................................31
F. Validity and Reliability of the Test..........................................................31
1.
Validity of the Test.............................................................................31
2.
Reliability of the Test.........................................................................32
G. The Technique of Analyzing the Data....................................................33
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING
35
A. Data.........................................................................................................35
B. Data Analysis...........................................................................................36
C. Procedures of Research............................................................................36
1. Experimental Group............................................................................36
2. Control Group .....................................................................................40
D. Testing Reliability of the Test..................................................................43
Analyzing the Data using t-test ...............................................................43
E. Testing Hypothesis ..................................................................................44
F. Research Finding .....................................................................................44
CHAPTER V : CONCLUSION AND SUGGESTION
46
A. Conclusion...............................................................................................46
B. Suggestion...............................................................................................47
REFERENCES
48
APPENDICES
50
v
LIST OF TABLES
Table 1.1 The Minimal completenes of the study.....................................................3
Table 3.1 Research Design.......................................................................................24
Table 3.2 Teaching procedures for Experimental Group.........................................27
Table 3.3 Teaching procedures for Control Group..................................................29
Table 3.4 Table of Specification...............................................................................34
Table 4.1 The Score of Pre-Test and Post-Test by students
of Experimental Group.............................................................................39
Table 4.2 The Score of Pre-Test and Post-Test by students
of Control Group.....................................................................................42
vi
vii
viii
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect of Think-Pair-Share(TPS) in students’ comprehension in reading
descriptive text. This strategy is proved statistically as an effective strategy because it
gives better result than conventional method. As can be seen from the calculation of
T-test that the t-observed (5,28) is higher than the t-table (2.00). It means applying ThinkPair-Share (TPS) significantly affects students’ comprehension in reading descriptive
text.
English teachers in teaching reading lesson could provide students a visual
representation to help students comprehending the reading material and improve their
reading comprehension. Therefore, this study proved that teaching reading by
applying Think-Pair-Share(TPS) was more effective than teaching reading by
applying Conventional method.
46
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1) It is suggested that English teachers apply Think-Pair-Share(TPS) strategyin
teaching reading comprehension because it has been proved that the strategy
gave the better comprehension to the students’
2) The students are suggested to apply this learning strategy in comprehending a
text because it enables the students to remember the information of the text in
long term memory.
3) For a better result, the future researcher had better involve more classroom
meetings.
47
REFERENCES
Ariani. 2013. The effect of cooperative learning techniques (NHT & TPS) on
students’ reading comprehension viewed from different text types in SMA
Negeri 2 Singaraja. Thesis summary. Postgraduate Program Ganesha
University of Education Singaraja
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi
revisi VI). Jakarta: Rineka Cipta
Brown, H.Doughlas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York:Addison Wesley Longman, Inc.
Brown, H.Doughlas. 2004. Language Assessment. Principles and Classroom
Practices.New York: Longman. Pearson education.
Burns, et al. 1984. Teaching in Today’s elementary school. New York.
Clarak . And ,Sandra.1987.Assessment Matters: Issues in the Measurement of
Reading Comprehension.British Journal of Educational Psychology, 76,
697-708).(http://www.psych.lanch.ac-uk/people/uploads/katecain.pdf)
acsessed
Grabe and Stoller.2002. Teaching and researching reading. England: Pearson
Education Limited.
Gillet and Temple (1998 : 2 ) Defenition of Reading Comprehension
Heilman. 1981. Principles and practices of teaching reading. Colombus: Charles
E. Merrill Pub. Longman
Lyman, F. 1981. The Responsive Classroom Discussion. MD: University of
Maryland College of Education
Ni Kadek Listiani 2014 The Effect of Applying Think Pair Share Strategy On the
students reading comprehension in recount text
Pressley. 1992. Benefeit of TPS. Teaching English By Using THINK-PAIRSHARE. University of California
Pardiyono. 2007. Genre of the Text. metode mengajar writing berbasis genre
secara efektif. Andi Offset
Presley 1992 Think-Pair-Share Strategy. Learning strategy. University of Ohio
Romero and Romeo. 1999 The creative level. Level of Reading Comprehension
Reading. (http://en.m.wikipedia.org/wiki/Reading_ (process) March 11, 2013
48