THE EFFECTIVENESS OF THINK PAIR SHARE METHOD TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ MOTIVATION.

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
THE EFFECTIVENESS OF THINK PAIR SHARE METHOD TO TEACH READING
COMPREHENSION VIEWED FROM STUDENTS’ MOTIVATION
1

Tauricha Astiyandha, 2 Sri Samiati Tarjana 1, 3 Diah Kristina 2
1
(Student of Magister Program of English Education of Pascasarjana UNS)
(icataurica@yahoo.co.id)
2
(Teacher of English Education of Pascasarjana UNS)
2
(Teacher of English Education of Pascasarjana UNS)
Abstract
This research is intended to know whether: (1) Think Pair Share is more effective than Direct
Instruction Method to teach reading comprehension of MAN 2 Metro in the academic year of
2012/2013; (2) Students who have high motivation have better reading comprehension than
students who have low motivation; and (3) There is an interaction between teaching methods
and students’ motivation in teaching reading comprehension. The method which was applied

in this research was experimental study. The research was conducted at MAN 2 Metro in the
academic year of 2012/2013. The population of this research was the eleventh grade students
of MAN 2 Metro. The research used cluster random sampling to get the sample. The class XIA3 was used as the experimental class and class XI-A4 as the control class. Each of the class
consists of 34 students. The experiment group was treated by using Think Pair Share, while
the control group was treated by using Direct Instruction Method. The data analysis shows the
following finding: (1) Think Pair Share method is more effective than Direct Instruction
Method to teach reading comprehension for the eleventh grade students of MAN 2 Metro in
the academic year of 2012/2013; (2) The students who have high motivation have better
reading comprehension than those who have low motivation for the eleventh grade students
of MAN 2 Metro in the academic year of 2012/2013; and (3)There is an interaction between
teaching methods and student’s motivation on the students’ reading comprehension for the
eleventh grade.
Keyword: Teaching Methods, Reading Comprehension, Motivation

INTRODUCTION

affect the students’ ability in reading

In learning English there are four skills

comprehension.
In

that should be mastered by the students,

this

research,

make

students

and writing. Reading is important skill

comprehension, the writer applies think

which must be learned and mastered by

pair share method on the consideration

everyone. Anderson (2008: 2-3) states

that

that, reading is a process of readers

understand

combining information from a text and

encourage students’ active in teaching

their own background knowledge to build

and learning process. The success of

meaning.

right

teaching English especially reading is also

many

influenced by another factors, one of

eleventh

them is students’ motivation. Brown in

grader. The teacher’s method to teach

Chaer (2002: 251) states that, motivation

reading is the important factor that may

is a short self support, emotion, or a

Reading

information
students

is

not

especially

to

get
easy

for

the
for

the

109

can

help
the

in

the

those are listening, reading, speaking,

it

achieve

to

reading

the

students

English

text

to
and

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
want that lead somebody
something.

In

reading

to

Method

do

to

comprehension

process,

teach
for

reading

the

eleventh

motivation means all of the energy and a

grade students of MAN 2 Metro in the

mental power happening as a way of how

academic year of 2012/ 2013.
2.

people or individuals move their behavior

The

students

who

motivation

strategies, and messages from the author.

comprehension than those who have

In short, the readers try their best to get

low motivation for the eleventh grade

the meaning of a text as the readers’

students of MAN 2 Metro in the

creativity.

academic year of 2012/ 2013.
3.

There

is

an

better

high

to reach their goal, that is get the ideas,

Considering that background, the

have

have

interaction

teaching

study as follows:

motivation on the students’ reading

1.

Is Think Pair Share more effective

comprehension for the eleventhgrade

than

students of MAN 2 Metro in the

reading

Instruction

to

comprehension

teach

for

and

between

writer formulates the problems of this

Direct

methods

reading

students

academic year of 2012/ 2013.

the

eleventh grade students of MAN 2
Metro in the academic year of 2012/

REVIEW OF RELATED TO LITERATURE

2013?

The discussion of the nature of reading,
high

in general, cannot be separated from

have better reading

different ways of defining the term of

comprehension than those having

reading. According to Aebersold and field

low motivation?

(1997: 15), reading is what happens when

Is there any interaction between the

people look at a text and assign meaning

teaching

students’

to the written symbols in the text. The

reading

similar definition is stated by Nuttall

eleventh

(1996: 4-7) defines reading as a way to

grade students of MAN 2 Metro in the

get meaning (message) from a text. In

academic year of 2012/ 2013?

other word, it presents about the process

This research is aimed at finding out

of communication as the sender encodes

the influences of the teaching method

a message in a text. According to Munby

and students’ motivation on the students’

in Alderson (2000: 10-11) distinguishes

reading comprehension. In detail, this

the

research has the objective too find out

recognizing the script of a language,

whether:

deducing

1.

Think Pair Share Method is more

unfamiliar lexical items, understanding

effective

explicitly

2.

Do

the

students

motivation

3.

motivation

having

Method
to

comprehension

than

and
teach

for

the

Direct

Instruction

110

following

the

reading

meaning

stated

“micro

and

skill”:

use

of

information,

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
understanding information when

not

reading and how the reader, the writer,

understanding

and the text all contribute to the process.

conceptual meaning, identifying the main

In line with the theories and elaboration

point

of reading, it can be concluded that

explicitly

stated,

or

important

information

in

discourse, and distinguishing the main

reading

idea from supporting detail. According to

language process and thinking process

Sandra (1994: 6), reading is an active

through

meaningful

process. The students worked intensively,

printed

or

interacting with the text in order to

including

create meaningful discourse.

learning

comprehension

is

interpretation

written

verbal

understanding
reading

receptive

the

of

symbols
text.

comprehension,

In
the

There are many reasons why reading

students should master some indicators

is important for the teacher to teach the

that identifying the purpose of the text or

students. Many students want to be able

of the author, determining the main ideas

to read texts in English. It can help them

of

to improve their knowledge and give

information of the text, determining the

them additional skill for their careers in

implicit information of the text, finding

the future. The teacher can use reading

word reference in the text, and finding

texts as a media to teach vocabulary,

the meaning of words or phrases in the

grammar,

punctuation,

text.

construct

sentence,

Reading

cannot

be

the

way

paragraphs
separated

to

a

text,

Reading

etc.

determining

as

the

explicit

interpreting

means

reacting to a written text as a piece of

from

comprehension because the purpose or

communication.

the

assume some communicative intent on

result

of

comprehend
Moreover,

reading
what

The

goal

activity is to

has
of

been

other

words,

we

the writer’s part which the reader has

read.

reading

In

some

is

purposes

in

attempting

to

comprehension. (Nunan, 2003: 68) states

understand. According to Wallace (1992:

that

to

6- 7) classifies the reading purpose into

understand/ generate meaning of text or

three categories. Reading for survival,

to connect the message of the text to

reading for learning, reading for pleasure.

background knowledge. To be able to

Based on the purpose of reading above,

comprehend a text, reader must use

teaching reading in Senior High School is

appropriate reading skills. Nuttall (1996:

focused on reading for learning. The

168- 169) states that the central ideas

students are trying to comprehend or

behind reading are: the idea of meaning,

understand the message in the selection

the transfer of meaning from one to

of essential facts. One indication that a

another, the transfer of message from

student

writer to reader, how we get meaning by

selection is when he or she can answer

comprehension

is

ability

111

already

comprehends

the

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
the questions based on the selection. To

questions

before

make the students enjoy and motivated

answered

by

in teaching learning process the teacher

discussion moves on. Students also have

must be able to choose the method to

opportunity to think aloud with another

teach. One of the methods which can be

student about their responses before

used to teach reading is Think Pair Share

being asked to share their ideas publicly.

method. Think Pair Share is a cooperative

This method provides an opportunity for

learning discussion. This simple but very

all students to share their thinking with

useful method is developed by Frank

at least one other student; this increases

Lyman of the University of Maryland.

their sense of involvement in classroom

Think-Pair-Share is a strategy designed to

learning.

the

others

questions
peers

and

are
the

provide students with “food for thought”

The procedures of how to teach

on a given topics enabling them to

reading using Think Pair Share (extracted

formulate individual ideas and share

from Barkley, et al., (2005: 104) as

these ideas with another student. It is a

follows:

learning strategy developed to encourage

a.

student classroom participation. Slavin

Teacher provides the students with a
topic or idea.

b.

(1995: 132) describes Think Pair Share as

Teacher distributes reading text for
each pair.

follows: When the teacher presents a
c.

lesson to the class, students sit in pairs

Teacher poses the question to the

within their teams. The teacher poses

class, giving students a few minutes

questions to the class. Students are

to think about the question, devise

instructed to think of an answer on their

individual responses, and students

own, then to pair with their partners to

make brief notes about their

reach consensus on an answer. Finally,

thoughts.
d.

the teacher asks students to share their

Teacher asks students to pair with

agreed-upon answers with the rest of the

another student nearby. The pairs

class. Santa (1996: 5) also explains TPS is

will then talk with one another using

a discussion strategy that can be used as

their notes to remind them of the

a pre-reading activity, problem-solving

points they wish to make.
e.

strategy, as a follow-up activity. Each

Ask student A to share his or her

student becomes an active participant.

responses with Student B, and then

Based on the explanation above, it can be

student B to share ideas with student

summarized that TPS is one of method in

A. Suggest that if the two students

cooperative learning. With Think Pair

disagree, they clarify their positions

Share, students are given time to think

so that they are ready to explain how

through

and why they

their

own

answers

to

the

112

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
f. Finally, teacher calls on few students

under the teacher’s control. The teacher

randomly to share their ideas with

direction and control occur when the

the class.

teacher selects and directs the learning

Beside, the direct instruction method

tasks.

is highly teacher-directed and is among

According to Rosenshine (in Cohen

the most commonly used. This method

2008:

includes

instruction method as follows:

methods

such

as

lecture,

didactic questioning, explicit teaching,

a.

practice and drill, and demonstrations.

2),

the

procedures

of

direct

Begin a lesson with a short review of
previous learning.

The purpose of direct instruction method

b.

is to help students learn basic academic

Begin a lesson with a short statement
of goals.

content such as reading in the most

c.

Present new material in small steps,

efficient, straightforward way. One of the

providing for student practice after

characteristics of key element in direct

each step.

instruction model is teacher centrality

d.

(Cruiskshank, bainer and Metcalf, 1999:

and explanations.

224). In addition, as quoted from Rubina

e.

Kausar (2009: 12), Direct Instruction (DI)

classroom

instruction

Provide a high level of active practice
for all students.

refers to academically focused, teacherdirected

Give clear and detailed instructions

f.

using

Ask a large number of questions,
check for student understanding and

sequenced and structured materials. It

obtain responses from all students.

refers to teaching activities where goals

g.

are clear to students, time allocated for

Guide

students

during

initial

practice.

instruction is sufficient and continuous

h.

Provide

systematic

feedback

and

instruction

and

corrections.

and feedback to students is immediate
and academically oriented. On the other

i.

Provide

explicit

hand, in traditional lessons, instructor

practice for seatwork, exercises and

verbalizes information to passive note

monitor students during seatwork.

taking by students. Instructor thinks that
students have “empty minds” to be filled

RESEARCH METHODOLOGY

with knowledge. Students are expected to

Related to this study, the writer used

record and absorb knowledge. Based on

experimental study because the aim of

the theories above, it can be concluded

this study is revealing the effect of

that Direct Instruction method is highly

teaching

structured and teacher directed. Teacher

motivation toward the students’ reading

explains a new concept or skill to large

comprehension.

group of the students. The students are

variables.

113

method

The

It
first

and

students’

involved
is

three

independent

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
variable. In this study, the independent

Table 2. The summary of a 2x2 multifactor of

variable is teaching methods. The second

variance

variable

is

dependent
reading
variable

dependent
variable

in

variable.
this

comprehension.
is

a

study

The

secondary

Source of
Varians

SS

Df

MS

Between
Columns

450.
37

1

450.3
7

7.5
01

3.9
9

Between
rows

471.
19

471.1
9

7.8
48

3.9
9

Columns by
rows

236
4.72

2364.
72

39.
385

3.9
9

Between
Group

328
6.27
941

The
is

third

1

independent

variable or attributive variable. It is
motivation.
The population of this study is the
eleventh grade students of MAN 2 Metro
in the academic year of 2012/2013. The

Within
Group

total number of the population in this
research is 306 students who are divided

Total

into 9 classes.
In this study, the writer only takes

1

3

1095.
43

64
60.04

384
2.59
712
8.87

67

106.4
0

Based on the table above, it can be

two classes were XI-A3 and XI-A4. XI-A3

concluded that:

was the experimental class and XI-A4 was

1.

Fo between columns (7.501) is higher

than Ft (3.99) at the level of significance 

the control class.
The sample in this study was chosen

= 0.05 and Ft (7.05) at the level of

randomly from the population of cluster

significance  = 0.01, the difference

which is usually called cluster random

between columns is significant. Because

sampling. It means that all the members

the effect of the two methods are not

of cluster must be included in the

equal, it can be concluded that teaching

sample.

reading comprehension using Think Pair
Share for the eleventh grade students of

RESULT AND DISCUSSION

MAN 2 metro is significantly different

Hypotheses Testing

from the one using Direct Instruction

Table 1. Summary of mean scores

method. The mean score of students

A1

A2

B1

78.06

61.12

69.59

B2

61.00

67.65

64.32

69.53

64.65

66.96

taught using Think Pair Share Method
(78.06) is higher than the one of those
taught using Direct Instruction Method
(61.12). In other words, teaching reading
comprehension using Think Pair Share is
more effective than the one using Direct
Instruction Method.

114

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
2. Fo between rows (7.848) is higher

than Ft (3.99) at the level of significance 

1. Because qo between columns (3.87) is

= 0.05 and Ft (7.05) at the level of

significance  = 0.01. The difference

the

between rows is significant. Because the

teaching reading using Think Pair Share

effects of the students having high

for the eleventh grade students of MAN 2

motivation

low

Metro significantly differs from the one

motivation are not equal, so it can be

using Direct Instruction Method. The

concluded that students having high

mean score of students taught using

motivation

different

Think Pair Share (69.53) is higher than

from those having low motivation. The

the one of those taught using Direct

mean score of students having high

Instruction Method (64.65). It means that

motivation (69.59) is higher than the one

reading

of those having low motivation (64.32). It

eleventh grade students of MAN 2 Metro

can be concluded that the students

is more effective than the one using

having

Direct Instruction Method.

and

are

high

those

having

significantly

motivation

have

higher than qt (2.89), the difference of
means

between

columns

is

significant. It can be concluded that

higher

using

Think

Pair

Share

for

reading comprehension than students

2. Because qo between rows (3.96) is

having low motivation.

higher than qt (2.89), the difference of

3.

Ft (3.99) at the level of significance  =

the means between rows is significant. It

0.05

Fo interaction (39.385) is higher than
and

Ft

level

of

have high motivation are significantly

Because

Fo

different in their reading comprehension

interaction is higher than Ft, it can be

from students who have low motivation.

concluded that there is interaction effect

The mean score of students having high

between

teaching

motivation (69.59) is higher than those

methods and motivation on the students’

who have low motivation (64.32), so the

reading comprehension.

students who have high motivation have

Table 3. The Summary of Tukey Test

a better reading comprehension than the

significance



the

(7.05)

at

=

0.01.

two

the

can be concluded that the students who

variables,

Data

qo

qt

Status

Meaning

A1 –
A2

3.87

2.89

Significant

A1 ≠A2

B1 –
B2

3.96

2.89

Significant

B1 ≠B2

A1B1 –
A2B1

9.08

2.98

Significant

A1B1
≠A1B1

A1B2 –
A2B2

3.54

2.98

Significant

A1B2 ≠
A2B2

students who have low motivation.

3. Because qo between cell A1B1 and
A1B2 (9.08) is higher than qt (2.98), the
difference

between

columns

is

significant. It can be concluded that the
students who have high motivation who
are taught using Think Pair Share is
significantly different in their reading

115

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
comprehension from the students who

usually

have high motivation who are taught

learners. Think Pair Share is a teaching

using Direct Instruction method. The

method that helps students in learning

mean score of students having high

English

motivation who are taught using Think

comprehension. “Think-Pair-Share is a

Pair Share (78.06) is higher than that of

method designed to provide students

those who have high motivation who are

with food for thought on a given topics

taught using Direct Instruction Method

enabling them to formulate individual

(61.12), so Think Pair Share is more

ideas and share these ideas with another

effective than Direct Instruction Method

students” (Johnson in Kagan 1992: 17). It

to teach reading comprehension for the

associates

students who have high motivation.

classroom

4. Because qo between cell A2B2 and

participating

A1B2 (3.54) is higher than qt (2.98), so

improved

the

achievement

difference

between

columns

is

considered

difficult

especially

to

in

their

encourage

student

test.

Students

Think

Pair

score

the

reading

participation.
in

by

on

Kagan

Share
reading

(1992:

12)

significant. It can be concluded that the

viewed that Think-Pair-Share structure

students who have low motivation who

gives all students the opportunity to

are

Instruction

discuss their ideas. This is important

Method is significantly different in their

because students start to construct their

reading

the

knowledge in these discussions and also

students who have low motivation who

to find out what they do and do not

are taught using Think Pair Share. The

know. The procedure is simple: after

mean score

asking a question, tell students to think

taught

using

Direct

comprehension

from

of students having low

silently about their answers.

motivation who are taught using Think
Pair Share (61.00) is lower than those who

On the contrary, Direct Instruction

have low motivation taught using Direct

Method makes the students depend on

Instruction Method (67.65), so Direct

teacher’s

Instruction Method is more effective than

almost all the times in reading class. In

Think

this method, the teacher becomes the

Pair

Share

to

teach

reading

decision

comprehension who have low motivation.

explanation

maker.

and

The

translation

teacher

will

beengaged in many planning decisions,
Discussion

such as deciding what they want to teach,

Based on the findings of the study, the

and how they will go about reading

researcher draws a conclusion that the

process

implementation of Think Pair Share is

Furthermore, one of the characteristics of

effective to help students in improving

key element in direct instruction model is

their reading comprehension. Reading

teacher centrality (Cruiskshank, bainer

116

(Parson,

et

al,

2011:

11).

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
and Metcalf, 1999: 224). Students wait

motivated students do not often perform

until all the words are translated by the

hard effort to learn more. They are not

teacher to get message of the text given

actively involved in the learning activities.

to them. The students are under the

They do not have enough courage to take

teacher’s control. The teacher direction

risk to enrich their knowledge. This

and control occur when the teacher

makes

selects and directs the learning tasks.

activities and makes them have low

Therefore, Think Pair Share is more

motivation. It can be concluded that

effective than Direct Instruction Method.

students having high motivation is better

There is a significant difference in

them

perform

low

learning

than students having low motivation in

reading comprehension between students

reading.

with high motivation and those with low

Choosing

methods

of

teaching

motivation. It indicates that students

precisely contributes positive impact to

with high motivation have higher reading

the students’ achievement in the end

comprehension

teaching and learning process. It cannot

than

those

with

low

motivation, and it means that motivation

be

determines

learning.

which is used by the teacher in the class

Highly motivated students perform better

give a big influence for the success of the

learning

low

teaching

motivation. Winkel (1996: 150) states that

teacher’s

learning motivation plays an important

classroom is not only concerned with

role to promote the spirit of learning so

teaching

the

making

the

than

success

of

students

students

with

having

high

learning

disclaimed

and
goal

that

teaching

learning
in

academic

process.

The

conducting

the

content

students

method

but

develop

also
their

to

motivation their life. According to Coffer

perform learning. Sardiman (2011: 75)

in Chaer (2002: 251) motivation is needed

states

by

motivation

that

have

strong

learning

energy

motivation

has

giving

stimulate

to

somebody’s

learning

interest. The stimulation given will cause

enthusiasm, joy, and interest. Highly

someone to do something. To stimulate

motivated students are usually active,

the students mean to motivate them to

curious, performing hard effort to gain

do something in getting the objective.

the goal, enthusiastic, and courageous to

Motivation is a support, desire, want,

take risk for their learning. Curiosity

reason, or objective to make someone to

makes them challenged to find more

do

learning resources to satisfy their needs.

appearing from the students themselves

Courage makes them brave to express

or other persons surrounding them that

ideas and to practice which means more

have them to do something. Harmer

chance

(1989: 5-6) suggest some factors affecting

specific

roles

for

in

them

promoting

for

learning.

Low

117

something.

A

support

can

be

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
intrinsic motivation in language learning.

in the class and they just become the

One of them is method. The method and

followers in the teaching and learning

technique of teaching have some effects

process, so for the students having low

on their motivation. If they find it deadly

motivation Direct Instruction Method is

boring,

more effective to teach reading.

they

probably

become

de

motivated, whereas if they enjoy the

It can be concluded that there is

situation and have confidence in the

interaction between methods of teaching

method they will find it motivating. The

used (Think Pair Share Method and Direct

student’s confidence in the method, the

Instruction

most important factor affecting intrinsic

motivation to teach reading. Think Pair

motivation, is largely in the hands of the

Share

teacher.

promotes

Instruction Method to teach reading for

learning motivation since students are

students who have high motivation. On

given

own

the other hand, Direct Instruction Method

learning and motivated students perform

is more effective than Think Pair Share to

better learning.

teach reading for students who have low

Think

chance

Pair

to

Share

explore

their

Think Pair Share as one model of
cooperative

learning,

is

suitable

is

Method)

more

and

effective

degree

than

of

Direct

motivation.

for

students with high motivation as it

CONCLUSION, IMPLICATION, AND

increases students’ motivation and its

SUGGESTION

turn

learning

Based on the elaboration above, the

motivated

researcher takes the conclusion, they are:

students are taught using good teaching

(1) In general, Think Pair Share (TPS) as

method, the result will be better learning

one of the model of cooperative learning

achievement.

low

is more effective than Direct Instruction

motivation students, it is better to teach

Method to teach reading comprehension

them using Direct Instruction Method.

for the eleventh grade students of MAN 2

Low motivation students need guidance

Metro in the academic year of 2012/2013;

and support in comprehending English

(2) The students who have high learning

Texts and Direct Instruction Method

motivation

serves the students step by step guidance

comprehension than those who have low

through

gives

learning motivation in the eleventh grade

and

students of MAN 2 Metro in the academic

students’

year of 2012/ 2013; and (3) There is an

with

the

interaction between teaching method and

characteristics for the students having

students’ motivation to teach reading

increases

achievement.

its

explanation
direct

When

It

highly

Meanwhile,

stages.
and

correction

mistakes.

students’

is

gives
for

for

Teacher
feedback
the

accordance

low motivation. The students are passive

118

have

better

reading

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
comprehension for the eleventh grade

provide much challenge for students,

students of MAN 2 Metro 2012/ 2013.

such as Direct Instruction Method is

Referring

this

suitable for students with low learning

some

motivation. Thus, good teaching method

implications. Based on elaboration above,

should be applied more often to make

in

students learn better and to promote

research,

to

the

general,

the

result

researcher

of

gives

Think-Pair-Share

is

an

effective model of cooperative learning to

their learning motivation.

teach reading comprehension. Therefore,

Based on the elaboration above, the

it is good to be applied in teaching

researcher gives some suggestions:

reading comprehension, especially in the

For the teachers, it is important for the

eleventh grade of senior high school. A

teachers to make the class situation

teacher

especially

who

teaches

reading

in

teaching

(1)

reading

comprehension should apply the method

comprehension interesting rather than

to provide challenges and opportunity to

having stressful or boring atmosphere.

the students to develop their own ideas.

Therefore, they should apply Think-Pair-

Motivation determines the success of

Share (TPS) to make students enjoy

learning. Students with high learning

learning.

motivation perform better learning than

learning the more effective the learning

those

is

is. Think-Pair-Share (TPS) give students

learning

chance to develop their ideas, promote

motivation perform harder effort to gain

effective teamwork, learn to criticize and

the goal of learning than those with low

accept criticism, exchange ideas and give

learning motivation. Therefore teachers

peer correction, work collaboratively, and

should always promote and increase

be responsible for their own learning

students

duties and those other students. Thus,

with

because

low

motivation.

students

learning

with

high

motivation

This

through

academic skill but also social skills; (2)

with

peer

develop

enjoy

interact

ideas

only

students

TPS

share

not

more

various activities in which they can
and

do

The

students’

The students should be more active, not

students.
Viewed from students’ motivation,

nervous,

Think-Pair-Share (TPS) is an effective

mistakes

method

reading

process, especially in the reading class.

comprehension for students with high

They should practice reading English

learning

is

text, discussing with their friend if they

challenging and, therefore, it is suitable

have problems in reading the text, and

to

of

enjoying the reading class. (3) For the

students with high learning motivation

other researchers are expected to use the

and teaching method which does not

finding of this research as a foothold to

be

of

teaching

motivation.

applied

in

This

the

method

classroom

119

and

not

during

afraid

of

teaching

making
learning

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 109-120
http://jurnal.pasca.uns.ac.id
conduct the next research on similar
problems

of

reading

Cruickshank, et al. (1999). The Act of
Teaching. New York: McGraw-Hill
College.
Kausar, R. (2009). The Effect of Direct
Instruction Model on Intermediate
Class Achievement and Attitudes
towards English Grammar. Thesis.
Rawalpindi: University Institute of
Education and Research.
Nuttall, C. (1996). Teaching Reading Skills
in a Foreign Language. Oxford:
Heinemann.
Silbertstein, S. (1994). Techniques and
Resources in Teaching Reading. Hong
Kong: Oxford University Press
Slavin, R.E. (1995). Cooperative Learning:
Theory, Research, and Practice. New
York: Allyn& Bacon.
Wallace, C. (1992). Skills in a Foreign

comprehension

through other teaching method. This
thesis can be a reference for other
researcher to conduct the next research if
there

are

some

weaknesses.

Other

researchers are expected to use the
finding of the research as a foothold to
conduct the next research on similar
problems

methods

through

other

language skills such as speaking, writing
or listening. It may be worthwhile to have
another

research

with

different

attributive variables such as students’
habit or interest.

REFERENCES
Aebersold, J. A., and Field, M.L. (1997).
From Reader to Reading Teacher:
Issues and Strategies for Second
Language Classroom. Cambridge:
Cambridge University Press.
Alderson, J.C. (2000). Assessing Reading.
Cambridge: Cambridge University
Press.
Anderson, J.N. (2008). Practical English
Language Teaching Reading. USA:
McGraw-Hill Companies Inc.
Barkley, E.F. et al. (2005). Collaborative
Learning Techniques. San Francisco:
John Wiley and Sons, Inc.
Chaer, A. (2002). Psikolinguistik. Jakarta:
Rineka Cipta.
C. M. Santa, L.T. Havens, and E. M.
Maycumber. (1996). Project CRISS.
Retrieved from http://www. Scribd.
Com/ doc/ 49751810/ 5/ READINGStrategy-Think-Pair-Share.
Cohen, T. M. (2008). The Effect of Direct
Instruction
Versus
Discovery
Learning on the Understanding of
Science Lessons by Second Grade
Students.
Journal.
Northeastern
Educational Research Association.
The Graduate Center, City University
of New York.

120