IMPLEMENTATION OF THINK-PAIR-SHARE (TPS) TO INCREASE THE ACTIVITY AND STUDENT OUTCOME IN TRIGONOMETRY TOPIC IN GRADE X OF SMA NEGERI 1 BERASTAGI IN THE YEAR OF 2012/2013.

IMPLEMENTATION OF THINK-PAIR-SHARE (TPS) TO INCREASE
THE ACTIVITY AND STUDENT OUTCOME IN
TRIGONOMETRY TOPIC IN GRADE X
OF SMA NEGERI 1 BERASTAGI
IN THE YEAR OF 2012/2013

By:
Siska Nopa Tambunan
ID. Number 409312027
Bilingual Mathematics Education Program

THESIS
Submitted to Fulfill Requirement for
Sarjana Pendidikan Degree

MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013

iv

ACKNOWLEDGMENTS
Firstly, writer would like to thanks be to Almighty God for His mercy
and blessing to writer thus because of His love the writer is able to finish this
thesis.
In this chance, writer wants to extend gratitude to Mr. Dr. W.
Rajagukguk, M.Pd as thesis advisor who has made his time for giving brief and
guidance from beginning until the end of writing process of this thesis. Gratitution
also writer delivers to Mr. Prof. Dr.Mukhtar, M.Pd, Mr. Dr. KMS. Amin Fauzi,
M.Pd and Mr. Dr. E. Elvis Napitupulu, MS as thesis examiner who has given
advices and suggestions from beginning of research planning until the compiling
of this thesis finished.
Thanks a lot also to Mr. Prof. Dr. Herbert Sipahutar, M.S., M.Sc as
academic advisor who has given guidance and suggestion along the study in State
University of Medan. Thanks a lot also to Mr. Prof. Dr. Ibnu Hajar, M.Si as head
of State University of Medan, Mr. Prof. Drs. Motlan, M.Sc., Ph.D as dean of
mathematics and natural sciences faculty, Mr. Drs. Syafari, M.Pd as head of
mathematics department, Mr. Drs. Yasifati Hia, M.Si as secretary of mathematics
department, Mr. Drs. Zul Amry, M. Si

as head of mathematics education

program, Mr. Dr.rer.nat. Binari Manurung, M.Si as coordinator of bilingual
program and also for all lecturer and staff of mathematics department who has
helped and facilitation during compiling process of this thesis.
Thanks to Mr. Alberto Colia, M.Pd as principle of SMA Negeri 1
Berastagi who has given permission to writer to do research, Mrs. Lindawati br
Ginting, S.Si as mathematics teachers and all teacher and student in grade X-5 of
SMA Negeri 1 Berastagi who has helped writer in conducting the research.
The special gratitude, writer wants deliver to dear loving father Parulian
Tambunan and the dearest mother Darlan br Sagala who have given a lot of love,
pray, motivation and spirit who help writer to finish the study. Special thanks also
to my great brother Buha April Fajar Tambunan, Hendra Nata Sastra Tambunan,
and Samuel Tambunan and also to my beloved sister Rumintang Tambunan, Lidia

v

Tambunan and Evelina Tambunan and all family for all pray, motivation and
support until the end of writer study.

Thanks also to every member of PP GKPI Resort Khusus Kabanjahe for
all support and all pray for writer while do this thesis. Thanks also to every
member of IKBKM for all spirit, support and experience that has been shared to
writer. Writer is indebted to bilingual mathematics education 2009 big family for
helping along the study in State University of Medan, they are Dini, Enny, Evy,
Epril, Faradilla, Iin, Iwan, Noya, Nurhabibah, Qori, Retni, Rini, Rizki, Siti, and
Widia. Special thanks also to special person Joy Juli Great Simanjuntak who has
helped writer in doing this thesis and given big motivation, pray and spirit in
every activities that done by writer. And also thanks to all partner in PPLT
Unimed 2012 in SMA Negeri 1 Berastagi who always gave support and shared
experience with writer.
Writer realized that there are still weaknesses in contents and grammar of
this thesis, so writer expects critics and advices from the reader that can make this
thesis be better. Hopefully, this thesis can be useful for teacher, student, and
academia’s.

Medan,

July 2013

Writer,

Siska Nopa Tambunan
ID. 409312027

iii

IMPLEMENTATION OF THINK-PAIR-SHARE (TPS) TO INCREASE
THE ACTIVITY AND STUDENT OUTCOME IN
TRIGONOMETRY TOPIC IN GRADE X
OF SMA NEGERI 1 BERASTAGI
IN THE YEAR OF 2012/2013
Siska Nopa Tambunan (ID. 409312027)
ABSTRACT
This research aims to know the increasing of activity and student
outcome in grade X by implementing Think-Pair-Share (TPS) in trigonometry
topic.
Type of this research is Classroom Action Research (CAR). Subject in
this research is student in class X-5 SMA Negeri 1 Berastagi that consists of 32
students. Object of this research is implementation of TPS to increase activity and

student outcome. This research is conducted in two cycles. Data in this research is
obtained from student outcome test, observation sheet of student activity,
observation sheet of teacher activity, questionnaire and documentation.
Data of observation result of student activity indicates that by conducting
TPS in learning process, student is more active in class. Final result shows that
percentage of student in “asking” is 81%, in proposing idea is 78 %, in “making a
note of material” is 89%, in “doing assignment” is 87%, in “perceiving” is 73%,
in “remembering” is 74% such that percentage of student activity in this research
is 79.95% and total of active student is 23 students (71.875%). Based on criteria
of activity level, this result has fulfilled criteria of active class. Student outcome
test is given in each meeting so this research has 4 tests. Test I and test II
represent result for cycle I and test III and test IV represent result for cycle II.
Average class score of student outcome in cycle I is 72.23, total of complete
student is 20 students (62.5%) and incomplete student is 12 students (37.5%).
Average class score of student outcome in cycle II is 79.2, total of complete
student is 28 students (87.5%) and incomplete student is 4 students (12.5%).
Based on criteria of completeness, this result has fulfilled criteria of completeness
in student outcome. From result of analyze data in this research, it indicates that
TPS can increase activity and student outcome in trigonometry topic.

vi

CONTENTS
ENDORSEMENT PAGE
CURRICULLUM VITAE
ABSTRACT
ACKNOWLEDGMENTS
CONTENTS
LIST OF FIGURE
LIST OF TABLE
LIST OF APPENDIX

Page
i
ii
iii
iv
vi
viii
ix

x

CHAPTER I INTRODUCTION
1.1.
Background
1.2.
Problem Identification
1.3.
Problem Limitation
1.4.
Problem Formula
1.5.
Research Objective
1.6.
Research Benefit

1
1
8
8

8
8
9

CHAPTER II LITERATURE REVIEW
2.1.
Theoretical Background
2.1.1. Learning Activity meaning
2.1.2. Learning Outcome
2.1.3. Cooperative Learning Model
2.1.4. Types of Cooperative Learning Model
2.1.5 Advantages of Cooperative Learning
2.1.6 TPS
2.1.7 Strength and Weakness of TPS
2.1.8 Summary of Subject Matter
2.1.8.1. Trigonometry Ratios Formed by an Angle of a Right Triangle
2.1.8.2. Determine the Value of Trigonometry Ratios for Specific Angles
2.2.
Conceptual Framework
2.3

Action Hypothesis

10
10
10
13
15
19
19
20
21
22
22
23
25
27

CHAPTER III RESEARCH METHODOLOGY
3.1
Type of Research

3.2
Place and Time of Research
3.3
Subject and Object of Research
3.3.1 Subject of Research
3.3.2 Object of Research
3.4
Mechanism and Design of Research
3.5.
Technique in Collecting Data
3.5.1. Observation
3.5.2. Test
3.5.3. Questionnaire
3.5.3. Field Note

28
28
28
28
28

28
28
32
32
32
32
32

vii

3.5.4. Documentation
3.6.
Instrument in Collecting Data
3.6.1. Observation Guidance
3.6.2. Student Outcome Test (SOT)
3.6.2.1. Validity of Test
3.6.2.2. Reliability of Test
3.7.
Data Analysis Techniques
3.7.1. Data analysis of learning implementation of TPS
3.7.2. Data Analysis of Student Activity
3.7.3. Data Analysis of Student Outcome
3.7.4. Questionnaire Sheet of Student’s responses
3.7.5. Documentation Result
3.7.6. Data Exposure
3.7.7. Conclusion Drawing

32
32
33
34
35
36
37
38
38
40
42
43
43
44

CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Description of Realization of CAR
4.2.
Description of Research Result
4.2.1. The Result of Student Activity Observation (SAO)
4.2.1.1.The Result of SAO in Cycle I
4.2.1.2.The Result of Student Activity Observation in Cycle II
4.2.1.3. Increasing of Student Activity
4.2.2. Description of SOT Result
4.2.2.1.Description Of Diagnostic Test
4.2.2.2.The SOT Result of Cycle I
4.2.2.3.The SOT Result of Cycle II
4.2.2.4.Increasing of Student Outcome
4.2.3. Description of Observation Result
4.2.4. Result of Response Questionnaire
4.2.5. Research Result
4.2.6. Research Result Discussion

45
45
56
56
56
58
59
61
61
62
64
66
69
72
75
76

CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
5.2.
Suggestion

79
79
79

REFERENCES

80

ix

LIST OF TABLE
Page
Table 1.1. Student Outcome in Trigonometry Topic in Diagnostic Test

6

Table 2.1. Cooperative Learning Steps

18

Table 2.2. The Value Trigonometry Ratios

23

Table 2.3. The Signs of Trigonometry Ratios

24

Table 3.1. Indicator of Arranging Student Activity Observation

33

Table 3.2. Increasing Criteria of Student Activity

39

Table 3.3. Guideline of Class Score Average

41

Table 3.4. Score in Scale Five

42

Table 3.5. Increasing Criteria of Student Outcome

42

Table 3.6. Criteria of Student’s responses

43

Table 4.1. Schedule of the Mathematics Learning in Class X-5

45

Table 4.2. Student Activity in Grade X-5 in Cycle I

56

Table 4.3. Student Activity in Grade X-5 in Cycle II

58

Table 4.4. Increasing Criteria of Student Activity

59

Table 4.5. Total student who Completed Student Outcome

60

Table 4.6. Average of Class Score and Percentage

61

Table 4.7. Description of Mastery Level of Student in Diagnostic Test

61

Table 4.8. The average of score of Grade X-5 of cycle I

62

Table 4.9. Description of Student Outcome in Cycle I

63

Table 4.10. Percentage of Complete Student in Cycle I

63

Table 4.11. The average of score of Grade X-5 of Cycle II

64

Table 4.12. Description of Student Outcome in Cycle II

65

Table 4.13. Percentage of Complete Student in Cycle II

65

Table 4.14. Increasing Criteria of Student Outcome

66

Table 4.15. Total student who Completed Student Outcome

67

Table 4.16. The Increasing of Each SOT

68

Table 4.17. Description of Teacher Ability in Cycle I

69

Table 4.18. Description of Teacher Ability in Cycle II

71

Table 4.19. Result of Student Response Questionnaire

72

Table 4.20. Student Response for each Indicator

74

CHAPTER I
INTRODUCTION
1.1. Background
Law Number 20 Year 2003 about National Education system states that
the national education serves to develop skills and to form the character and
dignified civilization nation in the context to intellect the life of the nation.
Education aims to develop the potential of students to become a human being that
faithful and pious to God Almighty, noble, healthy, knowledgeable, skilled,
creative, independent, and become citizens that democratic and accountable.
Education plays an important role in preparing qualified human
resources and capable of competence in the development of science and
technology, so education should be implemented as well as possible to obtain
maximum results. Entering the 21st century, the national education system faces a
very complex challenge in preparing the quality of human resources that can
compete in the global era. The appropriate effort to prepare the qualified human
resources and the only place that can be viewed and should serve as a tool for
building a high quality of human resources is education (Trianto, 2009:4).
To realize this fact, required a high level of capability that is logical
thinking, creative and proactive collaboration capabilities. This way of thinking
can be developed through the study of mathematics. One subject that cut across all
the sciences is mathematics. Today, mathematical methods pervade literally every
field of human endeavour and play a fundamental role in economic development
of a country. In our match towards scientific and technological advancement, we
need nothing short of good performance in mathematics at all levels of schooling.
Unfortunately performance of students in mathematics at the end of secondary
education has not improved in the past decade (Umoinyang in Tella 2007). As
stated by Sudrajat in the seminar of the role of mathematics in the development of
science and technology that mathematics is a basic science that is needed for the
foundation for modern technology and science. In addition, mathematics provides
the high skills on a person in terms of abstraction, problem analysis and logical

2

reasoning. This shows that math is needed also by other disciplines due to develop
the science of mathematics that is needed as the foundation. Given the importance
of the science of mathematics, it is expected that students can learn the science
well. By mastering mathematics, the students will also be easier to learn other
subjects especially in science and engineering.
Science education had emphasized the importance of mathematics in
science teaching and learning (Iroegbu, (1997). Abdullahi (1982) said, concerning
science and mathematics. Although mathematics and science are taught as
separate subjects in schools from instructional point of view, science activity in
the classroom has mathematical implications as working mathematical problems
has scientific imports (Adesoji & Ibraheem, 2009:15).
Trigonometry is the branch of mathematics which treats of the relations
of the sides and angles of triangle, which the methods of deducing from certain
given parts other required parts, and also of the general relation which exist
between the trigonometrical functions of arcs or angles (BrainyQuate, 2001).
Trigonometry has a very close relationship in our lives, both directly and
indirectly. Trigonometry is the mathematical science that is very important in life.
Trigonometry applications spans all fields such as astronomy, geography, music
theory, electronics, economics, medical, engineering, and many more. By using
trigonometry we can measure the distance of a star sky without having to go there.
By trigonometry we can measure angles without having to climb the cliff height.
We can measure the width of a river without having to cross it. That is the benefit
of studying trigonometry in everyday life. The first thing that is needeed to be
understood in understanding the basic concepts of trigonometry is to know and to
understand the forms and formulas of a triangle, especially the right angle
triangle. Basically a triangle always consists of 3 sides, hypotenuse, opposite side,
and adjacent side. And the three angles are right angles, opposite angle and
adjacent angle, where if added the angles of a triangle must be 180 degrees. The
main purpose of studying trigonometry in mathematics is to find the value of an
angle or the length of a side of a triangle (Iksan, 2013). Along with the times,
trigonometry continues to be developed, integrated with other disciplines in order

3

to be benefited together. Originally trigonometry comes as a solution to solve the
size of simple plane, with the growing age of trigonometry is often used in the
world of applied science (real life), the development of other sciences, as well as
the development of mathematics itself. Trigonometry is very beneficial in the
science of astronomy, because the size of celestial bodies are impossible to
measure by using a ruler, it must be calculated by using scales and angles, so that
its size can be estimated accurately. Double angle trigonometric formulas is used
for these values due to the size of the angles that are not specific. In addition to
the field of astronomy, trigonometry is also very closely related to the work of a
surveyor (land geometer). Measurement of soil is a branch of natural science to
determine the three-dimensional of place position of a point on the earth's surface
(Nisa, 2012).
However, in fact, education in Indonesia has not achieved the desired
results, because educational institutions have not been able to produce qualified
human resources. Even the national education was considered to have failed to
build the character of the nation. This is evident from the low value of the results
of national examinations, especially the value of mathematics. Though
mathematics is a field of study that underlies all disciplines. In the last of ranking
Programme for International Student Assessment (PISA), maths literacy skills of
students in Indonesia is very low. Indonesia ranks 61 out of 65 participating
countries ranking. Based on data from the Institute of Education (2003), the
results of statistical studies conducted internationally in the Trends in
International Mathematics and Science Study (TIMSS) showed that Indonesia
ranked 34th out of 45 countries for mastery learning in mathematics.
Score Indonesia is 411 are still below Singapore (605) and Malaysia
(508), but remained in the Philippines (378 In general, the learning of
mathematics in Indonesia, including learning trigonometry in high school is still
far from satisfactory and sometimes arguably still disappointing. It can be seen
from the results of EBTANAS and UAN score from year to year, for the
mathematics that includes trigonometry are included in the category of "low"
(Setiawan, 2004:1). Two major problems in mathematics education in Indonesia is

4

low student achievement (low of competitiveness in internation event and low of
student average score in EBTANAS especially mathematics) and their lack of
interest in learning math (math is considered difficult and taught with methods
that are not attractive because teacher explained, while students just noted).
Allegedly, approach to learning mathematics in Indonesia are still using the
traditional approach or mechanistic. It is emphasises on training on answer
question or drill and practice, procedure and the use of formulas. Students are less
accustomed to solving problems or applications that many around them
(Zulkarnain,2012).
Mathematicians from the Technology Institute of Bandung, Iwan
Pranoto, in a roundtable discussion organized Indonesian Teachers Association
states that, mathematical illiteracy condition has not changed even since 2003. For
seven years, from the scale of 6, Indonesian students' math skills are only at level2. Another study from the Program for International Student Assessment (PISA)
in 2010 showed a similar condition. The position of Indonesia was ranked third
from the bottom, better than Kyrgyzstan and Panama. However, Iwan explained
that it is not to worry about the position, but two other important facts. First, the
percentage of students in Indonesia are below the level of two very large (76.6 %),
and the percentage of students who are at level five and six are statistically
nothing. According to the definition of math proficiency level of the Organisation
for Economic Co-operation and Development (OECD), student below the level
two will not be able to be function effectively in 21st century life (Nadia, 2011)
Meanwhile, according to Trianto (2009:5) the main problem in learning
in formal education (school) today is the low absorptive capacity of learners. This
is evident from the study of students that is always very alarming. This is based on
the interest and willingness of students who lack in math. The definition of
interest is the tendency of a person to an object or something popular activity,
which is accompanied by feelings of pleasure, lack of attention, and the activity of
doing. From this definition, we can say that without any interest in maths then it
could not have liked math students, can’t be addressed by the student and no
student activity therein. Besides interest, willingness also is the basic thing that is

5

needed for students to learn because with the willingness of students to learn
without perforce from others that means that he/she can learn from his own
willingness. Student learning environments also affect student learning outcomes.
As noted Trianto (2009:12), the learning environment is very important, namely:
•

Effective learning begins from the student-centered learning.

•

Teaching should focus on how students use their new knowledge.
Learning strategies is more important than the result.

•

Feedback is very important for the students, who come from the
correct assessment.

•

Develop a learning community in the form of group work is
important.

In addition to the internal factors of students, external factors also affect
the results of learning are teachers and students. One that leads to lower of
students learning is the learning model that is conducted by teacher is still
conventional.
As stated by Trianto (2009:5) that, "Based on the analysis of research
about the low of learning outcomes of students due to the dominance of
conventional learning process".
In the conventional learning environment tends to teacher-centered
classroom so that students become passive. In this case, students are not taught
learning strategies to understand how to learn, think and motivate yourself (selfmotivation), but these aspects are key to success in a lesson. This problem is often
found in the teaching and learning activities in the classroom. Therefore, it is
necessary to apply a learning strategy that can help students to understand the
teaching materials and applications as well as its relevance in everyday life.
Based on the interview (January 21, 2013) with the mathematics teacher
in SMA Negeri 1 Berastagi, Mrs. Lindawati br Ginting, said that :
Students are difficult to study mathematics and one of the topics that they
can’t understand is trigonometry. Students think that trigonometry has
many formula and they are difficult to remember and to apply that
formula in the trigonometry problem. In learning process, the student

6

also inactive to ask or answer the question from the teacher. The evident,
in daily examination of trigonometry, all of students can’t reach the
standard value and all the value is very concern, so the student
achievement in the topic of trigonometry is low.
From the some descriptions above researcher can conclude that many of
students are not able to understand the subject matter well. This can happen due to
lack of student interest in learning so that every student learning seems less active
and saturated in learning. In addition to the student, activity that is still lacking in
learning, things that affect students' learning is their ability in terms of completing
the given problem.
From the results of diagnostic test that is conducted, the researchers
noticed that students still have low capability in solving problems in essay
questions. The result of survey that conducted by researcher (March 30, 2013) by
conducting diagnostic test to the students of grade X of SMA Negeri 1 Berastagi
in topic of trigonometry. From 32 students who take the test, the avarage score
that are obtained is 24 (score scale 0 – 66), by changing the diagnostic test into
score in scale five is got the student achivement in trigonometry is:
Tabel 1.1. Student Outcome in Trigonometry Topic in Diagnostic Test
Category of
Score

Letter Value

Student
Outcome

Total of
Student

Percentage
of Student
Total

93% – 100%

A

Very High

0

0%

85% – 92%

B

High

5

15.625 %

75% – 84%

C

Medium

2

6.25 %

65% – 74%

D

Low

8

25 %

≤ 64%

E

Very Low

17

53.125 %

From the result test can be also seen that 10 students (31.25%) have score
under the minimum completeness criteria that is 10. From the data, it can be
concluded that student achievement in the topic of trigonometry is low.

7

Seeing this situation, it should be the task of the teacher is not only
teaching science alone, but also plays a role in terms of helping students in each
solve existing problems. Teachers are also expected to master math learning
concepts well and able to think critically in terms of finding the solution of
problem. In this case, the teacher has the task of trying to improve the ability of
students to understand the material so well that with it, the results can also be
improved student learning. In addition to learning outcomes, things that should be
considered by the teacher are the activity of the students. Students are expected to
be more active in the learning process so that there is good feedback between
teachers and students so that students can be more interested in learning math
One way to enhance the activity and student learning outcomes is the
adoption of cooperative learning model. Learning is using small groups so that
students work together to achieve learning objectives. Students in cooperative
learning group discussions, help each other and work together to overcome
learning problems. Cooperative learning consists of several types that have the
advantages of each. One of them is the strategy of Think Pair Share (TPS). TPS
strategy is a type of cooperative learning that is designed to influence the patterns
of student interaction. This strategy can give students more time to think, to
respond and help each other. In this case the teacher will use the three steps that
students will think of themselves in response to the issue, after which students will
be paired up and are able to discuss and share events ending with the class about
what was discussed by each partner. Thus, students can be more active in
following and learning can improve student learning outcomes.
Based on explanation above, then research in interested to conduct a
research entitle: Implementation of Think Pair Share (TPS) to Increase the
Activity and Student Outcome in Trigonometry Topic in Grade X of SMA
Negeri 1 Berastagi in the Year of 2012/2013.

8

1.2. Problem Identification
Based on the background above, some problems can be identified as
follows:
1. Mathematics students outcome are still low.
2. Mathematics is a field of study that is considered difficult by students.
3. Students still dominant passive and tend to only receive information from
the teacher
4. The use of learning model that is chosen by teacher irrelevant.

1.3. Problem Limitation
Based on the problem identification, the problem that is exist is limited
on implementation of TPS to increase the activity and student outcome in the
trigonometry topic in grade X of SMA Negeri 1 Berastagi in the year of
2012/2013.

1.4. Problem Formula
Based on the problem limitation above, then the problem can be
formulated as follows.
1.

How does the increasing of the activity and student outcome in the topic
of trigonometry by implementing TPS?

2.

How does student respond to the implementation of TPS in the topic of
trigonometry?

1.5. Research Objective
1.

To know the increasing of activity and student outcome in grade X in
the topic of trigonometry by implementing TPS.

2.

To know student respond by implementing TPS in the topic of
trigonometry.

9

1.6. Research Benefit
1.

For student, to increase student outcome especially in the topic of
trigonometry.

2.

For teacher, as information material, overview and consideration in
choosing learning model that can increase activity and student outcome.

3.

For school, can use the result of research as reference that can be used
by the other teachers.

4.

Academicians gain an overview of cooperative learning model in type
of TPS.

CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Based on observation result of cycle I and cycle II, student activity in class
X-5 of SMA Negeri 1 Berastagi is increasing as 15.625% in
implementation of TPS in learning process. By using increasing criteria of
student activity, the increasing is 0.318 and it is classified into medium
category.
2. Based on student outcome test of cycle I and cycle II, student outcome in
class X-5 of SMA Negeri 1 Berastagi in trigonometry topic is increasing
score as 14.62 % after implementation of TPS in learning process. By
using increasing criteria of student outcome, the increasing is 0.276 and it
is classified into low category.
3. The average score of student responses is 60.875 (81.17%) and it is
classified into good category. It means that student think that TPS is good
and interesting learning strategy that can increase their activity and their
student outcome in learning process.
5.2. Suggestion
1. For teacher, expected to consider conducting TPS strategy in learning
process with the suitable topic.
2. For student, expected to use TPS strategy in learning that they are
expected to be able to think independent, to be able to discuss with friend
and to be able in sharing their opinion/idea in front of class.
3. For next researcher, expected to use the research result as comparison
matter and to implement TPS in the other topic.

80

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