Tauricha Astiyandha S891108113

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TEACH READING COMPREHENSION VIEWED FROM

STUDENTS’ MOTIVATION

An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013

THESIS

By:

TAURICHA ASTIYANDHA NIM. S891108113

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

2013

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The Effectiveness of Think Pair Share Method to Teach Reading

Comprehension Viewed from Students’ Motivation

An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013

By:

TAURICHA ASTIYANDHA NIM. S891108113

This thesis has been approved by the Consultants of English Language Education Department of Graduate School

of Sebelas Maret University Surakarta on: January 11, 2013

Consultant I

Prof. Dr. Sri Samiati Tarjana NIP. 19440602 196511 2 000

Consultant II

Dra. Diah Kristina, MA, Ph.D NIP. 19590505 198601 2 001

Approved By

The Head of English Language Education Department Graduate School of Sebelas Maret University

D r . A b d u l A s i b , M . P d

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

(An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013)

TAURICHA ASTIYANDHA S891108113

This thesis has been examined by the Board of Thesis Examiners of English Education

Department of Graduate School of Sebelas Maret University on January 29 th, 2013

Board of Examiners Signature

Chairman Dr. Abdul Asib, M.Pd (………)

NIP. 19520307 198003 1 005

Secretary Dra. Dewi Rochsantiningsih, M.Ed, Ph.D (………)

NIP. 19600918 198702 2 001

Examiners 1. Prof. Dr. Sri Samiati Tarjana (………)

NIP. 19440602 196511 2 000

2. Dra. Diah Kristina, MA, Ph.D (………)

NIP. 19590505 198601 2 001

The Director of Graduate School of

Sebelas Maret University,

Prof. Dr. Ir.Ahmad Yunus, M.S NIP. 19610717 198601 1 001

The Head of English Language Education Department of Graduate School of Sebelas Maret University,

Dr. Abdul Asib, M.Pd NIP. 19520307 198003 1 005

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This is to certify that I myself write this thesis entitled The Effectiveness of

Think Pair Share Method to Teach Reading Comprehension Viewed from Students’ Motivation (An Experimental Study at Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013). It is not a plagiarism or made by

others. Anything related to other’s workis written in quotation, and the source of which

is listed on the references.

If this pronouncement then proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

Surakarta, 2013

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TAURICHA ASTIYANDHA. NIM: S891108113. 2013. The Effectiveness of Think

Pair Share Method to Teach Reading Comprehension Viewed from Students’ Motivation (An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013). THESIS. Consultant I: Prof. Dr. Sri Samiati Tarjana; II: Dra. Diah Kristina, MA, Ph.D. English Education Department, Graduate School, Sebelas Maret University.

This research is aimed at finding out; (1) Think Pair Share is more effective than Direct Instruction Method to teach reading comprehension; (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 research was an experimental study. It was carried out at MAN 2 Metro in the Academic year of 2012/2013. The population was the XI students of MAN 2 Metro in the Academic Year of 2012/2013. It consists of nine classes (306 students). The research used cluster random sampling to get the sample. It consists of two classes: (1) 34 students of XI A3, and (2) 34 students of XI A4. There are two instruments in the form of test for collecting data: (1) 40 items of motivation questionnaire and (2) 40 items of reading test. The two instruments were valid and reliable after both were tried out to the XI A5. The data were the result of reading test and analyzed by multifactor analysis of variance 2x2 (ANOVA). Then, it was analyzed by Tukey test.

The result of data analysis shows that: (1) Think Pair Share Method is more effective than Direct Instruction Method to teach reading comprehension because Fo(7.501) > Ft (3.99) and qo (3.87) > qt (2.89); (2) Students having high motivation have better

reading comprehension than the students having low motivation because Fo(7.848) >

Ft(3.99) and qo(3.96)> qt(2.89) and; (3) There is an interaction between teaching methods and

students’ motivation in teaching reading comprehension because Fo(39.385) > Ft(3.99), and

the result of Tukey testshows that: (a) for the studentshaving high motivation, Think

Pair Share Method differs significantly from Direct Instruction method to teach reading because qo between A1B1 and A2B1(9.08) > qt (2.98) and Think Pair Share is more effective

than Direct Instruction Method to teach reading comprehension because the mean of A1B1(78.06) > A2B1(61.12); and (b) for the students having low motivation, Direct

Instruction Method is significantly different from Think Pair Share Method to teach reading comprehension because qo between A2B and A1B2(3.54) > qt(2.98) and Direct

Instruction Method is more effective than Think Pair Share Method to teach reading

comprehension because the mean of A2B2(67.65) is higher thanA1B2(61.00)

Based on the result of the research, it can be concluded that Think pair Share Method is an effective method to teach reading. The research also shows that the effect of teaching methods depends on level the students’ motivation.

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“You may never know what results come up from your action. But if you do nothing,

there will be no results.”

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•

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viii

In the name of ALLAH SWT, the Almighty God, the writer would like to thank for the blessing, health, and aspiration in leading her to complete this thesis.

I would also like to express my gratitude to Prof. Dr. Ir. Ahmad Yunus, M.S as the Director of Graduate School of Sebelas Maret University must be thanked for the permission to write this thesis and for the time to allow the writer to have the thesis examination. I would like to express my sincerest gratitude to Prof. Dr. Sri Samiati Tarjana as my first consultant, for invaluable guidance, unceasingly encouraged me and granted priceless advice and suggestions. My sincerest respect is addressed to Dra. Diah Kristina, MA, Ph.D., as my second consultant for all the guidance and given many useful suggestions. Without it, this hard work would not have taken the shape. My honor also goes to Dr. Abdul Asib, M.Pd, the Head of English Department for having approved this thesis.

She owes special thanks to Dra. Dewi Rochsantiningsih, M.Ed, Ph.D, the secreteray of English Department for great ideas and inspiration in lives. I would also like to express my gratitude to Prof. Dr. Ir. Ahmad Yunus, M.S as the Director of Graduate School of Sebelas Maret University must be thanked for the permission to write this thesis and for the time to allow the writer to have the thesis examination. She would like to thank you to Drs. H. Moch. Yamin, S. Pd., the headmaster of MAN 2 Metro for his generosity in giving permission to conduct the research and the students of class XI-A3, XI-A4 and XI-A5 for their cooperation.

The last, there is nothing perfect in this world and this final project is not an exception. Therefore, suggestions and criticisms are always needed for its betterment. I hope this final project will be useful for all the readers.

Surakarta, 2013

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TITLE ... i

APPROVAL ... ii

LEGITIMATION ... iii

PRONOUNCEMENT ... iv

ABSTRACT ... v

MOTTO ... vi

DEDICATION ... vii

ACKNOWLEGDMENT ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problem Identification ... 5

C. Problem Limitation ... 5

D. Problem Statement ... 6

E. Objectives of the Research ... 6

F. The Benefits of the Study ... 7

CHAPTER II LITERATURE REVIEW A. Reading ... 9

1. Definitions of Reading ... 9

2. Purposes of Reading ... 10

3. Teaching Reading ... 11

4. Strategies of Reading ... 15

5. Testing Technique for Reading ... 16

6. Reading Comprehension ... 17

B. Think Pair Share Method ... 20

1. The Nature of Think Pair Share Method ... 20

2. Principle of Think Pair Share of Cooperative Learning 22 3. The Teacher Role in Think Pair Share Method ... 22

4. The Procedures of Think Share Method ... 24

5. The Advantages and Disadvantages of using TPS ... 26

C. Direct Instruction Method ... 27

1. The Nature of Direct Instruction Mathod ... 27

2. The Procedures of Direct Instruction Method ... 28

3. Advantages and Disadvantages of DIM ... 29

D. Teaching Reading Using TPS Compared to DIM ... 30

E. The Concept of Motivation ... 32

1. Theoretical Definition ... 32

2. Intrinsic and Extrinsic Motivation ... 33

3. Instrumental and Integrative Motivation ... 34

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F. Review on Related Researches ... 40

G. Rationale ... 46

H. Hypothesis ... 51

CHAPTER III RESEARCH METHODOLOGY A. Research Method ... 52

B. Place and Time of the Research ... 54

C. Profile of Reading Class ... 55

D. Population, Sample, and Sampling ... 55

E. Technique of Collecting Data ... 57

F. Technique of Analyzing Data ... 62

CHAPTER IV THE RESULT OF RESEARCH A. Implementation of the Research ... 70

B. Data Description ... 71

C. Normality and Homogeneity Test ... 79

D. Hypothesis Test ... 81

E. Discussion of Findings ... 86

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 94

B. Implication ... 95

C. Suggestion ... 96

BIBLIOGRAPHY ... 98

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Table 2.1 Teaching Reading Using TPS Method Compared DIM... 31

Table 3.1 Time Schedule for the Research ... 54

Table 3.2 The Score of Motivation Questionnaire ... 57

Table 3.3 The Design of ANOVA ... 62

Table 3.4 Design for Summarizing ANOVA ... 66

Table 4.1 Frequency Distribution of Data A1 ... 71

Table 4.2 Frequency Distribution of Data A2 ... 72

Table 4.3 Frequency Distribution of Data B1 ... 73

Table 4.4 Frequency Distribution of Data B2 ... 74

Table 4.5 Frequency Distribution of Data A1 B1 ... 75

Table 4.6 Frequency Distribution of Data A2 B1 ... 76

Table 4.7 Frequency Distribution of Data A1 B2 ... 77

Table 4.8 Frequency Distribution of Data A2 A2... 78

Table 4.9 The Result of Normality Test ... 79

Table 4.10 The Result of Homogeneity Test ... 80

Table 4.11 Multifactor Analysis of Variance ... 81

Table 4.12 Mean Scores ... 81

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Figure 2.1 Figure of Think Pair Share ... 25

Figure 4.1 Histogram and Polygon of Data A1 ... 72

Figure 4.2 Histogram and Polygon of Data A2 ... 73

Figure 4.3 Histogram and Polygon of Data B1 ... 74

Figure 4.4 Histogram and Polygon of Data B2 ... 75

Figure 4.5 Histogram and Polygon of Data A1 B1 ... 76

Figure 4.6 Histogram and Polygon of Data A2 B1 ... 77

Figure 4.7 Histogram and Polygon of Data A1 B2 ... 78

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Appendix 1 Lesson Plan for Experimental Group ... 102

Appendix 2 Lesson Plans for Control Class ... 160

Appendix 3 Blue Print of Reading Test (tryout) ... 218

Appendix 4 Instrument of Reading Test and Answer Key (tryout).... 219

Appendix 5 The Validity and Reliability of Reading Test ... 243

Appendix 6 Blue Print of Reading Test (after tryout) ... 264

Appendix 7 Instrument of Reading Test and Answer Key (after tryout) 265 Appendix 8 Blue Print of Students’ M Q (before tryout) ... 283

Appendix 9 Instrument of Students’ M Q (before tryout) ... 284

Appendix 10 The Validity and Reliability of Students’ Motivation .... 292

Appendix 11 Blue Print of Students’ M Q (after tryout) ... 312

Appendix 12 Instrument of Students’ M Q (after tryout) ... 313

Appendix 13 Students’ Score of Motivation Questionnaire ... 318

Appendix 14 Students’ Score of Reading Test ... 320

Appendix 15 The Tabulating of Motivation and Reading Test Score .. 322

Appendix 16 Data of High and Low Motivation ... 323

Appendix 17 Mean, Median, Mode, and Standard Deviation ... 324

Appendix 18 Result of Normality Test ... 342

Appendix 19 Result of Homogeneity Test ... 354

Appendix 20 Result of F-Test Anova ... 357

Appendix 21 Result of Tukey Test ... 362

Appendix 22 Table of Standard Normal Distribution ... 365

Appendix 23 Table of Lilliefors ... 366

Appendix 24 Table of Chi-Square ... 367

Appendix 25 Table of Tukey ... 368

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In the name of ALLAH SWT, the Almighty God, the writer would like to thank for the blessing, health, and aspiration in leading her to complete this thesis.

I would like to express my sincerest gratitude to Prof. Dr. Sri Samiati Tarjana as my first consultant, for invaluable guidance, unceasingly encouraged me and granted priceless advice and suggestions. My sincerest respect is addressed to Dra. Diah Kristina, MA, Ph.D., as my second consultant for all the guidance and given many useful suggestions. Without it, this hard work would not have taken the shape. My honor also goes to Dr. Abdul Asib, M.Pd, the Head of English Department for having approved this thesis.

Surakarta, 2013

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1 CHAPTER I INTRODUCTION

A. Background of the Study

In learning English there are four skills that should be mastered by the students, those are listening, reading, speaking, and writing. Reading is the important skill which must be learned and mastered by everyone. By reading, one can relax, interact with feelings and thoughts, obtain information and improve the scientific knowledge.

In 2006 KTSP (curriculum of Senior High School), English is defined as a tool to communicate in the form of oral and written language, namely listening, speaking, reading and writing. Communicating is to understand and express information, thoughts, feelings, and develop science, technology, and culture. The aim of English in Senior High School / Madrasah Aliyah as stated as follows:

“Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar

peserta didik memiliki kemampuan sebagai berikut: (1) Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational, (2) Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global, (3) Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya. ”

Based on the statements above, it can be concluded that a teacher should teach

students in using English to communicate in oral and written language.

Reading is one of the ways to communicate in written form. There are many different reasons for reading and that we read in different ways for different

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purposes (Nuttall, 1996 : 2). Reading is a process of readers combining information from a text and their own background knowledge to build meaning (Anderson, 2008: 2-3). Reading needs identification and also interpretation process which require the reader’s knowledge about the language structure used in the text and his knowledge about a given topic. It is the complexity that makes some students less motivated in this kind of activity. They find it difficult to understand what on the reading passage is since they do not know the method which can help them to read more effectively and efficiently. This phenomenon happens in almost every language class.

Reading cannot be separated from comprehension. That is why there appear a lot problems dealing with reading comprehension. Many English learners find it difficult to understand the English text. Very often, they get stuck because of some problems, such as unfamiliar words, their inability in understanding the context, being reluctant, and so forth. Reading comprehension skills separate the “passive” unskilled readers from the “active” readers. Skilled readers do not just read, they interact with the text. Skilled readers, for instance, predict what will happen next in a story using clues presented in text, create questions about the main idea, message, or plot of the text, and monitor understanding of the sequence, context, or characters (Sanders, 2001: 26).

At MAN 2 Metro, English is taught four hours a week with the allocation of 45 minutes for each meeting. Based on the students’ English classroom observation, the students in majority found that they were difficult to understand the text given by the teacher although they have learned English since Junior High

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School. It was presumably caused by their lacking of vocabulary mastery though they were anxious to understand the text, even to get the meaning of the text being read. This condition is caused by many factors such as they rarely read, they are lazy to open their dictionaries to find the meaning of words available in the text, etc. These problems may affect their low abilities in understanding the text given.

The students lack of understanding on reading lesson is mainly caused by an inappropriate teaching method when the teacher attempts to explain reading materials. The teacher in MAN 2 Metro only uses one method namely Direct Instruction Method. DI is a fast-paced method of teaching that provides very high levels of interaction between students and their teacher. Instructional procedures are based on clear objectives, modeling, high response rate, reinforcement, error

correction, criterion-referenced performance, and practice to mastery (Westwood

Peter, 2008: 11). In this method, the activity is teacher-centered and the students have lack of opportunities to express their own idea in the class. They just become the followers and depend on the teacher during learning process. Usually, the teacher asks the students to read the text, asks the difficult words, and then asks the students to translate the text.

The teacher’s method to teach reading is the important factor that may affect the students’ ability in reading comprehension. There are some kinds of methods that can be applied by the English teacher to develop his/her students’ ability in reading comprehension. In relation to the above situation, the teachers are hoped to be more creative in choosing the teaching method so that the learning goal will be achieved. Cooperative learning can be one of the alternatives to cope

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with the students’ reading difficulty. Cooperative learning is considered by many researchers to be “one of the greatest successful stories in history of educational research” (Slavin in Ehrman, 1998: 245). In cooperative learning, students are demanded to be active in the class, and they should not be passive learners because they are the centre of teaching learning process. In this research, the writer focuses on Think Pair Share. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Barkley, et al., (2005: 103) state that Think pair Share is think individually for a few minutes, and then discuss and compare their responses with a partner before sharing with the entire class. It is particularly useful for preparing students to participate more fully and effectively in whole class discussions.

In this research, researcher will use Think Pair Share Method compared

with Direct Instruction Method. The purpose of this research is to identify the methods used and describe how the methods are used by the teacher in teaching reading in order to make the students active, motivated in the topic, and developed the topic discussed. Researcher wants to know which one is more effective between Think Pair Share and Direct Instruction to teach reading for the eleventh grade students of MAN 2 Metro 2012/2013.

Another factor that also determines the success of teaching reading is the students’ motivation. Brown in Chaer (2002: 251) says that motivation is a short self support, emotion, or a want that lead somebody to do something. Yellon and Weistein in Burhan (2000: 3) agree with Brown and say that motivation is a motive what causes somebody to do something in certain way. Asking somebody

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to do something means leading somebody to achieve the goal using certain way. Based on the above phenomena the writer intends to investigate about The Effectiveness of Think Pair Share Method to Teach Reading Comprehension

Viewed from Students’ Motivation for the eleventh grade of MAN 2 Metroin the

Academic Year of 2012/2013.

B. Problems Identification

Based on the background of the study, there are some problems that can be identified as follows:

1. Why do the students have difficulties to understand the text?

2. What factors cause the students low understanding of the text?

3. Is Think Pair Share more effective than Direct Instruction in teaching reading

comprehension?

4. Does the students’ motivation influence their reading comprehension?

5. Is there any interaction between motivation and teaching method to teach

reading comprehension?

C. Problems Limitation

The writer is aware that all the above problems are impossible to be answered because of the writers’ limited ability and the time allotment provided. Therefore, the problems of this study are limited to some related variables. In this case, the researcher only focuses on Think Pair Share and Direct Instruction Method. Think Pair Share Method will be put as an experimental variable and

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Direct Instruction Method will be put as the control one. Furthermore, the teaching will be concentrated on the teaching of reading comprehension for Madrasah aliyah Negeri students. The students who will be chosen are the eleventh grade of MAN 2 Metro in the academic year of 2012/2013. Meanwhile, the motivation will be used as an attribute variable, because it is believed that students’ motivation is another factor that will influence the students in reading comprehension.

D. Problems Statement

Based on the background of the study above, the writer formulates the problems in the form of research questions as follows:

1. Is Think Pair Share more effective than Direct Instruction to teach reading

comprehension for the eleventh grade students of MAN 2 Metro 2012/2013?

2. Do the students having high motivation have better reading comprehension

than those having low motivation for the eleventh grade students of MAN 2 Metro 2012/2013?

3. Is there any interaction between the teaching Method and students’

motivation to teach reading comprehension for the eleventh grade students of MAN 2 Metro 2012/2013?

E. Objectives of the Research

Based on the above formulation of the problems, this study is primarily intended at finding out:

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1. Whether or not Think Pair Share Method more effective than Direct

Instruction Method to teach reading comprehension for the eleventh grader students of MAN 2 Metro in the academic year of 2012/2013.

2. Whether or not the students who have high motivation have better reading

comprehension than those who have low motivation for the eleventh grade of

MAN 2 Metro.

3. Whether or not there is an interaction between teaching methods and

students’ motivation on the students’ reading comprehension.

F. The Benefits of the Study

The result of this study is intended to give contributions in teaching English both theoretically and practically. Theoretically, this study will support the theories on language teaching and learning, especially those related to this study. Then, practically the benefits of this study are placed into some intensions as follows:

1. For the students

a) The students’ English reading comprehension increases.

b) The students are trained to be capable of reading texts using Think Pair

Share method.

c) The students’ vocabulary will increase automatically.

d) It will give an enjoyable learning situation which can improve students’

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2. For the teachers

a) They can use Think Pair Share as an alternative method in teaching

reading.

b) It stimulates the teacher to find a new method which is appropriate for

teaching reading.

c) The result of this study can be used as a starting point of being creative

students in doing something, especially in reading the English texts.

3. For the other researchers

a) The result of this study can be used as a reference of conducting further

relevant research.

b) The result of this study can be used as a thinking framework of finding out another solution to solve students’ problem in comprehending the English texts when they are going to conduct the investigation.

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commit to user CHAPTER II LITERATURE REVIEW

A. Reading

1. Definitions of Reading

According to Aebersold and field (1997: 15), reading is what happens when people look at a text and assign meaning to the written symbols in the text. The similar definition is stated by Nuttall (1996: 4-7) defines reading as a way to get meaning (message) from a text. In other word, it presents about the process of communication as the sender encodes a message in a text.

Another definition is proposed by Davis in Alderson (2000: 9-10) defines skills of reading.

They are recalling word meanings, drawing inferences about the meaning of a word in context, finding answers to questions answered explicitly or in paraphrase, weaving together ideas in the content, drawing inferences from the content, recognizing a writer’s purpose, attitude, tone and mood, identifying a writer’s method, following the structure of a passage, distinguishing facts and opinion, analyzing structure, annotating, paraphrasing, and summarizing.

According to Munby in Alderson (2000: 10-11) distinguishes the following reading “micro skill”: recognizing the script of a language, deducing the meaning and use of unfamiliar lexical items, understanding explicitly stated information, understanding information when not explicitly stated, understanding conceptual meaning, identifying the main point or important information in discourse, and distinguishing the main idea from supporting detail. According to

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Sandra (1994: 6), reading is an active process. The students worked intensively, interacting with the text in order to create meaningful discourse.

Based on the theories above, it can be concluded that reading is a complexed process to obtain symbolized in written or printed language. Reading involves some processes that are used to get meaning from written text. It is not only an activity involving printed material as the media in order to process and gain information but also the comprehending process.

2. Purposes of Reading

Reading as interpreting means reacting to a written text as a piece of communication. In other words, we assume some communicative intent on the writer’s part which the reader has some purposes in attempting to understand. Wallace (1992: 4). Purpose determines how people read a text.

Wallace (1992: 6-7) classifies the reading purpose into three categories:

a. Reading for survival

Reading for survival refers to some kinds of reading in response to our environment. It serves immediate deeds or wishes, for example a “STOP” signs for motor rider.

b. Reading for learning

Reading for learning serves the wider role of extending our general knowledge of the world. A good deal of reading to support learning takes place in academic context. For example, the situation when the readers read

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aloud a text either individually to the teacher or to the whole class with, as may become evident on questioning, little understanding of its context.

c. Reading for pleasure

While reading for survival involves an immediate response to a situation and reading for learning is also goal oriented, reading for pleasure is done for its own sake.

Based on the purpose of reading above, teaching reading in Senior High School is focused on reading for learning. The students are trying to comprehend or understand the message in the selection of essential facts. One indication that a student already comprehends the selection is when he or she can answer the questions based on the selection.

3. Teaching Reading

Nunan (2003: 74) explains that there are eight principles in order that reading class can run well. Those principles are:

a. Exploit the reader’s background knowledge

Background knowledge includes all of the experiences that a reader brings to a text that can influence reading comprehension. Reading comprehension can be significantly enhanced if background knowledge can be activated by setting goals, asking questions, making predictions, teaching structure, and so on. If students are reading on an unfamiliar topic, you may need to begin the reading process by building background knowledge up.

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b. Build a strong vocabulary base

The basic vocabulary should be explicitly taught and L2 readers should be taught to use context to effectively guess the meanings of less frequent vocabulary.

c. Work on increasing reading rate

The teacher must work toward finding a balance between assisting students to improve their reading rate and developing reading comprehension skills.

d. Teach reading strategies

Strategy of reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies. Achieving the desired result, students need to learn how to use a range of reading strategies that appropriate to their purposes for reading. Teaching them how to do this should be a prime consideration in the reading classroom.

e. Encourage readers to transform strategies into skills

Learners learn and practice specific reading strategies consciously to achieve desired goals or objectives. The strategies move from conscious to unconscious; from strategy to skill. So, skill is a strategy that has become automatic.

f. Build assessment and evaluation into your teaching

There are two assessments that should be included in the reading classroom; quantitative and qualitative assessments. Quantitative assessment will include information from reading comprehension test as well as reading rate data.

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Qualitative information can include reading journal responses, reading interest surveys, and responses to reading strategy checklists.

g. Strive for continuous improvement as a reading teacher

The quality of the individual teacher is integral to success of foreign language readers. Reading teacher need to be passionate about their work. They should view themselves as facilitators, helping each reader discover what works best. The good reading teacher actively teaches students what to do. Teachers need more than classroom and techniques to be success in reading class.

Furthermore, Klingner, et al., (2007: 5) state that the instructional components that contribute to improve effect sizes in reading comprehension include:

a. Teacher and students questioning

b. Interactive dialogue between teachers and students

c. Controlling task difficulty and scaffolding instruction

d. Elaboration of steps or strategies and modeling by the teacher

e. Small group instruction

According to Eddie William (1999: 51), there are three main phases need to be followed in teaching reading activity:

a. Pre-reading activities

Pre-reading activities are aimed to introduce and arouse interest in the topic. Giving reason to read and some questions related to learners’ background knowledge, ideas, and opinion would motivate learner’s eagerness to read the whole text.

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b. While-reading activities

While reading activities begin with a general or global understanding of the text, and then move to the smaller units such as paragraphs, sentences, and words. The aims of these activities are (1) to help understand of the writer’s purpose; (2) to help understand of the text structure; and (3) to clarify text content. There are some while-reading activities. Comprehension question, making lists, and taking notes are while reading type work.

c. Post-reading activities

Traditionally the major, often only, kind of post reading activity consists of questions which follow a text. The aims of post-reading activities are (1) to consolidate or reflect upon what has been read; and (2) to relate the text to the learners’ own knowledge, interests, or views.

From the explanation above, it can be concluded that teacher help students remember to use and apply what they learn. The aim of teaching reading is developing the students’ reading skill to search for meaning in the text, actively using students’ knowledge. A teacher teaches students with some steps in teaching reading. First, the use of a discussion or questioning that brings out just what the author said or in other words, in pre-reading; a teacher ask questions related to the topic before he starts his reading. It is probably more effective to develop desire to read the article and help them arrive at a literal understanding of the piece to be read. Then, after the students have completed reading the assigned section, teacher and students should discuss it.

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commit to user 4. Strategies of Reading

Grellet (1998: 4) offers some strategies in reading as follows:

a. Scanning

Scanning is quickly going through a text to find a particular piece of information. The readers only try to locate specific information (ex: name, a date, etc) and do not follow the linearity of the passage.

b. Skimming

Skimming is quickly running one’s eyes over a text to get the gist of it. It is more through activity which requires an overall view of the text and implies a definite reading competence.

c. Extensive Reading

Extensive reading is reading longer text, usually for one’s pleasure. This is a fluency activity mainly involving global understanding. Reader has general understanding without necessarily reading every word.

d. Intensive Reading

Intensive reading is reading shorter texts to extract specific information. This is more an accuracy activity involving reading for detail. Readers are expected to understand everything they read and to be able to answer detailed vocabulary and comprehension questions.

From the theories above, it can be concluded that there are four strategies of reading, such as: scanning, skimming, extensive reading, and intensive reading. Scanning is used to find a particular piece of information. Skimming is used to get the gist and see what a content of text is about.

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Extensive reading is a fluency activity mainly involving global understanding. Meanwhile, Intensive reading is more an accuracy activity involving reading for detail.

5. Testing Technique for Reading

According to Madsen (1983: 76-79) test of reading comes in a wide variety of forms and evaluate a broad spectrum of reading activities. These range from pre-reading concerns (learning the Romans alphabet, for example, or word-attack skills) to reading comprehension, reading speed, and skimming techniques. Advanced and more specialized applications include translation, reading aloud, and reading literature. He also states that there is no need to test comprehension of an essay if students still have difficulty in understanding a sentence. Sentence comprehension must precede essay comprehension. Some sentence level comprehension items are good for beginning students. Here are the techniques for testing reading comprehension.

a Testing sentence comprehension

1) Picture cues

We will start with question that simply asks for the right picture to be circled.

2) Phrases and sentences cues

One of the simplest forms of sentences comprehension is the true-false sentence.

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commit to user b Testing passage comprehension

1) Question techniques for beginners

There are two useful approaches for testing beginning students who can read simple passages. One of these is true-false items and the other is the matching techniques.

2) Question techniques for more advanced students

There are two useful approaches for testing advanced students. The first is standard multiple-choice and the second is multiple-choice cloze.

6. Reading Comprehension

Reading cannot be separated from comprehension because the purpose or the result of reading activity is to comprehend what has been read. Reading without understanding what has been read is useless. Comprehension takes place while the person is reading and it needs a set of skills that let him find information and understand it in terms of what is already known.

a. Definitions of Reading Comprehension

In Oxford Advanced Learner’s Dictionary (1989: 174) the word of comprehension is defined as:

1) The mind’s act or power of understanding.

2) An exercise aimed at improving or testing one understands of a language

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Therefore, reading comprehension means understanding what has been read. It is an active process that depends not only on comprehension skill, but also on the reader’s experiences and prior knowledge.

The goal of reading is comprehension. (Nunan, 2003: 68) states that comprehension is ability to understand/generate meaning of text or to connect the message of the text to background knowledge. To be able to comprehend a text, reader must use appropriate reading skills.

Nuttall (1996: 168-169) states that the central ideas behind reading are: the idea of meaning, the transfer of meaning from one to another, the transfer of message from writer to reader, how we get meaning by reading and how the reader, the writer, and the text all contribute to the process.

Paris (2005: 20) states “subtests of reading comprehension are entities like finding main ideas, selecting details, determining word meanings, drawing conclusions, determining cause-effect relations, and distinguishing fact from opinion”. Davis in Paris (2005: 20-21) reviewed the literature describing reading comprehension as a construct and find several hundred skills mentioned. Then, he sorts them into nine categories, such as: (1) Word meanings; (2) Word meanings in context; (3) Answer specific text-based questions; (4) Main thought; (5) Follow passage organization; (6) Text-based questions with paraphrase; (7) Draw inferences about content; (8) Author’s purpose; and (9) Literary devices.

To be able to comprehend a text, Brown (2001: 307) proposes microskills and macroskills the students of English as a second or foreign language need to have in order to become efficient readers. They are as follows:

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commit to user 1)Microskills

(a) Discriminate among distinctive graphemes and orthographic patterns of English. (b) Retain chunks of language of different lengths in short-term memory. (c) Process writing at an efficient rate of speed to suit the purpose. (d) Recognize a core of words, and interpret word order patterns and their significance. (e) Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms. (f) Recognize that a particular meaning may be expressed in different grammatical forms. (g) Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses. (h) Recognize grammatical world classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms.

2)Macroskills

(a) Recognize the rhetorical forms of written discourse and their significance for interpretation. (b) Recognize the communicative functions of written texts, according to form and purpose. (c) Infer context that is not explicit by using background knowledge. (d) From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. (e) Distinguish between literal and implied meanings. (f) Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. (g) Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.

Based on the definition of theories above, it can be concluded that reading comprehension is receptive language process and thinking process through meaningful interpretation of printed or written verbal symbols including understanding the text. In learning reading comprehension, the students should master some indicators that identifying the purpose of the text or of the author, determining the main ideas of a text, determining the explicit information of the

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text, determining the implicit information of the text, finding word reference in the text, and finding the meaning of words or phrases in the text.

B. Cooperative Learning

1. Definition of Cooperative Learning

Cooperative Learning is not a new idea in education. Research over the last twenty years has identified cooperative learning methods that can be used effectively at every grade level to teach every type of content. Increasingly,

cooperative learning is being used as teachers‟ main way of organizing

classrooms for instruction. ”Slavin (1995:5) stated that cooperative learning method share the idea that students work together to learn and responsible for

their teammates‟ learning as well as their own. Cooperative learning method has

indicated that team rewards and individual accountability are essential for basic skills achievement. Kagan (1992:11) stated that one of the principles approach, stresses the understanding of key principles involved in cooperative learning which make cooperatively structured groups different from haphazardly asking students to study together. This approach is the most abstract, requiring a good deal of thinking by teachers before the general principles can be translated into concrete classroom curriculum. Cooperative learning is a strategy where students can develop their interpersonal, social and academic skills.

From the statement above shows that by conducting cooperative learning in the class activities improves students’ achievement especially reading ability in this study. Finally, I choose cooperative learning in this study because it makes

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students work together with their partner in completing the task. Small group discussion and pair work are the main point of the study.

2. Principle of Cooperative Learning

Johnson and Johnson in Slavin (1995: 129) state five essential elements of cooperative learning:

a. Positive interdependence – students need to work together to complete the

task.

b. Individual accountability – each student needs to develop a sense of

responsibility towards completing the task and assisting other members.

c. Group and Individual reflection – it is necessary to reflect on the task and

review goals.

d. Small group skills – teachers need to teach interpersonal skills so that the

group functions efficiently.

e. Face to face interaction – physical proximity is required to enable ease of

communication.

3. The Nature of Think Pair Share Method

Think Pair Share is a cooperative learning discussion. This simple but very useful method is developed by Frank Lyman of the University of Maryland. Think-Pair-Share is a strategy designed to provide students with “food for thought” on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed to encourage

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student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task (Richards and Rodgers, 2001: 198).

Slavin (1995: 132) describes Think Pair Share as follows: When the teacher presents a lesson to the class, students sit in pairs within their teams. The teacher poses questions to the class. Students are instructed to think of an answer on their own, then to pair with their partners to reach consensus on an answer. Finally, the teacher asks students to share their agreed-upon answers with the rest of the class.

Barkley, et al., (2005: 104) state, that in Think Pair Share, the instructor develops and poses a question, gives students a few minutes to thinks about a response, and then asks students to share their ideas with a partner. Think Pair Share is particularly effective as a warm-up for whole class discussion. The “Think component requires students to stop and reflect before speaking, thus giving them an opportunity to collect and organize their thoughts. The “Pair” and “Share” components encourage learners to compare and contrast their understandings with those of another, and to rehearse their response first in a low-risk situation before going public with the whole class. This opportunity to practice comments first with a peer tends to improve the quality of student contributions and generally increases willingness and readiness to speak in larger group.

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Santa (1996: 5) also explains TPS is a discussion strategy that can be used as a pre-reading activity, problem-solving strategy, as a follow-up activity. Each student becomes an active participant. Furthermore, Johnson and Johnson (1987: 192) state that Think-Pair-Share is also robust in terms of reflecting the essential elements for cooperative learning and discussed earlier in this review. Peer interaction promotes positive interdependence; the students learn from each other and have to share ideas to be able to report to the group. Each student is accountable in this partnership. Interpersonal skills are highlighted in both the pair and group sharing components and face to face interaction is essential for the successful operation of TPS.

Based on the explanation above, it can be summarized that TPS is one of method in cooperative learning. With Think Pair Share, students are given time to think through their own answers to the questions before the questions are answered by others peers and the discussion moves on. Students also have opportunity to think aloud with another student about their responses before being asked to share their ideas publicly. This method provides an opportunity for all students to share their thinking with at least one other student; this increases their sense of involvement in classroom learning.

4. The Teacher’s Role in the Think-Pair-Share Method

The role of teachers in the Think-Pair-Share Method is very important because the success of this Method depends on the role of the teacher. There are five roles, the first is the teacher as the inquirer, the second is the teacher as the

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creator, the third is the teacher as the observer, and the fourth is the teacher as the facilitator and the teacher as the change agent.” In addition, Kessler, (1992: 164-171) defines the key elements of the teacher’s role in Think-Pair-Share method. They are as follows:

a. The teacher as inquirer.

Teachers are continually examining and questioning student’s belief, values, and assumption.

b. The teacher as creator

Keys for structuring in the classroom are found in creating the social climate, setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning materials and time.

c. The Teacher as Observer

The teacher of cooperative classroom must constantly observe how groups work. Observation replaces the traditional role of presenting information. Observation will indicate to the teacher when the groups’ activities are more or less educative, when the groups are learning or have become bogged down in unproductive labor.

d. The teacher as facilitator

The role as a facilitator means that the teacher is prepared to step aside to give the learner a more meaningful role.

e. The teacher as a change agent

The degree of change at the teacher’s level is strongly related to the extent to which the teachers interact with one other.

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commit to user 5. The Procedures of Think-Pair-Share Method

The procedures of how to teach reading using Think Pair Share extracted from Barkley, et al., (2005: 104) are as follows:

2.1 Figure of Think-Pair-Share Step 1: Think

Teacher poses the question to the class, giving students a few minutes to think about the question, devise individual responses, and students make brief notes about their thoughts.

Step 2: Pair

Teacher asks students to pair with another student nearby. The pairs will then talk with one another using their notes to remind them of the points they wish to make.

Step 3: Share

Teacher ask student A to share his or her responses with Student B, and then student B to share ideas with student A. Suggest that if the two students disagree, they clarify their positions so that they are ready to explain how and why they disagree. If useful, request that pairs create a joint response by building on each other’s ideas.

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From the procedures of TPS above, it is hoped that TPS covers the indicators of reading. In the pair stage the students will conduct the discussion between their partner, exchange their ideas and together to find out the solution/the answer of difficulties/questions (example: identifying the purpose in reading; determining the main ideas, determining the author’s purpose, determining the explicit and implicit information from the text, finding word reference in the text, and finding the meaning of words or phrases in the text). Besides, the power of share stage can force/motivate the students to be more accurate to read the text because it is important for the students to share correct answer to whole class.

6. The Advantages and Disadvantages of Using Think Pair Share Method There are some advantages of using Think-Pair-Share Method:

a. Opportunities for students to act as resources for each other, thus assuming a

more active role in their learning.

b. Students can practice in peer teaching, which requires that they understand

the material at deeper level than student typically do when simply asked to produce an exam.

c. Each student has practice it in self-teaching, which is the most valuable of the

entire skill teacher can help them learn.

d. Freedom for teachers to master new professional skills, particularly those

emphasizing communication. Students can practice in peer teaching, which requires that they understand the material at deeper level than students typically do when simply asked to produce an exam.

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e. Increased frequency and variety of second language practice through different

types of interaction.

Implementation of Think-Pair-Share method in class not only has the advantages but also disadvantages, such as follow:

a. It takes much time to organize the group

b. If one or two obstinate students don’t participate a whole group or two will

lose out on a piece of the text. (Richards and Rodgers, 2001: 195).

C. Direct Instruction Method

1. The Nature of Direct Instruction Method

The most formalized model of direct instruction is devised by Engelmann at the University of Oregon, together at various times later with Becker, Carnine, Silbert, Gersten, Dixon and others. This highly teacher-directed

form of curriculum delivery adopted the capitalized form for its title –Direct

Instruction (DI).

The direct instruction method is highly teacher-directed and is among the most commonly used. This method includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations. The purpose of direct instruction method is to help students learn basic academic content such as reading in the most efficient, straightforward way. One of the characteristics of key element in direct instruction model is teacher centrality (Cruiskshank, bainer and Metcalf, 1999: 224).

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Another definition is proposed by Petterson in Cruiskshank, bainer and Metcalf (1999: 231), direct instruction method is similar to “traditional teaching”. Generally reading traditional teaching is directed toward learning academic content it is also characterized by teacher centered and teacher

dominated classroom. Moreover, Rosenshine (in Cohen, 2008: 4) explains “There

are six functions of each direct instruction lesson, which are: review, presentation, guided practice, corrections and feedback, independent practice, and weekly and monthly reviews”. Joyce and Weil (1986: 326) state that the teacher also provides feedback and correction for the students’ mistake. Direct instructional method is one of the highest priorities on the assignment and complexion of academic tasks in the classroom.

In addition, as quoted from Rubina Kausar (2009: 12), Direct Instruction (DI) refers to academically focused, teacher-directed classroom instruction using sequenced and structured materials. It refers to teaching activities where goals are clear to students, time allocated for instruction is sufficient and continuous and feedback to students is immediate and academically oriented. On the other hand, in traditional lessons, instructor verbalizes information to passive note taking by students. Instructor thinks that students have “empty minds” to be filled with knowledge. Students are expected to record and absorb knowledge.

Based on the theories above, it can be concluded that Direct Instruction method is highly structured and teacher directed. Teacher explains a new concept or skill to large group of the students. The students are under the

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teacher’s control. The teacher direction and control occur when the teacher selects and directs the learning tasks.

2. The Procedures of Direct Instruction Method

According to Rosenshine (in Cohen 2008: 2), the procedures of direct instruction method as follows:

a. Begin a lesson with a short review of previous learning.

b. Begin a lesson with a short statement of goals.

c. Present new material in small steps, providing for student practice after each

step.

d. Give clear and detailed instructions and explanations.

e. Provide practice for all students.

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

responses from all students.

g. Guide students during initial practice.

h. Provide systematic feedback and corrections.

i. Provide instruction and practice for seatwork, exercises and monitor students

during seatwork.

From the explanations, it can be concluded that the procedure of direct instruction method has four steps. They are explaining and preparing the students related to the material, demonstrating and presenting the material, guiding and giving feedback to ensure that the students work well. Then, the final is giving individual task for the students related with the material given.

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3. The Advantages and Disadvantages of Direct Instruction Method

According to Sanjaya (2009: 66), there are some advantages of direct instruction method as follows:

a. This method can be followed by a large number of students.

b. This method is economic in time, source and fee.

c. Enables learners to improve their skill of listening accurately and critically

while doing appreciation in the classroom (Joyce and Weil, 1986: 326).

d. Gives clear view on how knowledge is delivered where in general it is not

contained in book.

e. Arouses students to read and look for other reference books after following

the learning process.

Implementation of Direct Instruction method in class not only has the advantages but also disadvantages as follows:

a. There is only the teacher who is active in the teaching and learning process.

b. Memorizing tends to be the primary aspect of learning where students must

remember facts, which are presented by the teacher.

c. Concerning with facts that students should remember, they become bored and

lose their interest of the lesson.

d. The teacher finds difficult in mastering students’ learning result and interest,

foremost when the learning process is in progress.

e. The information is limited on the teacher’s memory.

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D. General differences about Think Pair share and Direct Instruction

Method

The differences between Think Pair Share and Direct Instruction Method in the implementation in the class can be seen when it in used to teach the same lesson. Clearly, it could be described through the table below:

Table 2.1 General differences about Think pair Share and Direct Instruction Method

Aspects Think Pair Share Direct Instruction

Teacher and students role Student center. Teacher center.

Learner role Performer active participator. Passive receiver.

Organizer and counselor of group work

Intervener to teach collaborative skills.

Facilitator of the communication tasks.

Materials Materials Complete set of

materials for each student.

Materials are arranged according to purpose of lesson. Usually one group shares a complete set of materials.

Types of activities

Any instructional activity, mainly group work to engage learners in communication, involving processes like information sharing, negotiation of meaning and interaction.

Knowledge recall and review, phrasal or sentence pattern practice, role play, translation, listening etc.

Think Pair Share Method is a highly structured form of group work that focuses on problem solving that can lead students, when directed by a teacher, to deeper learning and genuine paradigm shifts in their thinking. Meanwhile, The Direct Instruction Method is probably the instructional format and today it is still the most common form of instruction. They are passive recipients of knowledge in an externally driven process. Student efforts and motivation are very individualistic.

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E.Teaching Reading Using Think Pair Share Method Compared to Direct Instruction Method

In this research, the researcher uses two methods in teaching reading: Think Pair Share Method and Direct Instruction Method. The followings are the steps how to teach reading by using those methods.

Table. 2. 2 Teaching Reading Using Think Pair Share Method Compared to Direct Instruction Method

STEPS Think Pair Share Direct Instruction Method

Pre- Reading Activity

1. Introducing the title of the text and giving guiding questions about the topic which is going to be discussed. 2. Brainstorming about text by giving

questions

3. Explaining the procedure of Think Pair Share Method.

4. Distributing a text.

1. Explaining of the goal and preparing students

a) Explaining about the goal of the lesson.

b) Explaining the procedure of Direct Instruction Method.

c) Showing an example about

narrative text and distributing the narrative text entitled to the

students. The teacher

introduces the material.

Whilst-Reading Activity

5. Think

a) Asking the students to read the text individually

b) Giving the students “think

time” a few moments to think about the answer of the question individually.

6. Pair

a) Dividing students into pairs. b) Giving worksheet to each pairs c) Giving marks to the students to

start pairing up with other students.

d) Guiding the students to analyze the content of the text and monitoring discussion process. 7. Share

a) The teacher calls on some pairs to share their answers with the rest of the class.

b) Asking each pair to give

opinion to other pairs. Other pairs give feedback and share their different ideas.

2. Presenting or demonstrating of

certain skill

a) Explaining to the students about the characteristics of text, such as; generic structure, linguistics feature, and social function of text to the students. b) Teacher guides the students

through some questions that have correlation with the topic. c) Teacher checks frequently for

understanding of all students and provide immediate corrective feedback when needed.

3. Giving guided practice

a) The teacher asks the students to read few lines from the text. b) The students are asked to

translate the words from the text into their L1. The teacher

helps them in translate

meanings for these words. c) The answers are checked by

them. Mistakes are corrected by the teacher.

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Post-Reading Activity

1. Giving feedback to students’ answer or students’ discussion.

2. Giving assessment to the result of discussion of each pair.

1. Giving Individual Task

a) Giving worksheet to each

student.

b) Asking each student to answer the questions in their students’ worksheet related to the text independently.

c) Giving feedback to students’ answer.

The table above shows the Teaching Reading Using Think Pair Share

Method Compared to Direct Instruction Method. It can be concluded Think Pair Share gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas. This format helps students build motivation, encourages greater participation and often results in more thoughtful discussions. Meanwhile, Direct Instruction Method seems can satisfy the learners since they only become the follower and depend on the teacher during the teaching and learning process. They only wait the teacher’s explanation about the text to get information or messages from the text.

E. The Concept of Motivation 1. Theoretical Definitions

Dornyei (2001: 7) states that motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity. Because human behavior has two basic dimensions,

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direction and magnitude (intensity), motivation is closely related with the choice of a particular action, the effort expended on it, and the persistence with it.

Dealing with motivation, Brown (2001: 72) divides the definition of motivation into two, based on the schools of psychology. They are behaviorist definition and cognitive definition. Behaviorists stress on the role of rewards and perhaps punishments in motivating behavior. Cognitive definition places the focus on how individual’s conscious attitude, thoughts, beliefs, and interpretation of events influence behavior; that is, how mental processes are transformed into actions.

Brophy (2004: 3) says that motivation is a theoretical construct used to explain the initiation, direction, intensity, and persistence of behavior, especially goal-directed behavior. Another similar concept by Elliot, Kratochwill, Cook, and Travers (2000: 332) define motivation as an internal state that arouses one to action, pushes one in particular directions., and keeps one engaged in certain activities.

According to Coffer in Chaer (2002: 251) motivation is needed by giving stimulate to somebody’s interest. The stimulation given will cause someone to do something. To stimulate the students mean to motivate them to do something in getting the objective. Motivation is a support, desire, want, reason, or objective to make someone to do something. A support can be appearing from the students themselves or other persons surrounding them that have them to do something.

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Elliot, et al. (2000: 332) in Educational Psychology: Effective

Teaching, Effective Learning, define motivation as internal state that arouses us to action, pushes us in particular directions and keeps us engaged in certain activities. They also state that motivation is an important psychological construct that affects learning and performance in at least four ways. They are:

a. Motivation increases an individual’s energy and activity level (Pintrich,

Marx, & Boyle, 1993). It influences the extent to which an individual is likely to engage in a certain activity intensively or half heartedly.

b. Motivation directs an individual toward certain goals (Eccles & Wigfield,

1985). Motivation affects choices people make and the results they find rewarding.

c. Motivation promotes initiation of certain activities and persistence in those

activities (Stipek, 1998). It increases the livelihood that people will begin something on their own, persist in the face of difficulty, and resume a task after a temporary interruption.

d. Motivation affects the learning strategies and cognitive process an individual

employ (Dweck & Elliot, 1983). It increases the livelihood that people will pay attention to something, study, and practices it, and tries to learn it in a meaningful fashion. It also increases the likelihood that they will seek help when they encounter difficulty.

Based on explanation, Motivation, like intelligence, cannot be directly observed. Motivation can only be inferred by noting a person’s behavior, a type of movement as a part of process of taught, desire, emotion, need, interest, curiosity,

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and psychology aspects. In reading process, motivation means all of the energy and a mental power happening as a way of how people or individuals move their behavior to reach their goal, that is get the ideas, strategies, and message from the author. In short, the readers try their best to get the meaning of a text as the readers’ creativity.

2. Intrinsic and Extrinsic Motivation

There are two aspects of motivation stated by Paya in his article what is Motivation (2003: 2) as follows:

a. The intrinsic motivation is the motivation to act for the sake of the activity

alone. For example: people have intrinsic motivation to write poetry, if they do it simply because they enjoy it.

b. The extrinsic motivation, on the other hand, is the motivation to act for

external rewards. For example: people have extrinsic motivation to write if they do so in the hope of getting published, being famous, or making money.

Elliot, et al. (2000: 333) in Educational Psychology: Effective

Teaching Effective Learningexplains intrinsic or internally motivation means the

desire to learn coming from students themselves without the need for external inducement. Obviously, intrinsic or internally motivation is an ideal state because it can result in considerable learning and a minimum of discipline problems, whereas, extrinsic motivation means the desire to learn coming from rewards and external inducement.

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commit to user 3. Instrumental and Integrative Motivation

Gardner (2001: 170) refers to this as the learner’s orientation and identified two distinct orientations for learning a language: integrative and instrumental. Integrative orientation refers to a learner’s desire to learn more about the cultural community of the target language or to assimilate to some degree in the target community. Integrative orientation refers to a desire to increase the affiliation with the target community. Instrumental orientation, in contrast, is a more utilitarian orientation; it refers to learners’ desire to learn the language in order to accomplish some non-interpersonal purpose such as to pass an exam or to advance a career. It is important to distinguish the intrinsic-extrinsic construct from Gardner’s integrative-instrumental motivation: “While many instances of intrinsic motivation may indeed turn out to be integrative, some may not. For example, one could, for highly developed intrinsic purposes, wish to learn a second language in order to advance in a career or to succeed in an academic program. Likewise, one could develop a positive affect toward the speakers of a second language for extrinsic reason: parental reinforcement, teacher’s encouragement, etc

Table 2.3 Motivational Dichotomies

INTRINSIC EXTRINSIC

Integrative L2 learner wishes to

integrate with the L2 culture (e.g., for

immigration or marriage)

Someone else wishes the L2 learner to know the L2 for integrative reasons (e.g., Japanese parents send kids to Japenese-language school)

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Instrumental L2 learner wishes to

achieve goals utilizing L2 (e.g., for a career)

External power wants L2 learner to learn L2 (e.g., corporation sends

Japenese businessman to U.S for language

training)

4. The Forms of Motivation

There are ten forms of motivation to stimulate student’s motivation as follows:

a. Mark

Mark is important because it symbolized student’s learning activities. A good mark is usually a strong motivation to the students. It obtains the higher motivation the student’s possess.

b. Reward

Reward is useful to motivate students. However, it does not work for some students.

c. Competition

Competition can trigger students to learn English in order to get a good result in their study. They can realize their weakness and strength in English.

d. Ego-Involvement

Ego-involvement makes the students realize how important their duty or their assignment is. They can do it well, they will be proud of it. It will make the students motivated to do better.

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Usually, the students will study more when they will face a test. Knowing the result of the students’ study will be motivated to improve their study, in this case their reading comprehension.

g. Praise

Praise is one of an effective and positive reinforcement to motivate and improve students’ spirit, energy, and awareness in learning English.

h. Punishment

Punishment can be effective to motivate the students if the teachers understand the principles in giving it to their students. Besides, it can be said as a negative reinforcement if the teachers do not understand how to use it in order to motivate and improve the students’ self-esteem.

i. Interest

There are four things that can be done to evolve interest as follows:

1) Triggering needs

2) Relating interest to the students’ prior knowledge

3) Giving opportunities to obtain a good result

4) Applying a various teaching techniques

j. Goals

If students understanding the goals clearly, they will be triggered to study continuously to achieve the goals, in this case, their English reading comprehension (Sardiman, 2011: 91).

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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter states the conclusion, implication, and suggestion for

teachers, students, and other researchers based on the findings of the research

discussed in the previous chapter.

A. Conclusion

Referring to the findings of the data analysis discussed in chapter IV, it

can be stated as follows:

1. In general, Think – Pair – Share (TPS), one of the model of cooperative

learning, 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 learning motivation have better reading

comprehension than those who have low learning motivation in the eleventh

grade students of MAN 2 Metro in the academic year of 2012/2013.

3. There is an interaction between teaching method and students’ motivation to

teach reading comprehension for the eleventh grade students of MAN 2

Metro 2012/2013.

Based on those three findings, the conclusion is that Think Pair Share

(TPS) is an effective teaching method for teaching reading comprehension for the

eleventh grade students of MAN 2 Metro.

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B. Implication

Referring to the result of this research, in general, Think-Pair-Share is

an effective model of cooperative learning to teach reading comprehension.

Therefore, it is good to be applied in teaching reading comprehension, especially

in the eleventh grade students of senior high school. A teacher who teaches

reading comprehension should apply the method to provide challenges and

opportunities to the students to develop their own ideas.

The application of Cooperative Learning Think-Pair-Share (TPS)

method have some advantages, especially in teaching reading comprehension. The

first advantage is that with Think-Pair-Share, students are given time to think

through their own answers to the questions before the questions are answered by

other students and the discussion moves on. Students also have the opportunity to

think aloud with another students about their responses before being asked to

share their ideas publicly.

This method provides the opportunity for all students to share their

thinking with at least onother students; this, in turn, increases their sense of

involvement in classroom learning. Second, as a Cooperative Learning method,

Think-Pair-Share also benefites students in the areas of student acceptance,

students support, academic achievement, self-esteem, and increases interest in

other students and schools. And the third is that the students are willing to respond

in large groups after they had been able to share their responses in pairs. In

addition the quality of student responses improves.

(3)

commit to user

On contrary, direct instruction method is highly structured and

teacher-directed. The students are under the teacher’s control. The teacher’s direction and

control occurs when the teacher selects and directs learning tasks, determines

group patterns, maintains a central role during instruction, keeps students choice

and freedom and minimizes the amount of non academic task. Direct Instruction

Method seems can satisfy the learners since they only become the follower and

depend on the teacher during the teaching and learning process. They only wait

the teacher’s explanation about the text to get information or messages from the

text. It can make students passive.

Students have different characteristics in facing learning activities in their

class. The students with high motivation of learning usually pay attention and

have a good attitude in participating in the learning process. They tend to be active

and pay attention to the learning process. In the class activities, they also pay

better attention to the teacher’s explanation and instruction, ask critical questions,

give suggestions, share ideas, etc. Some of them are motivated by themselves to

study. It means that they have intrinsic motivation. These types of students are

active, care, curious, having good participation, and having their own spirit to

study for getting competency and skill. Students who have high motivation in

learning have self-awareness to learn.

On the contrary, the tendency of low motivation students is they prefer

being passive to being active in a learning process. The students who have low

motivation are silent, lazy, shy, and afraid at doing something, and because they

afraid of making mistakes. They prefer to be silent to be active. Moreover, they

(4)