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THINK-PAIR-SHARE STRATEGY
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HALAMAN PENGESAHAN
Mengetahui,
Dekan Peneliti
Menyetujui,
Ketua LPPM
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CHAPTER I
INTRODUCTION
A. Background
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Based on the researcher’s observations during doing teaching practice in
Februari-May 2012 at SMA Negeri 3 Makassar, the students’ reading
comprehension was still far from what is being expected. It can be seen by their
low score in English mid test and daily exam or task, especially in reading skill.
The average of students’ reading score is ranging from 65 until 71. The teacher
said that it was low score if we see the students’ passing grade in English is 70.
Most of the students still find difficulty dealing with English reading texts.
The unsatisfactory result of students’ reading comprehension regarding
English texts is caused by some problems. First, the strategy that the teachers
employ is still conventional in which the students sometimes read text silently or
aloud, and after that the teacher translates the text for students. In other time, the
teacher reads the text, and afterwards, one or two students read the text again prior
to answering the questions provided. Second, the reading teaching and learning
activities is more teacher-centered in a way that the reading instruction is based on
what the teachers tell, and students are only required to answer questions, without
any sharing ideas or discussions with their pairs or groups. Third, students are
seldom engaged in cooperative and interesting work. Students work competitively
and individually which triggers them to give up when dealing with difficult tasks.
Fourth, the reading teaching and learning process is sometimes boring, students
are not motivated and uninterested to do it. Sometimes, the students just keep
silent in listening to what the teacher is reading. The last, students’ vocabulary is
less. Students are not able to understand texts when they find words that have not
actually been taught or told to them. As a result, they end up feeling bored and
unmotivated.
Referring to the problems above, it is essential to apply a method or
strategy that can solve the problem. We need a method that can bring students out
of boredom, competitive and individual class atmosphere. We need a new method
that is more student-centered and can improve students’ reading comprehension.
There are some variety of strategies to involve and engage students in reading
activities. The important thing is that method includes the student’s interest and
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background knowledge, as well as their environment and learning abilities.
Cooperative learning is one of teaching method that can be used.
Flowers & Ritz (1994) define cooperative learning as teaching strategy
where teams of two or more work together on learning tasks. Each member of the
team brings special talents to the group. Also other team members cooperate on
the achievement of the tasks and learn from each other. As a result, students learn
both academic and social skills from a cooperative learning environment. In other
words, cooperative learning aims to increasing students’ academic achievement
through a good social relationship with one another in a classroom.
David in Nurhaeni (2010:2) stated that the core idea of cooperative
learning is indicating the students' interest and provoke serious thinking as the
students acquired. Engaging students in a small group and cooperative working
give a chance for the students to explore their ideas and makes them interested to
focus and active on the teaching and learning process.
Among the number of cooperative learning strategies, Think- Pair- Share
is chosen to be applied in the classroom to improve students’ reading
comprehension. Think-Pair-Share is a strategy developed by Lyman and his
associates (1985) that enable student to formulate individual ideas and share their
ideas with other students. It is a cooperative learning technique that encourages
individual participation and applicable across all grade levels and class sizes.
Think-Pair-Share strategy includes three steps, namely; thinking, pairing,
and sharing. With Think-Pair-Share strategy, the students are given time to think
through their own answers to the questions before the questions are answered by
other peers and the discussion moves on. Students also have the opportunity to
think aloud with another student about their responses before being asked to share
their ideas. This strategy provides an opportunity for all students to share their
thinking with at least one other student. As a Cooperative Learning strategy,
Think-Pair-Share also benefits students in areas of peer acceptance, peer support,
academic achievement, self-esteem, and increased interest in other students and
school.
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Considering the benefits of Think-Pair-Share strategy, the researcher was
interested to conduct the research under the title, “Developing Students’
Reading Comprehension through Think-Pair-Share Strategy.”
B. Problem Statement
The result of this research is to give some information and reference for
the English teacher in teaching reading comprehension, especially in using of
Think-Pair-Share strategy. The researcher hopes the information from this
research can improve the quality of teaching and learning process and develop the
activity more effectively in reading skill.
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E. Scope of the Research
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CHAPTER II
This chapter deals with previous related research findings, some pertinent
ideas, resume, conceptual framework and hypothesis.
There are many researches that have been done related with Cooperative
Learning, Think-Pair-Share, and students’ achievement in reading
comprehension. Some of the previous related research findings are cited briefly
below.
Ghaith (2003) investigated the effects of learning together method of
cooperative learning in improving English as a Foreign Language (EFL) reading
achievement and academic self-esteem and in determining feeling of school
alienation. The result of pre-test and post-test allowed a significant difference in
favor in experimental group on the variable of reading achievement.
Buharsa (2011) stated that Think-Pair-Share strategy was successful in
improving students’ reading comprehension. The improvement could be seen
from the increase of students’ reading scores. Besides, Think-Pair-Share strategy
was effective in enhancing the students’ participation, especially in terms of
sharing ideas, asking and answering questions.
Hollingsworth (2007) stated that using Cooperative Learning as a method
of teaching turn out to be valuable tools to help students learn comprehension
strategies while encouraging positive interactive among peers.
Muthmainnah (2011) concluded that there is an improvement of the
students’ achievement in reading comprehension by using Think-Pair-Share
(TPS) strategy. The result showed the difference mean score of pretest (40.50) and
posttest mean score (62.70), and also the value of t-test (7.099) is higher than t-
table (2.069).
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Related to the previous findings as stated above, the researcher concludes
that there are many techniques or strategies that can be use in teaching reading to
improve students’ reading comprehension. The teachers have to find out the
appropriate teaching strategy in presenting the materials in the classroom that can
be useful and interested for the learners. By applying Think-Pair-Share strategy of
Cooperative Learning as teaching strategy, it is expected to lead the students to be
more active in learning process.
1. Definition of Reading
Carrel in Muthmainnah (2011:9-10) stated that reading is a receptive
language process. It is a psycholinguistic process in which starts with a linguistic
surface representation encoded by researcher and ends with meaning which the
reader construct. There is an essential interaction between language and thought in
reading.
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McWhorther (1994:4) stated that reading is a process of thinking. It is an
active process of identifying the important ideas and comparing, evaluating, and
applying them.
Based on some reading definition above, the researcher concludes that
reading is an interaction between the reader and the writer that mediated through
the text to identify the important ideas or attaining the meaning of the text. The
reader tries to understand what the writer means in the text. Reading is a process
that activity of the reader to get some information or knowledge about the reader
being read.
2. Reading Comprehension
a. Definition of reading comprehension
Reading comprehension is not just to read with loudly voice, but read with
aims to understand the meaning of the words, sentences, and paragraph sense
relation among the ideas. If the student just read and can not understand the
content of the text means that he fails in comprehension. Reading comprehension
is an active thinking process that depends not only on comprehension skill, but
also the understanding of vocabulary relation among word and concept, making
judgment and evaluation.
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The knowledge of the reader brings to the text such as word
recognition ability, world knowledge, and knowledge of linguistic
conventions.
The reader’s interpretation of the language that the writer used in
constructing the text.
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c. Factors that influence reading comprehension
In relation to the factors that influence the reading comprehension, Cooper
in Nurhaeni (2010:13) explained that there are some factors that influence the
students’ comprehension:
1) Oral language
Oral language is important factor that teacher must consider when
teaching comprehension. The students with limited oral language ability
will not have an understanding to the basic pattern and concept of the
language. Therefore, these students will not have the basic to develop
their reading’s comprehension.
2) Attitude
The students’ attitude can affect their comprehension in reading. The
students with negative attitude toward reading will not be able to
comprehend as actively as the students with positive attitude. The
students who have developed their negative attitude in reading task will
not perform as well as the students with positive attitude.
3) Purpose of reading
The purpose in reading by an individual directly influences the person’s
comprehension in reading. If the students just read the text because they
are going to have a test, they probably just focus on what they need to
know. They will not pay attention to all details of the reading text.
4) Physical and Emotional Condition
Physical and emotional condition influences the students’
comprehension. Students who have good health, good vision, and good
emotional will comprehend most effectively.
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Skimming is quickly gathering the most important information and obtains
the gist or main idea. Run your eyes over the text and noting the important
information. It is not essential to understand each word when skimming.
The aims of skimming are:
Getting the impression from the book or article or about stories.
Finding the specific cases from reading materials.
Looking for the material that we need from library.
b. Scanning
Scanning is read the text quickly in order to find the specific information.
Run your eyes over the text to find the information that you need. If you
see the phrases or the words that you do not understand, you do not have to
worry while scanning.
The procedures of scanning are:
Read the section that contains the clues to get the information that
needed.
Memorize the location of the specific information.
c. Extensive reading
Extensive reading is to obtain the general understanding of a subject and
includes reading longer texts for pleasure as well as business book.
Extensive reading is used to improve your general knowledge of a subject.
d. Intensive reading
Intensive reading is used to recall or total accuracy. It includes very close
accurate reading for detail. Use intensive reading skill to grasp the details
of a specific situation. In this case, you need to understand each word.
4. Cooperative Learning
a. Definition of cooperative learning
Cooperative learning is a successful teaching strategy in which small
teams, with the students in different levels of ability, use a variety of learning
activities to improve their understanding of a subject (Kagan, 1994).
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Hollingworth, at al, (2007:46) explained that cooperative learning is also
called as group learning which is a way to have students work together to reach a
goal which can be affective in all context areas with all age groups.
Slavin (1995) stated that cooperative learning is an instructional program
in which students work in small groups to help one another master academic
content.
Johnson & Johnson (1998) also said that cooperative learning is a student-
centered approach that believes that active learning is more effective than passive
one where the teacher becomes a facilitate rather than an instructor. Through
cooperative learning, students have to exchange ideas, make plans, and propose
solutions to accomplish a collaborative goal. Therefore, it can enhance students’
social and personal developments.
Cooperative learning in worksheet library is a method where teacher
places students in small groups with students of different learning levels. The
object is the higher-level students can help the lower-level students to improve
their understanding of concept being taught.
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4) Skill to cooperate; skill to cooperate is the social that depends on part of
the kinds of cooperative learning which concerns. It includes modeling,
defining and role playing, structuring, reflecting, and practicing specific
social skills, such as encouraging and praising others.
5) Basic principles or element of cooperative learning;
6) Structures; structure are instructional activities that channel through
processing the method of cooperative learning. They are content free
ways of organizing the interaction of individual in a classroom.
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heterogeneous on such variables as past achievement, ethnicity or
sex.
Students’ role in groups: each group member has a specific role to
play in a group, such as noise monitor, turn-take monitor, recorder,
or summarizer.
3. Individual Accountability
Individual accountability involves both group and individual
performance, for example, by assigning each student a grade on his or
her portion of a team project or by calling on a student at random to
share with the whole class, within group members, or with another
group.
4. Social skills
Social skills determine the way students interact with each other as
teammates. Usually some explicit instruction in social skills in needed
to ensure successful interaction.
5. Structuring and structure
Structuring and structure refers to the way of organizing students’
interaction and different ways students are to interact such as three-step
interview.
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4. To enhance learner motivation and reduce learner stress and create a
positive effective classroom climate.
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1) It does not take much preparation time and the personal interaction
motivates many students with little intrinsic interest in science.
2) Some researchers have found that students’ learning have enhanced
when they have many opportunities to elaborate on ideas through talk.
3) In sharing their ideas, students take ownership of their learning and
negotiate meanings rather than rely solely on teachers’ authority.
4) Positive changes in students’ self esteem that occur when they listen to
the one another and respect others’ ideas. Students have opportunity to
learn higher level thinking skills from their peers, gain confidence when
reporting ideas to the whole class.
5) While the strategy may appear to be time consuming, it makes
classroom discussions more productive, as students have already had an
opportunity to think about their ideas before plunging into whole class
conversations.
6) The “think” steps may require students merely to be quiet for a moment
and ponders their thoughts about the question. They may write some
thought response to the question.
7) The “pair” step of the strategy ensures that no students that left out of
the discussion. Even the student who is uncomfortable discussing his or
her ideas with the whole class still has an audience in this step.
8) In “share” steps strategy, students can shares their ideas in several
ways. One way is all students stand, and after each student responds, he
or she sits down, as does with students with a similar response.
c. Steps of Think-Pair-Share
According to Frank Lyman (1985), the steps of think pair share are; at the
first, the teacher poses a problem or asks an open-ended question to which there
may be a variety of answer. The teacher gives the think time and directs them to
think about the question. After that, the students turn to face their learning partner
and work together, sharing ideas, discussing, clarifying, and challenging. And the
last, the pair shares their ideas with another pair, or with the whole class. It is
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important that students need to be able to share their partner’s ideas as well as
their own.
6. Interest
a. The concept of interest
Interest is mentally condition of someone that produces a response to
particular situation an object that gives pleasure as well as satisfaction. Interest
usually refers to an activity that a person refers to engage in, would not avoid and
would choose in preference to many others activities. Interest also refers to the
kinds of thing we appreciate and enjoy (Evan and Murdof in Masna, 2003: 5).
Good (1959: 259) gave definition of interest is a subjective-objective
aptitude concern or condition involving a perception or an idea in attention and
combination of a feeling consciousness may temporary or permanent, based on
active curiosity, conditioned by experience. Interest is a positive attitude towards
something that we really like and enjoy.
Meanwhile, Robert in Mulawanty (2011: 9) said that interest is response of
liking or disliking. It is present when we are aware of an object or when we are
aware of our disposition towards the object we like, the object we prepare to react
to.
Based on some definition above, the researcher can conclude that interest
is a feeling of wanting to know or learn about something where someone have
positive attitude towards he or she like and enjoy.
b. Characteristic of Interest
Strong (1958) stated that there are five characteristics of interest. They are:
(1) interest is obtainable; (2) interest is persistent; (3) interest maybe strong or
weak; (4) interest may cause rejection or acceptance of something; and (5) interest
may indicate the readiness to do something.
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c. Types of interest
Hanson, at al (1982:473) categorizes interest into four types namely:
expressed interest, manifest interest, tested interest and invention interest.
1) Expressed interest
In general expressed interest is the verbal expression of liking or
disliking something. This expression term is related to maturity and
experience.
2) Manifest interest
Manifest interest is what is observable because of individuals
participation in a given activity may be necessary or certain fringe
benefit to occur. It is usually valuable to observe the activities related to
the event as well as the individual participation the degree manifest
interest.
3) Tested interest
Tested interest can be curtained by measuring the knowledge of
vocabulary or other information the examinee has in specific interest
idea. This measure is based on the accumulation of the relevant
information as well as specialized vocabulary.
4) Inventoried interest
Inventoried interest is those determined by interest checklist. Usually an
examinee is asked to check whether he or she likes or dislikes certain
activities or situation. Pattern of high or low interest normally result, so
that the test taker can began to areas of liking or disliking.
The interest that the researcher has been observed in this research was
expressed interest, which is the students’ respond to the application of Think-Pair-
Share strategy in reading activity.
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internal and external factors. Internal factors such as the students’ attitude toward
a subject and the students’ aptitude or linguistic ability. External factors such as
school factor, which may involve the teachers, the students, and the lesson
material. Family factors such as: mental support and social environmental factors.
In similarity, Jalil in Masna (2003: 8) said that generally there are two
factors that can influence students’ interest. They are internal factors and external
factors. The first one such as: students’ attitude, aptitude, physical condition and
sex. And the latter is the teacher’s method in teaching, material used and
environment.
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for positive alternative answers have high score, and for negative alternative
answers have low score.
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C. The Conceptual Framework
The conceptual framework underlying this research is described in the
following diagram:
Teaching READING
The Application
Reading of Think-Pair- INTEREST
comprehension Share Strategy:
READING Thinking
Pairing
Sharing
StudentS’ reading
comprehension
D. Hypothesis
Null hypothesis (H0) : the application of Think-Pair-Share strategy can
not develop the students’ reading comprehension.
Alternative hypothesis (H1) : the application of Think-Pair-Share strategy can
develop the students’ reading comprehension.
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CHAPTER III
A. Research Design
E O1 X1 O2
C O1 X2 O2
Where :
E = Experimental Group
C = Control Group
O1 = Pretest
O2 = Posttest
X1 = Teach by applying Think-Pair-Share strategy
X2 = Teach without applying Think-Pair-Share strategy
(Gay, 2006)
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This design means that both experimental and control groups were given
pretest (O1) to find out the prior ability of the students. Treatment (X1) was given
for experimental group by applying Think-Pair-Share strategy while the treatment
(X2) for control group was given by applying conventional way. Finally, both
experimental and control group were given a posttest (O2) to see the final
students’ reading comprehension.
2. Operational Definitions
The two variables are defined as follows:
a. Reading comprehension is the students’ ability to understand completely in
which the students are aware of the situations, facts, and information from the
reading material and to control over their comprehension.
b. Think-Pair-Share strategy is a cooperative learning technique that encourages
individual participation and is applicable across all grade levels and class
sizes. The teacher poses a question to a class. The students think about their
response and then student pair with a partner to talk over their ideas. Finally,
students share their ideas in the class with their partner. While the students’
reading comprehension is the students’ actual ability on reading after being
taught by using Think-Pair-Share strategy.
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C. Population and Sample
1. Population
The population of this research was the second year students of SMA
Negeri 3 Makassar. The number of population was 270 students that consisted of
nine classes; they were, XI IPA1, XI IPA2, XI IPA3, XI IPA4, XI IPA5, XI IPA6,
XI IPS1, XI IPS2, and XI IPS3. Each class consists of 30 students.
2. Sample
Considering to the large number of population, the researcher used cluster
random sampling technique to determine the sample. Two classes were taken as
sample. XI IPA 5 as the experimental group and XI IPA 2 as the control group.
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Negeri 3 Makassar at the second year. It meant to know the prior students’ reading
comprehension. The procedures are:
a. The researcher distributed worksheet that consists of 30 questions in
form of multiple choices to each student.
b. The students read the text and then answer the questions that follow.
c. The researcher monitored the students in doing the test.
d. The researcher asked the students to submit their worksheet.
2. Treatment
After conducting pretest, the researcher gave the students treatment. The
treatment was given from the second until the fifth meeting. The treatment for
experimental and control group was different.
a. Experimental Group
The experimental group was taught reading skill by applying Think-Pair-
Share strategy for four meetings, each meeting took 90 minutes, which consist of
some steps. These steps was involved in a lesson plan. In giving treatment, the
researcher explained about the application of Think-Pair-Share strategy in reading
activities. The procedures of treatment are as follows:
1) First treatment
At the first treatment, the researcher asked some questions about
narrative text to know the students’ prior knowledge. Then, the
researcher explained about Think-Pair-Share strategy and how Think-
Pair-Share strategy can affect their reading comprehension in reading
activities.
2) Second treatment
Those steps are as follows:
The researcher prepared the reading material before coming to the
class.
The researcher explained about what the students should do from the
beginning until the end of the meeting.
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The researcher asked the students to read the text with the title “Why
Do Hawks Hunt Chicks?”
The researcher asked the students to think and understand the
reading text individually in several minutes (think).
The researcher asked the students to face their pairs and presented
their ideas each other (pair).
The researcher asked the student pairs to share their ideas with
another pairs and then presented their discussion result in a whole
class (share).
The researcher gave task to the students in form of “essay” related to
the text.
At the end, the researcher gave conclusions related to the material.
3) Third treatment
Those steps are as follows:
The researcher prepared the reading material before coming to the
class.
The researcher explained about what the students should do from the
beginning until the end of the meeting.
The researcher asked the students to read the text with the title “Let
Me Love You”.
The researcher asked the students to think and understand the
reading text individually in several minutes (think).
The researcher asked the students to face their pairs and presented
their ideas each other (pair).
The researcher asked the student pairs to share their ideas with
another pairs and then presented their discussion result in a whole
class (share).
The researcher gave the task to the students in form of “true-false”
related to the text.
At the end, the researcher gave conclusions related to the material.
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4) Fourth treatment
Those steps are as follows:
The researcher prepared the reading material before coming to the
class.
The researcher explained about what the students should do from the
beginning until the end of the meeting.
The researcher asked the students to read the text with the title “The
Tyrant Who Become a Just Ruler”.
The researcher asked the students to think and understand the
reading text individually in several minutes (think).
The researcher asked the students to face their pairs and presented
their ideas each other (pair).
The researcher asked the student pairs to share their ideas with
another pairs and then present their discussion result in a whole class
(share).
The researcher gave task to the students in form of “multiple
choices” related to text.
At the end, the researcher gave conclusions related to the material.
b. Control Group
The control group was taught without applying Think-Pair-Share strategy.
It was taught as what the teacher usually does in the teaching-learning process. It
was taught using skimming as reading strategy. Those steps were as follows:
1) The researcher prepared the material before come in to the class.
2) The researcher gave reading text.
3) The students read the text and found important information or main ideas
from the text without using Thin-Pair-Share strategy. The kinds of the text
that was given in control class were the same with the text that was given
in experimental class.
4) The students answered the question based on the reading text.
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3. Posttest
After giving treatment, the researcher gave posttest for both of groups
(experimental and control group) in the sixth meeting. It aimed to find out the
value or the students’ reading comprehension after giving the treatment. The topic
and procedures of posttest were the same with the topic and procedures of pretest.
4. Questionnaire
The questionnaire was given to the students in the sixth meeting at the
same time when posttest was conducted. The questionnaire that was given to the
students used Likert Scale. It was aimed to ask the samples to respond to a series
of statements by indicating whether one is strongly agree (SA), agree (A),
undecided (U), disagree (D), and strongly disagree (SD) which each statement.
The highest point value was given to strongly agree (SA) answer for
positive statement. On the other hand, for negative statement in which the highest
point value was given to strongly disagree (SD) statement. The highest point is 5
and the lowest point is 1.
Table 3.1 The Point Values for Positive and Negative Statements
ITEMS SA A U D SD
POSITIVE 5 4 3 2 1
NEGATIVE 1 2 3 4 5
(Gay, Mills, Airasian; 2006:130)
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F. Technique of Data Analysis
The data collecting in form of pretest and posttest in this research were
analyzed quantitatively by using the following procedures:
1. Scoring the students correct answer at pretest and posttest by using this
formula:
3. The data from the students was analyzed by using SPSS (Statistical Package
for Social Science) 16.0 program.
4. Calculating the value of t-test to indicate the significance between the posttest
and pretest, the researcher used independent sample t-test in SPSS (Statistical
Package for Social Science) 16.0 program. Before analyzing using
independent t-test, the researcher calculating N-Gain of the students’ score as
the requirement of independent t-test. N-Gain formula was as follow:
𝑆𝑝𝑜𝑠𝑡 − 𝑆𝑝𝑟𝑒
g=𝑆
𝑚𝑎𝑘𝑠 − 𝑆𝑝𝑟𝑒
Where:
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g = Gain
Spre = Pretest Score
Spost = Posttest Score
Smaks = Maximal Score
The result of independent t-test analysis (the value of calculated t was
compared with the value of t-table at the level of significance α = 0.05 and
degree of freedom df = 58 (n1+n2-2), in order to determine the rejection or the
acceptance of either the hypothesis based on the following criteria.
Reject the null hypothesis (H0) and accept the alternative one (H1) if the
value of the calculated t is equal or greater than the value of t-table.
(Tiro, 2008:252)
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Table 3.3 The Rating Score of Interest Category
Scores Categories
67-80 Strongly Interested
54-66 Interested
41-53 Moderate
28-40 Uninterested
16-27 Strongly Uninterested
Where:
P = Percentage
F = Frequency
N = Amount of Sample
(Sudjana, 1991)
Based on the percentage, to know the mean score of the students’ interest
in reading activities using Think-Pair-Share strategy, the researcher used the
formula as follows:
∑𝑋
𝑋̅ = 𝑁
Where:
𝑋̅ = Mean score
∑X = Total score
N = The number of sample
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CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. Pretest
a. Classification of Students’ Score in Pretest
Table 4.1
The Rate Percentage of Pretest
Experimental
Control Group
No. Classification Score Group
F % F %
1. Very Good 91-100 - - - -
2. Good 75-90 2 6.7 3 10
3. Fair 61-74 19 63.3 13 43.3
4. Poor 51-60 8 26.7 11 36.7
5. Very Poor < 50 1 3.3 3 10
100 100
Table 4.1 indicated that before giving the treatment, none of the two
groups of students got very good score. Where in the experimental group, 2 (6.7
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%) out of the 30 students could be categorized as well, 19 (63.3 %) students as
fair, 8 (26.7 %) as poor, and 1 (3.3 %) as very poor. While, in the control group, 3
(10%) students could be categorized as good, 13 (14.33%) as fair, 11(36.7%) as
poor, and 3(10%) students categorized as very poor.
From the table above, the researcher concluded that the majority of the two
groups of students were categorized as fair. It means that they were considered to
be equal treatment.
The table above showed the mean score and standard deviation of both
groups. In experimental group the students gained mean score (66.00) and
standard deviation (7.34). While in the control group the students gained mean
score (62.77) and standard deviation (8.8).
Based on the scores above the researcher concluded that the result of
pretest for both, experimental and control group, were categorized as poor, which
is proved by the mean score (66.00) for experimental group and (62.77) for
control group.
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2. Posttest
a. The Classification of Students’ Score in Posttest
Table 4.3
The Rate Percentage of Posttest
Experimental Group Control Group
No. Classification Score
F % F %
1. Very Good 91-100 4 13.3 - -
2. Good 75-90 24 80 3 10
3. Fair 61-74 2 6.7 16 53.3
4. Poor 51-60 - - 2 6.7
5. Very Poor < 50 - - 9 30
100 100
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In the table above showed the mean score (84.44) with standard deviation
(6.39) were gained to the experimental group while the mean score (63.11) with
standard deviation (1.18) gained by the students in the control group. It means that
the students’ ability in both groups is different.
Based on the scores, the researcher concluded that the posttest of the
experimental group was changed, and can be categorized good (84.44). Then the
posttest of control group categorized as fair, by lower mean score (63.11).
3. The t-test
Table 4.5
The t-test of Students’ Pretest and Posttest
Experimental &
5.747 2.002
Control Group
In the table 4.5 above the t t-test value (5.747) was greater than the t-table
value (2.002). The t-test value was greater than t-table value at the level of
significance α = 0.05 and degree of freedom (df) = 58(n1+n2-2). So, the null
hypothesis (H0) was rejected while alternative hypothesis (H1) was accepted.
Table 4.6 above indicated that the mean score of pretest of both
groups were nearly the same. The difference of both groups was (3.32). Besides,
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this table also showed that the achievement of both groups in reading test after
treatment. The experimental group got (84.44) while the control group got
(63.11), in which the experimental group was higher than the control group.
5. Questionnaire
a. Mean Score of Students’ Interest
Based on the students’ responds in classroom activity, it showed that the
students were interested toward the application of Think-Pair-Share strategy. It is
proved by the result of data analysis from the questionnaires. The mean score of
students’ interest is shown as follows:
∑𝑋 1808
𝑋̅ = = = 60.27
𝑁 30
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Table 4.7 indicated that 8 students (20 %) were strongly interested and 24
students (80 %) were interested.
From the table above, the researcher concludes that Think-Pair-Share
strategy interested students in reading activity and developed their reading
comprehension.
Based on the analysis above, the researcher concludes that there was
significant difference between the pretest and posttest of the students’ reading
comprehension after they were given treatment, in this case application of Think-
Pair-Share strategy in order to develop the students’ reading comprehension.
Besides, all of the students were interested in reading activity through the
application of Think-Pair-Share strategy.
B. Discussion
This part deals with the interpretation of the findings, derived from the
statistical analysis through pretest, posttest and questionnaire.
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Based on the result of students’ pretest, the researcher conducted treatment
for four times. Further both of the groups were given two treatments, Think-Pair-
Share strategy for the experimental group and conventional way for the control
group. In this case, conventional way means that the teacher used skimming as
reading strategy.
In experimental group, on the first treatment, the researcher explained
about Think-Pair-Share strategy and how it is applied by the students. The
researcher showed and explained some examples about the application of Think-
Pair-Share strategy. On the second until forth treatment, the researcher applied
the steps of Think-Pair Share strategy in reading activities. In which, the first
step, the students were asked to read the text and think individually. In this step,
the students tried to understand and comprehended the text. After that, the
students asked to discuss in pair about their opinion. In this step, the students’ pair
share their opinion each other to compare it. The last, the students’ pair asked to
share their discussion pair result in whole class. In this step, the students’ pair will
share their own idea. There will be discussion in a whole class. They were
required to think more creative and be responsible with their opinion. The students
were seen share enthusiastically and finally they made a conclusion. During those
steps, the cooperative work of them can be seen. All the students had
opportunities to share their opinion. After all the students understand the text well,
in the last session of teaching and learning process, the students asked to answer
some questions in different form for every treatment.
In control group treatment, the researcher also divided reading activities in
some steps. At the first, the students asked to read the text individually, either
with loud or silent. After that, the researcher translated and explained more about
the text for them. The last, the researcher asked the students to answer the
question.
After applying Think-Pair-Share strategy in classroom process, the
researcher conducted posttest. The result of posttest shows that the students’
reading comprehension developed. It was categorized as good level (see table
4.3).
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In addition, the mean score of students’ pretest (66.00) was categorized as
fair and posttest’s mean score (84.44) was categorized as good. It shows that the
mean score of the students’ posttest was greater than the mean score of pretest.
The difference between the mean score of pretest and posttest were caused by the
treatment. It indicates that the application of Think-Pair-Share strategy in teaching
reading give positive effect to the students’ reading comprehension.
Based on the calculation of the students’ pretest and posttest before, it was
obtained that t-test value was greater that t-table (see table 4.5). From that result,
the researcher found that there was significance difference between the result of
pretest and posttest. This means that the null hypothesis (H0) is rejected and the
alternative hypothesis (H1) is accepted. It was proven by the development of
students’ reading comprehension after giving treatment by applying Think-Pair-
Share strategy.
The supporting finding was shown in the difference between the posttest
of the two groups where their difference was 21.33 (84.44-63.33), in which the
experimental group was greater than the control group. In other words, the
posttest of experimental group was greater than control group.
The treatments for the students in applying Think-Pair-Share strategy
allowed students to interact more frequently to other students and more active. In
other words, they work cooperatively, pay attention, interested, and try to
comprehend the text that they have been read. The teaching and learning process
in this group was student-centered. While, the treatment for control group by
applying conventional way allowed the students to work more individually and
competitively. They do not interested to comprehend the text well because they
have known that the teacher usually translates it for them and explain more the
text later. Different with experimental group, the teaching and learning process in
this group was more teacher-centered.
Thus, it is clear to say that the acceptance of the hypothesis reveals that the
treatment at the experimental group was better than the treatment at the control
group. In other words, there is significance difference of the students’ reading
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comprehension achievement after teaching reading by applying Think-Pair-Share
strategy.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections. The first section deals with
conclusion of the research findings and the second deals with the suggestion based
on the conclusion.
A. Conclusion
Based on the result of data analysis, research findings and discussion in the
previous chapter, it can be concluded that the teaching of reading by applying
Think-Pair-Share strategy is effective in developing students’ reading
comprehension of the second year students of SMA Negeri 3 Makassar in
academic year 2012/2013. It can be seen from the significant difference between
the students score in posttest for both groups after giving the treatment (applying
Think-Pair-Share). The result of the data analysis shows that the mean score of
the experimental group’s posttest (84.44) was greater than the control group’s
posttest (63.11) and the value of t-test was greater than the t-table (5.747 > 2.002).
Besides, applying Think-Pair-Share strategy in reading activity is also interesting
to the students and can develop their reading comprehension. It can be seen from
the students’ participation in classroom activities and the result of questionnaire
where 20% of students were strongly interested and 80% were interested.
B. Suggestion
Based on the result of data analysis and conclusion above, the researcher
proposes some suggestions as follows:
1. The English teacher should apply Think-Pair-Share strategy in teaching and
learning process especially in teaching reading because it has been proved that
students are highly interested to read and pay attention to the materials taught
by the teacher when teacher allow them working cooperative each others in
whole class
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2. Reading is considered as very important skill since people can not understand
well to what they have been read. From this consideration, the teacher should
be a good classroom manager to involve the whole students’ capability in
learning and engage them in cooperative work. The teacher also should be a
good decision maker to decide how to make the students interested in learning
in order to improve their achievement and interest in English
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