1

IMPROVING READING COMPREHENSION

THROUGH THINK PAIR SHARE TECHNIQUE OF

THE TENTH GRADE STUDENTS’ OF SMK PGRI 4

DENPASAR IN ACADEMIC YEAR 2013/2014

GEDE NATHA DARSANA

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

i

THESIS

IMPROVING READING COMPREHENSION

THROUGH THINK PAIR SHARE TECHNIQUE OF

THE TENTH GRADE STUDENTS OF SMK PGRI 4

DENPASAR IN ACADEMIC YEAR 2013/2014

GEDE NATHA DARSANA

NPM. 10.8.03.51.31.2.5.3904

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

PRE-REQUISITE TITLE

IMPROVING READING COMPREHENSION THROUGH

THINK PAIR SHARE TECHNIQUE OF THE TENTH

GRADE STUDENTS OF SMK PGRI 4 DENPASAR IN

ACADEMIC YEAR 2013/2014

Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Educational Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

GEDE NATHA DARSANA

NPM. 10.8.03.51.31.2.5.3904

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

iii

APPROVAL SHEET

1

This thesis entitled “Improving Reading Comprehension Through Think

Pair Share Technique of the Tenth Grade Students‟ of SMK PGRI 4 Denpasar”

has been approved and accepted as partial fulfillment for the Sarjana Pendidikan

degree in English Educational Study Program, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar university.

Approved By

Advisor I Advisor II

Nengah Dwi Handayani. S.Pd.M.Pd. A.A Istri.Yudhi Pramawati.SS,M.Hum.

NPK. 82 8410 351 NPK. 82 8610 335

\

iv

APPROVAL SHEET

2

This thesis was already examined and assessed by the examiner

committee of English Education Study Program, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University in the oral examination on 18th

August 2014.

Chief Examiner

Drs. I Made Wardhana. M.Hum.

NIP. 19451221 198403 1 001

Examiner I Examiner II

Nengah Dwi Handayani. S.Pd.M.Pd. A.A Istri.Yudhi Pramawati.SS,M.Hum.

NPK. 82 8410 351 NPK. 82 8610 335

Approved by

Dean of the Faculty of Teacher Head of the English Education

Training and Education Study Program

Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd, M.Hum.

NIP. 19581231 198303 1 032 NPK. 82 8208 306

v

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is his own writing, and it is

true and correct that there is no other‟s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 18th

August 2014

The Researcher,

Gede Natha Darsana

NPM. 10.8.03.5.1.31.2.5.3904

vi

ACKNOWLEDGMENT

First of all, the researcher would like to express his great-sincere gratitude

to the Almighty God, for his everlasting blessing and mercies so that this thesis

could finally has been completed.

Secondly, the researcher would like to express sincere thanks to Nengah

Dwi Handayani. S.Pd.M.Pd as the first advisor and A.A Istri.Yudhi Pramawati.

SS,M.Hum.asthe second advisor for their guidance and suggestion during the

process of writing this thesis could be completed. He also would like to express

his great thanks to all lectures of English Education Study Program Faculty of

Teacher Training and Education Mahasaraswati Denpasar University for their

guidance during in the class. The researcher also would like to deliver the greatest

thanks to the Headmaster of SMK PGRI 4 Denpasar, English teacher in class

XMM3, and all of students class XMM3 who had given permission for the

researcher to conduct the researcher in this school.

Next, his special thank will be delivered and this thesis would be dedicated

to his family especially his parents, his brother and his sister for their love, prayer

and support so that this thesis could be completed. He also would like to express

his great thanks to all of his classmate in J class of English Education Study

Program at Mahasaraswati University Denpasar.

Finally, the researcher deeply realized that this thesis is far from perfect.

Therefore, any constructive suggestion or the criticism to make this this could be

perfect.

Denpasar,18th

August 2014

The Researcher

vii

ABSTRACT

Darsana, G.N (2014). Improving Reading Comprehension through Think

Pair Share of the Tenth Grade Students’ of SMK PGRI 4 Denpasar in

Academic Year 2013/2014. The First advisor: Nengah Dwi Handayani.

S.Pd,M.Pd., and the Second Advisor: A.A Istri.Yudhi Pramawati.

SS,M.Hum.

Reading as a skill that is performed daily in the classroom is an important

skill to learn English. However, there are some problems faced in reading by the

student; Therefore, English teachers must be creative in developing their teaching

and learning process to create a good situation, and improving students' reading

skills. The promise of this research is mainly based on the initial observations

were made for the students of class X MM 3 SMK PGRI4 Denpasar which

consists of 38 students. The results showed that the students' skills in finding the

main paragraph, and the essence of the text is very low. Thus, this is done to

answer the research problem: can the reading comprehension of the tenth grade

students of SMK PGRI 4 Denpasar in academic year 2013/2014 be improved

through Think Pair Share technique? the classroom action research was carried

out through think pair share technique in two planned cycle. The result of the

post-test in the cycle showed there was significant improvement concerning the

subjects‟ ability in reading comprehension. The result could be seen from the

progressing mean score of the pre-test (57.33), post-test I (69.50) abd post-test II

(79.67). This research furthermore showed that there was positive responses‟

concerning the technique applied in improving the subjects‟ reading

comprehension. The present classroom action study proved that think pair share

technique could improve the reading comprehension of the tenth grade students of

SMK PGRI4 Denpasar; in addition, the subjects also positively responded on the

implementation of think pair share technique.

Keywords: improving, reading comprehension, think-pair-share.

viii

TABLE OF CONTENTS

COVER ......................................................................................................................

INSIDE COVER ..................................................................................................... i

PREE-REQUISITE TITLE ..................................................................................... ii

APPROVAL SHEET 1 .......................................................................................... iii

APPROVAL SHEET 2 .......................................................................................... iv

STATEMENT OF AUTHENCITY ......................................................................... v

ACKNOWLEDGEMENT ..................................................................................... vi

ABSTRACT .......................................................................................................... vii

TABLE OF CONTENTS .................................................................................... viii

LIST OF TABLES ................................................................................................. ix

LIST OF GRAPHS ................................................................................................ xi

LIST OF APPENDICES ....................................................................................... xii

CHAPTER I INTRODUCTION .............................................................................. 1

1.1 Background of the Study ...................................................................... 1

1.2 Research Problem ................................................................................. 4

1.3 Objective of the Study .......................................................................... 4

1.4 Limitation of the Study ........................................................................ 4

1.5 Significance of the Study ..................................................................... 4

1.6 Definition of Key Tem ......................................................................... 5

CHAPTER II THE ORITICAL AND EMPIRICAL REVIEW ............................... 7

2.1 Theoretical Review .............................................................................. 7

2.1.1 Reading Comprehension ....................................................... 7

2.1.2 Think Pair Share ................................................................. 10

2.1.3 Teaching Reading Through Think Pair Share .................... 11

2.1.4 Assessment of Reading Comprehension ............. .............. 13

2.2 Empirical Review ................................................................................ 14

2.3 Hypothesis .......................................................................................... 16

CHAPTER III RESEARCH METHOD ................................................................ 17

3.1 Subject of the Study ............................................................................ 17

ix

3.2 Research Design .................................................................................. 17

3.3 Research Procedure ............................................................................. 18

3.3.1 Planning .............................................................................. 18

3.3.2 Action ................................................................................. 19

3.3.3 Observation ......................................................................... 20

3.3.4 Reflection ............................................................................ 20

3.4 Research Instrument ............................................................................ 21

3.5 Data Collection .................................................................................... 22

3.6 Data Analysis ...................................................................................... 23

3.7 Success Indicator ................................................................................. 24

CHAPTER IV RESEARCH METHOD ................................................................ 25

4.1 Finding ................................................................................................ 25

4.1.1 Pre-Cycle .............................................................................. 27

4.1.2 Cycle I .................................................................................. 27

4.1.3 Cycle II ................................................................................. 29

4.2 Discussion ........................................................................................... 33

CHAPTER V CONCLUSION AND SUGGESTION ........................................... 35

5.1 Conlcusion ...................................................................................... 35

5.2 Suggestion ...................................................................................... 36

REFERENCES ...................................................................................................... 37

APPENDICES ....................................................................................................... 39

x

LIST OF TABLES

Page

Table 4.1 Tabulation of Data Showing the Subjects‟ progressing Score

In Reading Comprehension after Being Taught through

Think-Pair-Share…………………..…………………….. 26

Table 4.2 Summary of the Research finding Showing the Mean Score

Of each Session and Mean Score of Pre-Cycle, Cycle I

And Cycle II ….…………………..…………………….. 30

Table 4.3 Tabulation of Data Showing the Subjects‟ Response in

In Reading Comprehension through

Think-Pair Share…………………..…………………….. 30

xi

LIST OF GRAPHS

Page

Graph 4.1 Depicting the Subject‟s Progressing Achievement in

Reading Comprehension through Think-Pair-Share

of Pre-Cycle, Cycle I and Cycle II …………………….. 32

xii

LIST OF APPENDICES

Appendix 1 List of Subject ................................................................................... 39

Appendix 2 Pre-Test .............................................................................................. 40

Appendix 2b Answer Keys .................................................................................... 41

Appendix 3 Lesson Plan 1 ..................................................................................... 42

Appendix 3a Post-Test 1 ........................................................................................ 47

Appendix 3b Answer Keys .................................................................................... 48

Appendix 4 Lesson Plan 2 ..................................................................................... 49

Appendix 4a Post-Test 2 ........................................................................................ 54

Appendix 4b Answer Keys .................................................................................... 55

Appendix 5 Questionnaires .................................................................................... 56

Appendix 6 Research Approval from Mahasaraswati University.......................... 58

Appendix 7 Research Approval from SMK PGRI 4 Denpasar ............................. 59

Appendix 8 Auto Biography .................................................................................. 60

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading is one of the four language skills that learner needs to master in

order to ensure success in learning. Broughton (2003:90) states that reading is

essentially an intellectual skill this is the ability to correlate the black marks on the

paper by way of the formal elements of language, they can say the words as

sound, with meanings which those words symbolize. It was pointed out that

reading involved correlating elements of language with meaning. The familiar off

all elements of language are „words‟ and it must be quiet clear that part involved

in understanding a text is understanding the meaning of individual words in that

text.

Reading is about understanding written texts. It is a complex activity that

involves both perception and thought. Grabe & Stoller (2002: 9) state that reading

is the ability to draw meaning from printed page and interpret this information

appropriately. It means comprehending and interpreting the information of the

text are important. It implies that students need to learn a considerable amount of

information from a text. By learning reading, they are able to learn more about

language component like grammar and vocabulary, which are absolutely needed

to master in learning language. It shows that if the students‟ reading skill is poor,

they also will be less in reaching their ability in mastering other English

skills.Purposes of reading are getting general information from the text, getting

specific information from the text and for pleasure or for interest.

2

Some studentsperceive that reading is boring, the boredom can lead the

students to have lowmotivation in doing the activity. Consequently, teachers

should pay attention in how to make reading comprehension activities more

amusing and optimallyunderstandable. Generally, during silent reading, students

do not have chance todo something which helps them reach comprehension faster.

By inserting theinteresting activities before, during reading, and after reading, the

boredom maybe prevented. In addition, students can get the clues in order to

evaluate whethermessages they caught are true or false. By doing so, they will be

more ready andconfident to answer the questions after reading.

Generally, there are many students hasdifficulties in reading comprehension.

For example, theyhave problems in comprehending the text and getting the main

idea of the text, students also have known how to pronounce the word, but it

occurred without understanding the meaning. There are some students who have

tried to comprehend the text byreading it many times but they failed becausethey

did not know its meaning.So, the studentscould not find good impressions from

the text they read and they did not know whatthey read for.

Based on the researcher‟s observations, students of SMK PGRI 4 Denpasar

have many difficulties in reading comprehension. Because each student have

different background knowledge. For example, they have difficulties in

understanding and finding the main idea in a text. They know how to pronounce

the word but not really understand the meaning of the sentence is read. Therefore,

teachers must have appropriate learning strategies to help students‟ in reading

comprehension. The technique used should increase students‟ interest in reading

to avoid boredom. So that students can easy to understand in reading

3

comprehension. In order to solve that problem, a good technique, method, or

technique should be used in order to make students become active, enjoy, interest

and comprehend about the main point of the reading text. In this case the author

use the Think-Pair-Share Technique to improving students‟ reading

comprehension especially students of SMK PGRI 4 Denpasar.

Think-Pair-Share is a technique introduced by Frank Lyman. Thisis a

cooperative learning technique where students think about their response to a

prompt or question, then discuss their individual answers in pairs. This is a low-

risk technique to get many students actively involved in classes of any size. Using

this technique, all of the students can be involved in the learning process

effectively. Researcher believes that think pair share teaching technique can

improve students‟ reading comprehension effectively. To get a good achievement

for English subject, students are taught to think individually and discuss the ideas

with their partner and then share the result of discussion in the classroom.

Based on the statements above, the researcher held a research to know

how far the ability of the tenth grade students of SMK PGRI 4 Denpasar after they

are taught using reading comprehension through think pair share teaching

technique. Hence, the researcher conducted an action research focusing on reading

ability of descriptive text using think pair share for the tenth grade students of

SMK PGRI 4 Denpasar in Academic Year 2013/2014.

4

1.2 Research Problem

Based on the explanation of the background of the study, the research

question of this action study can be formulated as follows: “Can reading

comprehension of the tenth grade students‟ of SMK PGRI 4 Denpasar

beimproved through think, pair, and share technique?”

1.3 Objective of the Study

Based on the background above, the purpose of this research study is to

find out whether or not think, pair, and share technique can improve reading

comprehension of the tenth grade students of SMK PGRI 4 Denpasar.

1.4 Limitation of the Study

Teaching reading actually have a broad and wide scope of coverage. There

are many things which can be taken as the subject matters to be observed by

people who want to do research in this field. The researcher have to narrow down

the scope of the discussion of this study to one point only, so that the reader will

not get confused. This study is focused on improving reading comprehension on

descriptive text of the tenth grade students of SMK PGRI 4 Denpasar

throughThink Pair Share Technique on descriptive text.

1.5 Significance of the Study

This research is concerned with the effect of think-pair-share teaching

technique on the tenth grade students‟ in reading comprehension. The findings of

this research are expected to be useful and relevant theoretically and practically.

Practically, the results of this study,think pair share teaching technique can

be useful for English teachers to solve the students‟ problem in reading

comprehension. By using think pair share technique, it expected the students can

5

be encouraged in reading. It is also one of an alternative technique in improving

the ability of students‟ reading comprehension tothe tenth grade students of SMK

PGRI 4 Denpasar

Theoretically, they are expected to contribute some supports to the

existing similar research findings. The findings of this action study are also

intended to provide and give how to teach reading to the students of SMK PGRI

4 Denpasar.

1.6 Definition of Key Terms

There are some terms, which are defined operationally to avoid

misunderstanding on the part of the readers;those are reading comprehension,

think-pair-share technique and SMK PGRI 4 Denpasar.

a. Improving Reading Comprehension

Reading comprehension is defined as the ability of the subject understudy

in understanding English reading text such as finding the main idea or general

information, identifying the specific information of the text, and identifying the

textual reference.

b. Think Pair Share

Think Pair Share technique is defined as a technique of teaching reading

comprehension which is introduced by Lyman and his colleagues in Maryland. It

gets its name from the three stages of student action, with emphasis on what

students are due at each of those stage. The first step is think, give students

several minute to read the descriptive text and think about the question. Second

step is pair; the students then pair with partner and discus their idea about the

answer for several minute. Third step is share, after getting the answer; the

6

students share their idea to the class. Generally, the students feel more

comfortable when they share their ideas with a support from their partner.

c. SMK PGRI 4 Denpasar

SMK PGRI 4 Denpasar is one of senior high school in Denpasar which is

located at Jl. KeboIwa No. 8 Denpasar.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

There are some important points that should be explained based on some

relevant theoretical review. This study is conducted based on reviews from many

related literature to support this study. There are the following theoretical reviews:

(1) reading comprehension; (2) Assessment reading comprehension; (3) think-

pair-share; (4) teaching reading comprehension through think-pair-share. Each of

this heading is briefly discussed in chapter II, which deals with the discussion of

the theoretical and empirical review.

2.1.1 Reading Comprehension

Reading skills one of four English language skills that must be mastered in

order to be able to communicate in English very well. Patel & Jain (2008:113)

states that reading is the most activity in language class. Reading is not only a

source of information and pleasurable activity but also as a means of

consolidating and extending one‟s knowledge of the language. Reading also the

routine activities carried out at any time, to obtain information from a text.

Reading is not just to get information but have to go through an understanding of

the content of the text or the intention and purpose of the author. Reading cannot

be separated from comprehension because the purpose or the result of reading

activity is to comprehend what has been read (Astiyandha, 2012:111).

Before discussing the definition of reading comprehension, there searcher

should begin by knowing what comprehension involves and how it relates to the

entire reading process. Pang (2003: 14) describes that Comprehension is the

8

process of deriving meaning from connected text. It involves word knowledge as

well as thinking and reasoning. Therefore, comprehension is not a passive

process, but an active one. The reader actively engages with the text to construct

meaning. This active engagement includes making use of prior knowledge. It

involves drawing inferences from the words and expressions that a writer uses to

communicate information, ideas and viewpoints.

Snow (2002:11) defines reading comprehension as the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language. To comprehend, a reader must have a wide

range of capacities and abilities. These include cognitive capacities for instant,

attention, memory, critical analytic ability, inference, visualization ability,

motivation (a purpose for reading, an interest in the content being read, self-

efficacy as a reader), and various types of knowledge (vocabulary, domain and

topic knowledge, linguistic and discourse knowledge, and knowledge of specific

comprehension strategies).In the other hands reading comprehension can be

simply defined as the level of understanding of writing. Furthermore, it also refers

to the ability of the students to involve the internal and mental process of thinking

and understanding of printed form.

Similarly, Klinger et al. (2007: 8) describe that reading comprehension is a

multi component, highly complex process that involves many interactions

between readers and what they bring to the text (previous knowledge, strategy

use) as well as variables related to the text itself (interest in text, understanding of

text types).Furthermore, Lems et al. (2010: 170) state that reading comprehension

is not a static competency; it varies according to the purposes for reading and the

9

text that is involved. When the prerequisite skills are in place, reading becomes an

evolving interaction between the text and the background knowledge of the

reader.

For simply, reading comprehension is useful for gaining the information

from a text and the skill can evaluate the students‟ vocabulary and then they also

try to interpret the meaning. Therefore, in this present study the reading

comprehension is defined as the process of constructing meaning from the text,

which is used one type of reading that is reading for specific information. It is

active activity that tries to identify the idea of the text, the specific information

whether it is about detail express or detail implied, and the textual reference.

In addition, Brown in Ueta (2005: 5) claims that processing time of

reading need not to be emphasized too much because most reading context allow

readers to read at their own rate. However, because of the existence of working

memory, the speed processing is indispensable. Then, based on Grabe and Stoller

in Ueta (2005: 5), highlight the important role of working memory because the

information fades from memory quickly, which makes the reading process

inefficient. To sum up, reading involves various types and levels of cognitive and

meta-cognitive process which are intertwined complicatedly. Therefore, all of

these processing should be taken into consideration in developing students‟

reading skills.

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2.1.2 Think –Pair-Share

Cooperative learning is the one of most researched teaching models. It is a

learning model which did not evolve from one individual‟s theory or from a single

approach to learning. Arends (2007:351) states that most developers of

cooperative learning in heterogeneous group is beneficial for all students with

lesser abilitites learn more by working alongside those whi have gather abilities

and that latter benefit from the process of serving as tutors to their less-able peers.

Larsen-Freeman (2000:167), also states that in cooperative learning,

students often stay togehter. The teacher usually assigns them to the groups so that

the groups are mixed-males and females, different ethnic, different proviency

levels, etc. This allow students to learn from each other and also gives them

practice in how to get along with people different from themselves. Jolliffe

(2007:44), states that cooperative learning structures create a situation in which

the only way group members can complete the task is if the whole group does.

Think Pair Share is a cooperative learning discussion strategy first

developed by Professor Frank Lyman at University of Maryland in 1981 and

adopted by many writers in the field of cooperative learning since then. In

addition, Kagan (2009:14.8), also state that Frank Lyman created a very powerfull

frame sequencing three structures called Think-pair-Share. Since there are many

ways to think, many ways to pair up, and many ways to share with the

class.Think-Pair-Share is a cooperative learning strategy where students think

about their response to a prompt or question, then discuss their individual answers

in pairs.

11

Mc Candlish (2012:2) states that Think-Pair-Share is a cooperative

discussion that has 3 parts to the process – student think about a question or an

issue, they talk with a partner about their thoughts, then some student‟s share their

discussion and thinking with the class. Ledlow (2001:1) states Think Pair Share is

a low-risk strategy to get many students actively involved in classes of any size.

The procedure is simple: after asking question, the teacher tells students to think

silently about their answer. As a variation, you might have them write their

individual answer. Then the teacher asks them to work in pair to compare or

discuss their responses. Finally, the teacher call randomly on a few students to

summarize their discussion or give their answer. The random calls are important

to ensure that students are individually accountable for participating.

Use of this strategy will help students to; draw on background knowledge

to understand ideas, gives students time to think, generate and analyze ideas,

maintain a high level of engagement, participate in small-group interactions,

synthesize information, develop and practice reading skills. Use of this strategy

also helps teachers increase their wait time, thus increasing student think time, as

well. Wait/think time has been demonstrated to be a powerful factor in improving

student responses to prompts and questions.

2.1.3 Teaching Reading Through Think-Pair-Share

As what has been mentioned before, the application of this strategy in

teaching learning process can improve students‟ interest in reading

comprehension. By using Think-Pair-Share technique, researchers will make the

students learn more fun, active and not bored. Nessel & Graham (2007) states

that, Think-Pair-Share encompasses each of the above dimensions while

12

providing instructional benefits such as increased time on task, active

involvement, and practice of reading skills. By applying Think Pair Share

strategy, it will be more effective and interesting. Arrends (2007:354) states,

Think Pair Share strategy has grown out of the cooperative learning and wait-time

research. Arrends (2009:370-371) states there were three steps in teaching reading

using think-pair-share, as follows:

Step 1 Thinking: The teacher poses a question or an issue associated with the

lesson and asks students to spend a minute thinking alone about the answer or the

issue. Students need to be taught that talking is not part of thinking time.

Step 2 Pairing: Next, the teacher asks students to pair off and discuss what they

have been thinking about. Interaction during this period can be sharing answers if

a question has been posed or sharing ideas if a specific issue was identified.

Usually, teacher sallow no more than four or five minutes for pairing.

Step 3 Sharing: In the final step, the teacher asks the pairs to share what they have

been talking about with the whole class. It is effective to simply go around the

room from pair to pair continue until about a fourth or a half of the pairs have had

a chance to report.

Therefore, by using think-pair-share the students can improve the quality

of their responses. So that, students are actively engaged in think, thinking

becomes more focused when it is discussed with a partner and to building on the

other ideas is an important skill for students to learn. In addition, by using think-

pair-share in teaching learning process in reading comprehension will be make the

students easier to answer question about the reading text.

13

2.1.4 Assessment of Reading Comprehension

One of the most important aspects in the teaching of reading is to be able

to test and measure students' understanding of the intent and purpose of the text

given in class. (Brown, 2001:415) states, Assessment is a board term covering any

conscious effort on the part of teacher or students to draw some conclusions on

the basis of performance. Tests are a special subset of the range of possibilities

within assessment; of coursed they constitute a very silent subset, but not all

assessment consist of test.

Reading comprehension assessment has a different purpose. One is to

compare the level of students' understanding of the students in the sample form.

Then aimed to determine whether students‟ has met the criteria to be rebuilt their

grade level. Another goal is to inform instruction to determine when students

understand what they read and how efficiently they use comprehension strategies.

The term „assessment‟ and „evaluation‟ are often used interchangeably by the

teacher, but the assessment actually refers to the process of gathering information

from the learners ( eg, test scores, work samples), while the evaluation of means

to see that information and make some decisions in relation to instruction

.Similarly, Westwood (2008: 72) states that the main functions of assessment are;

1. to enable a teacher to evaluate the effectiveness of the teaching program

and then to make any necessary modifications to method of delivery,

learning activities or resources;

2. to identify any students who are having difficulties mastering the course

content, and thus need additional help;

14

3. to provide information if a student is to be transferred to another school or

referred for special education;

4. to be accountable to parents by providing them with evidence of their

child‟s learning;

5. To be accountable to government education authorities by providing hard

evidence of achievement levels in a school.

In assessing students' reading comprehension by using think-pair-share,

answering questions is the way of applied research. Texts read include some

questions, and students were asked to answer the questions based on the text.

Benefits of provide an assessment is to measure whether the think-pair-share is

useful or not to students. In general, the assessments used in this study are based

on the arrangement of the basic indicators of reading the text. There are four

indicators applied in assessing student researchers, the general idea of the text,

specific information, textual references and meaning of the word. They will

represent indicators of students' ability to comprehend reading text and

demonstrate the usefulness of the technique of think-pair-share.

2.2 Empirical Review

After looking for some references related to the research that is going to be

done by the researcher, researcher found some similar evidences that had been

done in the previous time by other researchers. Similar research had been

conducted by Abdurahman (2012), entitled "Improving Reading Comprehension

Skills Through Text on News Items of the Tenth Grade Students of SMK LKIA

Pontianak in Academic Year 2012/2013 Using Think Pair Share". In his research

15

Abdurahman found that the students had many difficulties to comprehending the

content of the text because they had lack of motivation.

By using the material news items text, Abdurahman conduct research

classroom was designed by using action research with four cycles with an average

value in Cycle I of 41.25, Cycle II 45, Cycle III 63.5 and Cycle IV 68. With

Think-pair-share technique could effectively improved and increased the low

reading comprehension ability in SMK LKIA Pontianak.

Another research had been conducted by Sormin (2009), entitled

“Improving Students Achievement Reading Comprehension Through Think Pair

Share Technique of Eight Grade of SMA Parulian 2 Medan in Academic Year

2009/2010” which also showed that the students were positively and significantly

improved after they had been taught by think pair share technique.

Sormin using two cycles in each cycle there are three meetings. Sormin

used some instruments to collect the data there are quantitative data (Reading

Comprehension Test) and qualitative Data (Diary notes, Observation Sheet, and

Interview Sheet). In his research Sormin found that the students vocabulary still

less, and learning activities is more teacher-centered in a way that the reading

instruction is based on what the teachers tell.

Based on the evidences above, the using of Think-Pair-Share has been

proven could achieveda good result in teaching English for the students.

Regarding those successes in improving students‟ ability in reading

comprehension, the researcher has an intention to use this technique in the

classroom action research in teaching English especially in reading

comprehension with purpose to know to what extent the reading comprehension

16

of the student in SMK PGRI 4 Denpasar could be improvedthrough Think-Pair-

Share.

2.3 Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis

will be stated as the following: the students‟ reading comprehension ability at

tenth grade student of SMK PGRI 4 Denpasar can be improved through think-

pair-share technique.

17

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

These studies were conducted to the tenth grade students of SMK PGRI 4

Denpasar. There were classes of the tenth grade students of SMK PGRI 4

Denpasar especially Multi Media class. The students of Class X MM 3 which

consisted of 38 students were selected as the subjects of the study. The subject of

the study which total of 38 students in which consisted of 26 male and 12

female were considered to be representative enough for the purpose of this

study. The students of Class X MM 3 were selected as the subjects of the study

because the preliminary study and the result of pre-test or the initial reflection

showed their ability in reading comprehension were very poor, therefore

immediate improvement were really needed.

3.2 Research Design

The types of investigation used in this research were classroom action

research. Louis Cohen et al (2005:226) state the scope of action research as a

method is impressive. And Miller (2007:1) states that action research is natural

part of teaching. Action research may be used in almost initially setting where a

problem involving people, tasks and procedures carried out for solution, or where

some changes of feature results in a more desirable outcome.

This research was aimed at finding out the solution of learning problem faced

by specific group of the students. It made use of collection data of pre-test and

post-

18

test research design. This classroom action study concerned with improving

reading comprehension through think pair share.

The activity of teaching and learning processes included the planning,

action, observation and reflection. According to Skerrit in Cohen et al.

(2000:236), each cycle process of action clasroom study can ilustrate as follows:

Where: IR (Initial Reflection), RP (Revised Planning), P (Planning), A

(Action), O (Observation), and R (Reflection). (Kennis and Tagggart in Cohen,

2005:232) Brief and comprehensible discussions concerning the whole activities

carried out in each session from P, A, O, and R were devoted in the subsequent

discussions and for details of teaching scenarios of the present class action study.

3.3 Research Procedure

The procedures in this research were such as Planning, Action,

Observation and Reflection. Burns (2010:7) mentions several elements should be

considered in classroom action research; they were as follows:

3.2.1 Planning

Planning was one of crucial component in teaching English. Without good

planning, any teaching and learning activities will be impossible to achieve the

objectives as follows:

1. Designing and administering the pre-test on comprehension of text to the

students‟ to diagnose the students‟ weakness.

2. Designing the implementing teaching learning scenarios.

Cycle I IR P1 A1 O1 R1

Cycle IIRPA2O2R2

19

3. Planning the students‟ worksheet for the reading comprehension.

4. Constructing post-test materials to be performed at the end of the meeting

of each cycle.

3.3.2 Action

In this step, researcher made an action in the classroom. Which were

related to the teaching reading through think pair share technique based on

reading activity. The researcher implemented the plan or changed the practice and

collected the data. There were three main activities that researcher would do in

classroom They were:

1. Pre-Reading activity

In this part, the researcher tried to stimulate students by giving easy test,

ask the students to read it first and try to guessing what were the text tell about.

The teacher acted as the teacher build up the students‟ interest and motivation.

2. Whilst Reading Activity

In this part the researcher asked the student to analyze the text through

quick reading carefully and do the essay tests individually.

3. Post-Reading activity

In this stage, the researcher allowed the students‟ to asked some question if

they still had any problems in understanding the lesson and asked the students‟ to

made a conclusion about the content of the text.

20

3.3.3 Observation

The observations were conducted to know the effect of the action. There

were three instruments used to get the data, namely: observation sheet, student

answering sheet and questionnaire.

1. Observation sheet

These observation sheets were used to record the students‟ comprehension

In reading.

2. Students answering sheet

These sheets were used to know the students‟ achievement on

comprehension.

3. The questionnaire

The questionnaires were used to know the students‟ response on the

application of reading through think pair share technique. The

questionnaires were distributed at the end of cycle by the researcher.

3.3.4 Reflection

Reflection was the activity of evaluating critically about the progress of

the students‟ ability and the effectiveness of technique. In classroom action

research, reflections which were actually post-test in reading comprehension were

given to the subject being studied. The present classroom action study was

divided into two cycles where each cycle consisted of two sessions. The

researcher administered two post-test, in which each post test or reflection in cycle

I used a feedback and basis plan and then carried out the action in cycle II in

improved ways.

21

3.4 Research Instrument

Research instrument was a significant factor in carrying out the research

because it was important to get data and it should be constructed as valid and

reliable as possible. In this present study, the researcher used three kinds of

research instrument. They were lesson plan, achievement test, and questionnaire.

A) Lesson Plan

Lesson plan were prepared in order to have a clear description of what

should be done in classroom. It provided a guideline for the teacher in conducting

every steps of the planning. The scenario involved the activities that were

conducted, time allotment, the teacher‟s approach and the material were used in

teaching and learning process.

B) Achievement Test

There were several tests used in this study. All texts were completed with

exercise and test, and this includes pre-test and post-test. Pre-test were used to

examine the students‟ ability in reading comprehension before the treatment was

given. The results of pre-test were used as a reference for conducting the research.

Post-test were used to examine the effectiveness or the result of the action both in

cycle 1 and 2. In other word post- test was used in order to know the extent to

which the technique could improved the students‟ ability in reading

comprehension.

22

C) Questionnaire

Questionnaires provided a similar means of learning about students‟

strategic processing. Because responses were written, the test can be group-

administered. Thus, they potentially provided a time saving way to collected data.

The questionnaire was given to the students in order to get respond towards the

used of think pair share teaching technique in reading activity. Besides that, the

questionnaire consisted of ten items, the response of the students in questionnaire

were in the form of multiple-choice option. To avoid confusion, the questionnaires

were written in Indonesian language. The answers of the questionnaire were

quantitatively scored in total number of option chosen by the subject under study.

3.5 Data Collection

In measuring the students‟ ability in reading comprehension, the

researcher used objective test which were administered at the end of the sessions,

the tests were in the form of achievements test. The processes of collecting data

were follows: first, before the teachings were carried out, the students‟ were given

pre-test. This were conducted in order to find the initial reflection as well as to see

the problem they faced. They were tested individually and suggested to answer

five questions. Then, at the end of every unit lesson, or after the students were

given treatment that dealt with using think pair share technique to improved the

ability in reading comprehension, they were given a post-test to find out the result

of the action.

23

3.6 Data Analysis

The data obtained for the present classroom action study were analyzed

descriptively to reveal the extent of the students‟ progress or increasing ability in

reading comprehension. Therefore, the mean score obtained by the subject in the

IR (X0) were compared with its corresponding mean score in reflections or post –

test for both cycle I and cycle II. The score showing the subjects‟ response of the

teaching were computed in the form of percentages, which referred to respective

item on the questionnaire. To make it clear, the comparative corresponding means

between IR and reflection scores were also presented in the form of block graphs.

The grand mean of cycle I and cycle II were finally computed and compared. The

grand mean of both cycles, cycle I and cycle II were calculated by totaling the

means of the scores in each cycle and then divided by three. The amount of the

difference between the two means would show the increasing cycle I and cycle II.

To make it clear, the formula used to analyze the obtain data could be

drawn as the follows:

M= 𝑿

𝑵

Where:

M = Mean

∑X = Sum of score

N = Sum of individuals

In computing the data, the researcher determined the qualification of the

students‟ ability based on the mean score obtained the students‟ reading skill.

24

According to the mean score, then the researcher classified the students‟

qualification on the criteria that was adopted from the teacher of SMK PGRI 4

Denpasar.

3.7 Success Indicator

Based on curriculum that used in SMK PGRI 4, the standard minimum

competency is 75.00. Furthermore, this classroom action research would be stated

successful if 80% of subjects under study would reached the minimum score of

75.00 in reading comprehension through Think-Pair-Share.

25

CHAPTER IV

FINDING AND DISCUSSIONS

In this chapter, the data of this study were obtained and results of the data

analysis were presented. The discussions of the finding were also presented in this

chapter. The findings of the study were obtained through, the process of collecting

the subjects‟ data in reading comprehension. In collecting the data, the researcher

gave an objective test to the subjects to show the improvement of their reading

comprehension through think pair share technique.

4.1 Finding

There were three kind of instruments to gather data value in this classroom

action research, they were pre-test, post-test, and questionnaire. Thus the data

required to answer the research question were gathered through administering pre-

test, post-test and questionnaires to the tenth grade subjects‟ of SMK PGRI 4

Denpasar.

The pre-test in reading comprehension was administered to the subject

under study to get their pre-existing ability in reading comprehension and then to

know to what extent the subjects‟ skill in reading comprehension. In pre-test, the

subjects were given five items of essay question and answered the test to

determine their ability in reading comprehension. Post-test were administered in

each cycle. In the end of each session, the researcher administered the post-test as

the reflection in reading comprehension through think-pair-share that was

presented and discussed.

There were three sets of raw scores obtained scores for all session (IR, S1,

S2), the three sets of scores collected were tabulated as follows;

26

Table 4.1

Tabulation of Data Showing Subjects’ Progressing Score in Reading

Comprehension After The Implementation of Think-Pair-Share

NO Subject IR Cycle 1 Cycle 2

1 S1 60 70 80

2 S2 60 70 85

3 S3 50 65 75

4 S4 60 70 80

5 S5 70 80 85

6 S6 55 65 75

7 S7 65 70 75

8 S8 40 65 80

9 S9 70 75 80

10 S10 65 75 80

11 S11 65 75 80

12 S12 50 65 75

13 S13 70 80 95

14 S14 70 80 95

15 S15 45 55 70

16 S16 50 55 70

17 S17 50 55 70

18 S18 55 70 80

19 S19 60 70 80

20 S20 65 75 90

21 S21 50 70 85

22 S22 50 65 80

23 S23 55 75 70

24 S24 55 70 80

25 S25 60 75 85

26 S26 65 75 85

27 S27 55 70 70

28 S28 60 70 85

29 S29 50 70 80

30 S30 45 60 70

Total 1720 2085 2390

27

4.1.1 Pre-Cycle

The pre-cycle or pre-test was administered to the subjects under study in

order to know their pre-existing ability in reading. In the pre-test, there were 5

questions of descriptive text given to the subjects. In addition, it was

administered before the treatment was given to the subjects under study. It

could be seen from the pre-cycle that the tenth grade class MM3 of SMK PGRI 4

Denpasar had low ability in reading comprehension class. Based on the tabulation

of pre-test that was presented in table 4.1, the mean of IR score (X0) obtained by

the tenth grade subjects‟ MM3 of SMK PGRI 4 Denpasar was calculated by

using the formula bellow :

The X0 of IR score = X0

N=

1720

30= 57.33

The result of pre-test indicated that the subjects‟ reading comprehension

was still low. The researcher conducted cycle I to solve the subjects‟ problem in

reading. After cycle I, the researcher conducted cycle II to develop the subjects‟

high interest, motivation, and good toward English by using Think Pair Share

technique which were intended to improve the reading comprehension of the tenth

grade subjects‟ of SMK PGRI 4 Denpasar.

4.1.2 Cycle I

There were two sessions in cycle I. In this step, the researcher also

prepared the instruments such as materials, lesson plan, and worksheet. After

knowing the problem faced by the subjects, the researcher conducted the action

that had been planned. In action and observation, the researcher used Think Pair

𝑀 = X

𝑁

28

Share technique as a technique in teaching learning process in the classroom. In

this cycle, the researcher had prepared two learning action plans because cycle I

consisted of two sessions. Learning action plans were used as a basis of what the

researcher did in teaching learning process. The researcher gave the post-test at

the end of the treatment. There were two sessions in cycle I where the time

allotment was 80 minutes for each session. Because cycle I consisted of two

sessions, the researcher had provided reflections two times. The researcher gave a

descriptive text to the subject and asked them to answer the questions related to

the text and work in pair. In addition, at the second session researcher

administered the post-test I (IR) consisted of one reading passage and 5 essay

questions.

Based on the data tabulation of post-test I that was presented above, it

was calculated to find the mean of post-test I score (X1) which was obtained

by the tenth grade subjects‟‟ MM3 of SMK PGRI 4 Denpasar by the following

formula:

The X1 of S1 score = X1

𝑁=

2085

30= 69.5

By using the formula, the data obtained in cycle I were 69.5. Furthermore

there were only 9 subjects who passed the minimum passing grade score which

was equal to 75. The result showed that there was an improvement from the result

of the pre-test. These findings had already showed an improvement concerning

the subjects of reading comprehension. It could be seen from the comparison of

the pre-test (57.33) and post-test I (69.5) mean scores. Even though there was a

𝑀 = X

𝑁

29

positive improvement, the researcher decided to continue to the cycle II, to get a

better improvement because it had not already reached the minimum passing, that

was, 80%.

4.1.3 Cycle II

There were two sessions in cycle II. The researcher gave a descriptive text

with a different topic from the previous cycles to the subjects‟. After giving the

post-test II, finally the result of subjects‟ reading comprehension has improved.

The obtained data was shown in tabulation of the data in the post-test II cycle II,

after the researcher provide post-test I in cycle I. Based on the data analysis, it

could be concluded that 6subjects capable of good and 24subjects was capable of

very good. In cycle II, the lowest score of the subjects‟ was 75, while the highest

one was 95. Mean score of the subjects‟ for cycle II can be obtained by using the

formula as follows:

The XII of SII score = X2

𝑁=

2390

30= 79.67

This result was categorized as good. These findings had already showed an

improvement concerning the subjects of reading comprehension. It could be seen

from the comparison of the pre-test (57.33), post-test I (69.50) and post-test II

(79.67) mean scores. These significant improvements from cycle to cycle was

main consideration to stop the research because it had already reached the

minimum passing, that was, 80%.

𝑀 = X

𝑁

30

After all the data were gathered and computed, it could be found that the

mean score of Pre-cycle(X0), Cycle I(XI), and Cycle II(X2) of subjects‟ in SMK

PGRI 4 Denpasar would be summarized as follow:

Table 4.2

Summary of the Research Finding Showing the Mean Score of each Session

and Mean Score of Pre-Cycle, Cycle I and Cycle II

Pre-Cycle S0 X0 57.33

Cycle I SI XI 69.50

Cycle II SII XII 79.67

After completing cycle II, then the researcher provided a questionnaires

for the subjects who were aimed to find out the attitude and interest of subjects in

reading through think-pair-share. Furthermore, the additional data required for this

study were collected through administering questionnaire to the subject under

study at the end of cycle II. The answer of the questionnaire was quantitatively

scored using the rating scale 0-3 (A=3, B=2, C=1, and D=0). The obtained data

shown the subject total score for items of the questionnaire were tabulated as

follows:

Table 4.3

Tabulation of Data Showing Subject’s Responses in Reading Comprehension

through Think-Pair-Share.

Subjects A B C D

S1 8 15 - -

S2 8 15 1 -

S3 10 12 1 -

S4 8 15 - -

S5 10 12 - -

31

The data obtained from the questionnaire had to be compute. Score of the

items of the questionnaire in which the subject‟s total answer for item A,B,C,D

were shown as follows :

The Percentage of Questionnaires

1. Total Percentage of items A = 228

692 x 100% = 32.95%

2. Total Percentage of items B = 411

692 x 100% = 63.73%

S6 4 21 1 -

S7 8 15 1 -

S8 8 15 - -

S9 12 9 1 -

S10 8 12 1 -

S11 6 18 1 -

S12 8 9 3 -

S13 10 12 1 -

S14 6 18 - -

S15 8 12 2 -

S16 6 18 - -

S17 10 15 - -

S18 6 18 - -

S19 4 21 - -

S20 8 15 - -

S21 8 9 3 -

S22 6 15 2 -

S23 14 - 3 -

S24 - 27 - -

S25 10 12 1 -

S26 8 15 - -

S27 12 9 - -

S28 4 18 1 -

S29 10 12 - -

S30 - 27 - -

Total 228 441 23 -

A + B + C + D = 692

32

3. Total Percentage of items C = 23

692 x 100% = 3.32%

4. Total Percentage of item D = 0%

From the data of questionnaire, it was found that there were 32.95% of

subject strongly agreed, 63.73% agreed, 3.32% quite agreed, none of the subjects

disagreed toward the implementation of the think pair share. Moreover, this result

indicated the subject‟s gave positive responses in improving subject‟s reading

descriptive text ability through the implementation of think pair share.

To made it clear, the rising comparative mean figure of the pre-test (IR)

score, post-test score obtained by the eighth tenth grade subjects‟ of SMK PGRI 4

Denpasar for cycle I and cycle II could be presented as follows:

Graph 4.1

Depicting the Subject’s Progressing Achievement in Reading Comprehension

through Think-Pair-Share of Pre-Cycle, Cycle I and Cycle II.

In this classroom action research, the significant improvement of reading

descriptive text from pre-cycle to cycle I and II by implementing think pair share

0

10

20

30

40

50

60

70

80

Pre-Cycle Cycle I Cycle II

57,33

69,5079,67

33

could be increased because 80% of the subjects could achieved the minimum

passing grade SMK PGRI 4 Denpasar which was 75.

4.2 Discussion

The data analysis of the present classroom study indicated that the mean

of the pre-test score which was collected from the subject under study in reading

comprehension showed the mean figure of 57.33. This means that the subjects‟

ability in reading comprehension were still low because the passing grade score

was 75. The mean figure obviously showed that the ability of the subject under

study was relatively low. It was hard to figure out why the ability of the subjects‟

in reading comprehension was quite low as there were many factors dealing with

it such as finding the word meaning and main idea.

The result of data analysis of the post-test (reflection) and score in cycle I

(SI) showed that the increased mean figures of 57.33 to 69.5. The mean figures

obtained by the subject under study in each session of cycle I were clearly much

higher than the mean figure of pre-test (IR) scores. The researcher conducted the

Think-Pair-Share in teaching reading, the reading comprehension of the subjects

under study increased in cycle I SI of 69.5. The data showed the subjects‟

improvement in reading comprehension by the analysis data of reflection or post-

test or IR of 57.33. This data showed that subjects‟ reading comprehension was

improved, after the researcher applied Think-Pair-Share from cycle I until cycle

II.

The questionnaires percentage figure of the total the questionnaire for item

A was 32.95%, B was 63.73%, C was 3.32%, and D was 0%. This figure

established that the subjects‟ positive changed behaviors in reading

34

comprehension. The result of the present classroom action study were in line with

the presented research findings, teaching reading comprehension by using Think-

Pair-Share gave significant improvement.

Based on discussion above, showed that the subjects‟ reading ability was

improved through Think-Pair-Share. It means that the technique was effective in

improving the subject‟s reading comprehension ability.

35

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the finding of this study, it could be concluded that Think Pair

Share could improve the students‟ reading comprehension. The main data required

for the study were gathered through administering pre-test and post-test to the

subjects‟ under study. Some subject supplementary data were collected of

administering questionnaire to the subjects‟ under study. As it was shown, the

students‟ score in pre-test, which was 57.33,were categorized low because the

minimum criterion score was 75. The means of reflection score for cycle I

obtained by subjects‟ under study showed the succeeding mean figure of 69.5. It

means that the score increased 12.17points. The means of reflection score for

Cycle II obtained by subject under study also showed the succeeding mean figure

of 79.67, it means the score increased 10.17points from the cycle I and increased

22.34 points from pre-test. The mean figure in every cycle were much higher than

the IR, it showed that teaching reading comprehension through TPS was

successfully increased.

The questionnaire result for item A, B, C, and D which were scored using

the rating scale 0-3 showed the comparative percentage A was 32.95%, B was

63.73%, C was 3.32%, and D was 0%.This result indicated that teaching reading

comprehension through think pair share could make active and creative

participation.

36

Therefore, it could be concluded that Think Pair Share (TPS) technique

could improve the reading comprehension of the eight grade students of SMK

PGRI 4 Denpasar in academic year 2013/2014.

5.2 Suggestion

In reference to discussion of the finding in Chapter IV, several points are

suggested as follows:

1. For the English teachers of SMK PGRI 4 Denpasar, they are suggested to

keep on motivating their students to improve their English especially in

reading ability. The teacher should be sensitive in creating, selecting, and

organizing the teaching aid and manipulating the media to manage the

class activities. In addition, they are also suggested to make the teaching

learning process more interesting and enjoyable for the students, moreover

keeps Think Pair Share technique to be applied or reference of variation on

teaching especially reading.

2. For the students, since this technique could resolve the students‟ problem

in reading comprehension so the researcher suggests the students to use

TPS technique continuously in learning process to the students in SMK

PGRI 4 Denpasar. It is expected to realize the importance of think pair

share technique and they should be enthusiastic when it was applied in

another skill of English either written or spoken.

3. For the other researchers are suggested to use as a reference and be an

alternative source and guidance in concluding the same study of obtaining

better result. Therefore, the researcher also expects that this study can be

continued by other researcher deeply.

37

REFERENCE

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Edition.New York : The McGraw-

Hill Companies, Inc.

Arends, R.I. (2009).Learning to Teach 9th

Edition.New York : The McGraw

Hill Companies, Inc.

Abdurahman,E. (2011).Improving Students’ Ability in Reading

Comprehension Through Cooperative Learning (Think Pair Share).

Pontiank: TanjungPura University

Astiyandha,T.e.t.al. (2012).English teaching vol I. Surakarta: UNS University.

Broughton,G. (2003).Teaching by English as a Foreign Language. New York:

Routledge

Brown, D.H. (2001). Teaching by Principle: An Integrative Approach to

Language Pedagogy. New Jersey: Prentice Hall.

Burn, A. (2010).Doing Action Research in English Language Teaching.New

York :Routledge

Cohen, Louis,e.t.al.(2005). Research Methods in Education.Fifth Edition.

New York: Taylor & Franchise Library.

Grabe, W. &Stoller, F, L. (2002).Teaching and Researching Reading.Harlow:

Pearson Education limited.

Jolliffe, W. (2007).Cooperative Learning in the Clasroom : Putting into

Practice. London :SAGE Publications Company

Kagan, S. (2009).Kagan Cooperative Learning.San Clemente Kagan

Publishing.

Klinger,J.K, Vaughn.S, & Boardman A.(2007). Teaching Reading

Comprehension to Students with Learning Difficulties. New York: The

Guilford Press.

Ledlow.S.(2001). Using Think-Pair-Share in the College Classroom.New

York: Center for Learning and Teaching Excellence.

Lems. K. e.t.al (2010). Teaching Reading to English Language Learner.

New York:The Guilford Press.

Miller,A.C. (2007). Action Research: Making Sense of Data. On-Line article

recovered 11/05/2007, www.coe.fau.edu/sfceel/sensdata.htm

38

Pang,S.E.(2000).Teaching Reading.New York: The International

Academy of Education, IAE.

Patel.M.F. & Jain.M.P. (2008).English Language Teaching (Method, Tools

and Technique).New York: Sunrise Publisher & Distributors.

Snow. C. (2002). Reading Understanding, Toward and R&D Program in

Reading Comprehension. Santa Monica: Ran Education

Ueta.T. (2005). Teaching Reading.London: Universities of Birmingham.

39

APPENDICES

40

APPENDIX I

List of Subject

SMK PGRI 4 Denpasar

NO NAMA

1 AgusWidyaDarma I Kadek

2 AgusYudiPurnama I Putu

3 Ahmad DzulFikar

4 AryPrastika Putra Kadek

5 AyuDesviraPermata Sari Komang

6 Ayu Lestari

7 Barnabas Dwi Putra R

8 Benyamin Yosia

9 BonitaRosalinaSaputri

10 DanangFebri Andre

11 David Christian S

12 DebyObietaMaudy

13 DhannyFirmanto

14 EchaRakaSiwi S

15 EkaSuarna Jaya I Gede

16 Erik Ardianysah

17 GarrinchaFadheilLaksono

18 Henza Dian Saputra

19 HerryMuhamadJulianto

20 Imam FaqihBagaskara

21 IndraMahardikaPradnyana M. Ida Bagus

22 Jus Saputra I Wayan

23 KrisnaJuli Diana I Putu

24 Mahardika Ari Putra Made

25 MuchamadBagasFatahilah

26 Oscar AprilioSarwaGangsar

27 PutriEkayantiGustiAyuPutu

28 Raden Adam AgungSanjaya

29 RexyOktavianPratama Putra

30 Septa Arsiana I Putu

41

APPENDIX 2

PRE-TEST

Profession in Business

Have you ever seen how some people run a business office? There are

some professions that have very important roles in business activities. These

professions are related to each other in an organization. The professions discussed

here are banker, accountant, and secretary.

A banker is person who conducts banking. He may be the owner of a bank

or he can be the member of the board of directors who operated the bank. Bankers

give loans to business offices, firms, factories, to operate or expand their business.

An accountant is a person who has charge of the accounts of a company.

He is the one who records, keeps financial accounts and makes financial

statements. He plays an important role to make the firms remain in good financial

condition.

A secretary is someone who keeps records, handles correspondence, or

does the administration for an organization or person. The assistant or private

secretary of an executive always deals with the business letter writing of that

person. The secretary is, therefore, concerned with any business that the firm

undertakes. The secretary must be qualified and able to speak English, fluently.

There are certain types of duties that a secretary is responsible of such as making

appointments, receiving orders, making reservations for the manager, sending

letters of congratulations or condolence, sending invitations etc. She also makes

an agenda for the manager. An office usually has more than one secretary who is

always busy doing their duties.

Answer these question in form based on the text above!

1. What is the purpose of the text?

2. What is the identification of the text above?

3. What is the topic of the second paragraph?

4. What is the recruitment to be a secretary?

5. An accountant who works unprofessionally will ..

42

APPENDIX 2A

PRE-TEST

Key Answer

1. The purpose of the text is to describe the profession that have important

role in business activities.

2. The identification of the text above is “There are some professions that

have very important roles in business activities.”

3. The topic of the second paragraph is “ A banker is person who conduct

banking that give loans”

4. The secretary must be qualified and able to speak English fluently.

5. An accountant who works unprofessionally will dischanged

43

APPENDIX 3

LESSON PLAN

CYCLE 1

School : SMK PGRI 4 Denpasar

Subject : English

Skill : Reading

Class : X MM 3

Semester : II

Topic : Descriptive Text

A. Standard Competence

Communicating in English in Elementary level.

B. Basic Competence

Understanding daily simple conversation either in professional context or

individual with non-native speaker

C. Indicator

Demonstrating and answering questions in the forms of narrative text in the

context of reading passage given.

D. Learning Objective

Students are able to find out the main idea of each paragraph

Students are able to find out the specific information of the passages

Students are able to understand the textual reference

Students are able to understand the word meaning

E. Time Allotment : 4 x 40 minute

F. Learning Material

Prague

Is there any city in Europe, or else, like Prague? There has been a city here

for over a thousand years, and now 2.250.000 people live here. It is most

famous for its Gothic and Baroque building styles. Old Town Square, with its

wonderful clock, the Charles Bridge, and Prague Castle on the hill above the

river are just a few of Prague‟s famous attractions.

44

Getting around Prague is easy by tram or underground train but it‟s also a

pedestrian‟s dream because much of the old quarter and many of the streets

and lanes have little or no traffic. The medieval center is Prague castle and St

Vitus Cathedral. An evening view of these illuminated landmarks is one of the

most memorable sights in Europe. Wenceslas Square is in the heart of modern

Prague.

Visiting Prague today, you immediately notice the lively atmosphere. The

city can be crowded during the hot summer months, but it is delight to visit

any time of the year, even in the snowy cold of winter. In fact, tourism makes

the largest contribution to Prague‟s economy. Classical concerts take place all

through the year, though the biggest event is the Prague Spring International

Music Festival in May and early June. Theatre also has a special place in the

life of the city.

The suburbs are like many in Eastern Europe with tall sky crappers and

some light industry, but you are very quickly in the sleepy villages and gentle

hills of Bohemia. Many people say Prague reminds them of Vienna or

Budapest. But in fact, Prague is unique. There‟s nowhere quite like it.

G. Technique :

Collaborative Learning of Think- Pair- Share

H. Learning Activities :

No Activities Time

1

2

3

4

5

6

The First Meeting

Pre- Activity

Greeting the students

Checking the students‟ attendance

Motivating the students and describing the material which

are going to be discussed generally

Starting the learning objective to be achieved and the

importance of studying of Descriptive text

Whilst-Activity

Exploration

Proposing some question on what they have know about

45

7

8

9

10

11

12

13

14

15

the types of text.

Elaboration

Explaining about the types of text and tenses are used in

the text

Asking the students to think about answer the question of

the text independently (THINK)

Asking them to work in pair cooperatively about answer

the question of the text (PAIR)

Asking the students to answer question they then discussed

with a partner (Share)

Confirmation

Opening question and answer session or asking the

students‟ difficulty

Giving positive feedback and reinforcement orally or by

using gestures for the students‟ success

Explaining to the students the importance of being

disciplined person for their future

Post-Activities

Summarizing the material which has already been

discussed

Asking the students about difficulties that they get during

teaching and learning process

No Activity Time

1

2

3

4

The Second Meeting

Pre-Activities

Greeting the students

Checking the students‟ attendance

Motivating the students and describing the material which

are going to be discussed generally

Emphasizing about their discipline and its effects to their

pair

46

I. References

Lasmini Sri. 2013. ModulPembelajaranFormatifBahasaInggris SMK/MK

1A

Djuharie, SetiawanOtong. 2010. BahasaInggrisUntuk SMK/MK Kelas X.

Bandung :YramaWId

5

6

7

8

9

10

11

12

Whilst-Activity

Exploration

Proposing some question about the material which has

already been studied in the first meeting (the material about

descriptive)

Elaboration

Giving the students a chance to think about the topic

(THINK)

Asking them to work in pair to discuss about the topic

(PAIR)

Asking some pairs to perform the reading text and discussed

with their partner and then asking the students to correct the

answer and giving comment or suggestion for the answer

result perform by Their friends (Share)

Confirmation

Opening question and answer session or asking the students‟

difficulty

Giving positive feedback and reinforcement orally

Post-Activities

Summarizing the learning material

Administering Post Test I

47

J. Assessment

a. Technique : Reading Text

b. Form : Test Essay

K. Learning Media

1. Board marker and eraser.

2. Pen, pencil and notebook.

3. Handbook and workbook.

4. Laptop and LCD

5. Reading Text

Answer these question in form based on the text above!

1. What is the purpose of the text ?

2. How many people live in Parague?

3. What is the identification of the text?

4. What is the most famous from Prague?

5. How old are the Prague City?

Rubric Assessment

NO Student’s Performance Score

1. Grammatically and lexically correct 2

2. Either grammar or vocabulary is incorrect, but not both 1

3. Both grammar and vocabulary are incorrect 0

Assessment guideline

1. Each correct answer was given a score 3

2. Total of Maximum score :

Jumlah soal x 2 = Nilai awal

3. The maximum score is 100

4. Students value : Score gains x100

Maximum Score

: 20 x 100

20

: 100

48

APPENDIX 3a

POST-TEST I

A Friendly Clown

On one corner of my dresser sits a smiling toy clown on a tiny unicycle-a

gif I received last Christmas from a close friend. The clown‟s short yellow hair,

made of yarn, covers its ears but is parted above the eyes. The blue eyes are

outlined in black with thin, dark lashes flowing from the brows. It has cherry-red

cheeks, nose, and lips, and its broad grin disappear into wide, white ruffle around

its neck.

The clown wears a fluffy, two-tone nylon costume. The left side of the

outfit is light blue, and the right side is red. The two colors merge in the dark line

that runs down the center of the small outfit. Surrounding its ankles and disguising

its long black shoes are big pink bows. The whiter spokes on the wheels of the

unicycle gather in the center and expand to the back tire so that the wheel

somewhat resembles the inner half of a grapefruit. The clown and unicycle

together stand about foot high. As a cherishes gift from my good friend Tran, this

colorful figure greets me with a smile every time I enter my room.

Answer these question in form based on the text above!

1. What does the text talk about?

2. What parts of the toy clown‟s body are mentioned in the text?

3. Where does the writer put the toy clown?

4. What does the clown wear?

5. ….my good friend Tran, this colorful figure greets me… (the last

sentence)

What does the underlined word refer to?

49

APPENDIX 3b

Key Answer

1. The text talk about a toy clown that given by writer close friend

2. Hair, ears, eyes, cheeks, nose, lips, neck,

3. Writer put the toy clown on one corner of writers dresser

4. The clown wear, a fluffy, two-tone nylon costume and long black shoes

5. The clown and unicycle.

50

APPENDIX 4

LESSON PLAN

CYCLE II

School : SMK PGRI 4 Denpasar

Subject : English

Skill : Reading

Class : X MM 3

Semester : II

Topic : Descriptive Text

I. Standard Competence

Communicating in English in Elementary level.

J. Basic Competence

Understanding daily simple conversation either in professional context or

individual with non native speaker

K. Indicator

Demonstrating and answering questions in the forms of narrative text in the

context of reading passage given.

L. Learning Objective

Students are able to find out the main idea of each paragraph

Students are able to find out the specific information of the passages

Students are able to understand the textual reference

Students are able to understand the word meaning

M. Time Allotment : 4 x 40 minute

N. Learning Material

My Next-Door Neighbor

My next-door neighbors are a middle-aged couple. Bert, the husband, is a

man of forty. He is Australian and works in the local bank. Doris, his wife, is

about thirty. She is England and works as a cashier in the supermarket. They

live in a small house and have no children.

Bert a tall, athletic person with clear blue eyes, fair curly hair, and a square

face. He often dresses in black trousers, blue shirts, red jackets, brown ties,

51

and black shoes. He is talkative person, especially with children. He enjoys

reading newspapers but hates watching television. He is tolerant and patient

with people. He is not selfish. He is ambitious.

Doris is a tall, good-looking person. She has green eyes, fair straight hair,

and a round face. She generally dresses in black skirts, red shirt, blue

cardigans, and black shoes. She is a smart woman. Unlike her husband, she

enjoys watching TV very much but not reading newspapers. She is generous,

helpful, and audacious. She has a great sense of humor because she likes

telling funny stories and diverting her friends.

O. Technique :

Collaborative Learning of Think- Pair- Share

P. Learning Activities :

No Activities Time

1

2

3

4

5

6

7

8

9

10

The First Meeting

Pre- Activity

Greeting the students

Checking the students‟ attendance

Motivating the students and describing the material which

are going to be discussed generally

Starting the learning objective to be achieved and the

importance of studying of Descriptive text

Whilst-Activity

Exploration

Proposing some question on what they have know about

the types of text.

Elaboration

Explaining about the types of text and tenses are used in

the text

Asking the students to think about answer the question of

the text independently (THINK)

Asking them to work in pair cooperatively about answer

the question of the text (PAIR)

52

11

12

13

14

15

Asking the students to answer question they then discussed

with a partner (Share)

Confirmation

Opening question and answer session or asking the

students‟ difficulty

Giving positive feedback and reinforcement orally or by

using gestures for the students‟ success

Explaining to the students the importance of being

disciplined person for their future

Post-Activities

Summarizing the material which has already been

discussed

Asking the students about difficulties that they get during

teaching and learning process

No Activity Time

1

2

3

4

5

6

7

The Second Meeting

Pre-Activities

Greeting the students

Checking the students‟ attendance

Motivating the students and describing the material which

are going to be discussed generally

Emphasizing about their discipline and its effects to their

pair

Whilst-Activity

Exploration

Proposing some question about the material which has

already been studied in the first meeting (the material about

descriptive)

Elaboration

Giving the students a chance to think about the topic

(THINK)

53

II. References

Lasmini Sri. 2013. Modul Pembelajaran Formatif Bahasa Inggris

SMK/MK 1A

Djuharie, Setiawan Otong. 2010. Bahasa Inggris Untuk SMK/MK Kelas X.

Bandung : Yrama WIdya

J. Assessment

a. Technique : Reading Text

b. Form : Test Essay

K. Learning Media

6. Board marker and eraser.

7. Pen, pencil and notebook.

8. Handbook and workbook.

9. Laptop and LCD

8

9

10

11

12

Asking them to work in pair to discuss about the topic

(PAIR)

Asking some pairs to perform the reading text and discussed

with their partner and then asking the students to correct the

answer and giving comment or suggestion for the answer

result perform by Their friends (Share)

Confirmation

Opening question and answer session or asking the students‟

difficulty

Giving positive feedback and reinforcement orally

Post-Activities

Summarizing the learning material

Administering Post Test I

54

10. Reading Text

Answer these question in form based on the text above!

6. How is Bert characteristic based on the text?

7. Where is Bert come from?

8. Which is Bert‟s appearance is mention above?

9. How do usually Doris dresses?

10. Which is Doris appearance is mention above?

Rubric Assessment

NO Student’s Performance Score

4. Grammatically and lexically correct 2

5. Either grammar or vocabulary is incorrect, but not both 1

6. Both grammar and vocabulary are incorrect 0

Assessment guideline

5. Each correct answer was given a score 3

6. Total of Maximum score :

Jumlah soal x 2 = Nilai awal

7. The maximum score is 100

8. Students value : Score gains x100

Maximum Score

: 20 x 100

20

: 100

55

APPENDIX 4a

POST TEST II

Robots

(The Ideal Workers)

We often hear many complain about work in factories. The work is too

boring, heavy, repetitive, and even too dangerous for the workers. The operative

does not have to think about the work. He gets no job satisfaction.

One answer to this problem is a robot. For many certain jobs, a robot is

much better than a human operative. Once it has been programmed, it will do its

job over and over again. It never get bored, it works at a constant speed, it doesn‟t

make mistakes, its work is always of the same standard, it doesn‟t get tired, it

doesn‟t go on strike, it can work for 24 hours without breaks for food, rest, or

sleep, it doesn‟t take holidays or demand higher wages. Robots are usually made

to act like human machine. They have other advantages too. They can be designed

to do almost any jobs. You can‟t change the human body, but the robot arm, for

example, can be made to move in any directions. Robots can also do every work

and they can operate in condition that are too dangerous, too hot or too cold for

people to work in. They can work under water, in poisonous gas, or in radioactive

areas. And on top of all this, robots never complain.

Answer these question in form based on the text above!

1. Why are there many complains about workin factories?

2. What does the word “he” in the first paragraph refer to?

3. What is one answer to this problem?

4. Why is robot much better for the jobs than human operative?

5. What are the other advantages of robots?

56

APPENDIX 4a

Key Answer

1. The work is too boring, heavy, repetitive, and even too dangerous for the

workers

2. The word he is refer to human

3. One answer to this problem is a robot

4. Once it has been programmed, it will do its job over and over again. It

never get bored, it works at a constant speed, it doesn‟t make mistakes, its

work is always of the same standard, it doesn‟t get tired, it doesn‟t go on

strike, it can work for 24 hours without breaks for food, rest, or sleep, it

doesn‟t take holidays or demand higher wages.

5. They can be designed to do almost any jobs.

57

APPENDIX 5

QUESTIONNAIRE

Petunjuk :

1. Jawablah semua pertanyaan dalam kuesioner di bawah ini dengan keadaan

anda sebenarnya

2. Silanglah (x) pada pilihan A,B,C atau D

3. Semua jawaban adalah benar sesuai dengan keadaan anda masing-masing

4. Terimakasih atas bantuan andadengan menjawab pertanyaan dari

kuesioner ini.

Pertanyaan :

1. Apakah anda senang belajar Bahasa Inggris?

A. Sangat senang

B. Senang

C. Biasa Saja

D. Tidak Senang

2. Apakah anda sering mengalami kesulitan saat belajar Bahasa Inggris?

A. Sangat sering

B. Sering

C. Kadang-kadang

D. Tidak Pernah

3. Memahami arti sebuah teks dalam bahasa inggris dengan lebih mudah

karena teknik Think-Pair-Share

A. Sangat Setuju

B. Setuju

C. Kurang Setuju

D. Tidak Setuju

5. Apakah nilai anda semakin baik setelah mengikuti metode think- pair

share?

A. Semakin baik

B. Baik

C. Kurang baik

D. Tidak baik

58

6. Apakah setelah melakukan metode think- pair share meningkatkan minat

baca anda?

A. Sangat meningkat

B. Meningkat

C. Biasa saja

D. Tidak meningkat

7. Teknik Think-Pair-Share memberikan banyak kesempatan dan motivasi

dalam memahami teks dalam Bahasa Inggris

A. Sangat Setuju

B. Setuju

C. Kurang Setuju

D. Tidak Setuju

8. Apakah anda senang dengan gaya pengajaran saya?

A. Sangat senang

B. Senang

C. Biasa saja

D. Tidak Senang

9. Ketika mempelajari pelajaran bahasa Inggris, apakah anda sering

memperhatikannya?

A. Sangat sering

B. Sering

C. Kadang-kadang

D. Tidak pernah

10. Apakah anda setuju keahlian membaca sangat berpengaruh dalam

penguasaan Bahasa Inggris?

A. Sangat Setuju

B. Setuju

C. Tidak Setuju

D. Tidak Tahu

59

AUTO BIOGRAPHY

My Name is Gede Natha Darsana. I was born in

Denpasar on December 25th

1992. I live at Jl. Merpati No

41 Denpasar Barat. I grew up in a small family. My

family consists of father, mother one sister and one

brother. I am the first child in my family. My father‟s

name is I Made Karyana S.Sos, he works as civil servant. My mother‟s name is

Ni Nyoman Rauh. Furthermore, my brother‟s name is I Komang Adi Swayasa

Putra and my Sister‟s name is Kadek Puspasari. In 1996, I started my study in

kindergarten for 1 years. In 1997, I continued to elementary school at SDN 22

Pemecutan Denpasar, attending the elementary school, I was trained to go to

school by bicycle with my friends without being accompanied by my parents.

After graduating from the school, I continued my study at SMPN 7 Denpasar in

2004. Then in 2007, I continued my study in one of senior high school in

Denpasar city that is SMA Dwijendra Denpasar. From SMA Dwijendra, I went to

Mahasaraswati University that was located in Kamboja Street Denpasar. I decided

to study in Mahasaraswati University because I wanted to become a teacher and

only Mahasaraswati University in Denpasar city has an English Education Study

Program of Teacher Training and Education Faculty. I took the English study

program because I wanted to know more about English and became an English

teacher.

60

61

PERKUMPULAN LEMBAGA PENDIDIKAN DASAR DAN MENENGAH

PERSATUAN GURU REPUBLIK INDONESIA

(PPLP-DASMEN PGRI) KOTA DENPASAR

SMK PGRI 4 DENPASAR

Terakreditasi A

Alamat: JlKeboIwa No. 8 Padang SambilanKelod

Telp. (0361)7444376 Fax. (0361 8448758)

Email: smkpgri4denpasar@ymail.com, Website: www.smkpgri4denpasar.com

SURAT KETERANGAN

Nomor : 472.1/82/SMK/PGRI/4/DPS/2014

Yang bertanda tangan dibawah ini Kepala SMK PGRI 4 Denpasar.

Menyatakan bahwa :

Nama :Gede Natha Darsana

NPM : 10.8.03.51.31.2.5.3904

Semester : VIII

Fakultas :Keguruan dan Ilmu Pendidikan Universitas

Mahasaraswati Denpasar

Program Studi :Pendidikan Bahasa Inggris

Alamat :Jln. Merpati No 41 Monang-Maning Denpasar

Barat

Memang benar mahasiswa tersebut diatas telah melakukan dan

menyelesaikan kegiatan Penelitian Tindakan Kelas di SMK PGRI 4

DENPASAR pada kelas X MM 3 dengan judul: IMPROVING READING

COMPREHENSION THROUGH THINK PAIR SHARE TECHNIQUE

OF THE TENTH GRADE STUDENTS‟ OF SMK PGRI 4 DENPASAR IN

ACADEMIC YEAR 2013/2014.

Demikian surat keterangan ini dibuat agar dipergunakan

sebagaimana mestinya.

Denpasar, 22 April 2014