IMPROVING READING COMPREHENSION THROUGH THINK …unmas-library.ac.id/wp-content/uploads/2014/05/THESIS.pdf · improving reading comprehension through think pair share at the eighth

1

THESIS

IMPROVING READING COMPREHENSION

THROUGH THINK PAIR SHARE AT THE EIGHTH

GRADE STUDENTS OF SMPN 2 ABIANSEMAL

IN ACADEMIC YEAR 2013 / 2014

NI KADEK LISTIANI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS




IN ACADEMIC YEAR 2013 / 2014

NI KADEK LISTIANI

NPM. 10.8.03.5.1.31.2.5. 3824




DENPASAR

2014

iii

PRE-REQUISITE TITLE




IN ACADEMIC YEAR 2013/2014

Thesis

As Partial Fulfillment of the requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

NI KADEK LISTIANI

NPM. 10.8.03.5.1.31.2.5. 3824




DENPASAR

2014

iv

APPROVAL SHEET

1

This thesis entitled “Improving Reading Comprehension through Think

Pair Share at The Eighth Grade Students of SMPN 2 Abiansemal in Academic

Year 2013/ 2014” has been approved and accepted as partial fulfillment for the

Sarjana Pendidikan degree in English Education Study Program, Faculty of

Teacher Training, and Education, Mahasaraswati Denpasar University.

Approved By

Advisor I Advisor II

Drs. I Nengah Astawa M.Hum Drs. I Made Badrawan M.Hum

NIP. 19571113 198603 1 001 NIP. 19520412 197512 1 013

v

APPROVAL SHEET

2

This thesis has been examined and assessed by the examiner committee of

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

Mahasaraswati University in the oral examination on 10th

February 2014.

Chief Examiner

Dra. Ida Ayu Marthini, M.Hum

NIP. 19531231 198703 2 001

Examiner I Examiner II

Drs. I Nengah Astawa, M.Hum Drs. I Made Badrawan M.Hum

NIP. 19571113 198603 1 001 NIP. 19520412 197512 1 013

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. 19521231 197802 1 002 NPK. 82 8208 306

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her 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 ethical code of academic writing.

Denpasar, 7th

February 2014

Ni Kadek Listiani

NPM.10.8.03.5.1.31.2.5. 3824

vii

ACKNOWLEDGMENT

First of all the researcher would like to place my greatest gratitude under

the Lotus Feet of the Almighty God “Ida Sang Hyang Widhi Wasa” for His

blessing so that she could explore all of her powers and abilities to complete the

writing process of this final assignment, which is one of the requirements for

taking final examination, exactly in time.

Next, she would like to express her sincere gratitude to Mr. Drs. I Nengah

Astawa, M.Hum. as my first advisor and also to Mr. Drs. I Made Badrawan

M.Hum as my second advisor who had given her lots of invaluable

encouragements, guidance, corrections and also suggestions during the

preparation and the writing process of this thesis. Without their invaluable

suggestions, guidance, corrections and encouragements, this final project would

not be able to be accomplished perfectly in time by the writer.

Further the researcher would also like to dedicate her special thanks to Mr.

Drs. I Nyoman Purna MM, the headmaster of SMPN 2 Abiansemal who had

permitted her to conduct this research study in his school, also to the English

teachers and all students in Class VIII A of this school for their nice cooperation

during the research of this study.

Besides that, she is also deeply indebted to her beloved parents, sisters for

their love and support so that she is able to complete her study successfully. They

furthermore share their moral support during the process of writing the thesis.

Finally, she would like dedicate this thesis to her beloved adoptive parents

Mr. Herman Himpal, Mrs. Meiti, and her boyfriend I Komang Suarta who has

given their prayer, their support both of moral support and financial support, love,

affection, fidelity, devotion and tremendous support during the process of writing

the thesis. Without them, she is nothing in this world.

Denpasar, February 2014

The Researcher,

Ni Kadek Listiani

viii

ABSTRACT

Listiani, N. K. (2014). Improving Reading Comprehension Through Think

Pair Share at the Eighth Grade Students of SMPN 2 Abiansemal in

Academic Year 2013/2014. The First Advisor: Drs. I Nengah Astawa,

M.Hum and the Second Advisor: Drs. I Made Badrawan M.Hum

This study was aimed at improving reading comprehension of the eighth

grade students of SMP N 2 Abiansemal in academic year 2013/2014 through think

pair share. The Undertaking of this study because reading is one important skill in

English which should able to master of the students. Research question under

study is formulated as follow: to what extent can reading comprehension of the

eighth grade students of SMPN 2 Abiansemal in academic year 2013 / 2014 be

improved through think pair share? The subject of this study was class VIII A of

SMPN 2 Abiansemal that consisted of 29 students; 11 males and 18 females. The

study used classroom action design. This study was design by using classroom

action research which was conducted in two cycles, each cycle involved two

sessions. The instruments that were used in this study were (pre-test and post test),

lesson plan, and questionnaire. This study was conducted based on the result of

the pre-test in the Initial Reflection especially in narrative text which showed that

the students‟ ability in reading comprehension was “low”. The present classroom

action research was then carried out through Think Pair Share in two-planned

cycles. The students‟ result of the post-test in each cycle obviously showed that

there was significance improvement concerning the subjects‟ ability in Reading

Comprehension in the term of narrative text in which it improved from level low

to good. This research furthermore showed that there was changing learning

behavior as the result of the positive responses concerning the technique applied

in improving the subjects‟ reading comprehension skill. To sum up, the present

classroom action study proved that think pair share could improve reading

comprehension at the eighth grade students of SMPN 2 Abiansemal in academic

year 2013/2014; in addition, the subjects also responded positively in reading

comprehension through think pair share.

Keywords: improving, think pair share, reading comprehension

ix

TABLE OF CONTENTS

COVER ............................................................................................................... i

INSIDE COVER ................................................................................................. ii

PRE-REQUISITE TITLE ................................................................................... iii

APPROVAL SHEET 1 ....................................................................................... iv

APPROVAL SHEET 2 ....................................................................................... v

STATEMENT OF AUTHENTICITY ................................................................ vi

ACKNOWLEDGMENT ..................................................................................... vii

ABSTRACT ........................................................................................................ viii

TABLE OF CONTENTS .................................................................................... ix

LIST OF TABLE ................................................................................................ xi

LIST OF GRAPHS ............................................................................................. xii

LIST OF APPENDICES ..................................................................................... xiii

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 ................................................. 5

1.6 Definition of Key Term .................................................. 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .................... 8

2.1 Theoretical Review .......................................................... 8

2.1.1 Think Pair Share ..................................................... 8

2.1.2 Reading Comprehension ......................................... 11

2.1.3 Types of Reading .................................................... 14

2.1.4 Component of Reading ........................................... 18

2.1.5 Narrative Text ......................................................... 20

2.1.6 Assessing Reading .................................................. 20

2.2 Empirical Review ............................................................ 22

2.3 Hypothesis ....................................................................... 23

x

CHAPTER III RESEARCH METHOD ........................................................ 24

3.1 Subject of the Study ......................................................... 24

3.2 Research Design .............................................................. 24

3.3 Research Procedure ......................................................... 26

3.3.1 Planning .................................................................. 26

3.3.2 Action ..................................................................... 27

3.3.3 Observation ............................................................. 28

3.3.4 Reflection ................................................................ 29

3.4 Research Instrument ........................................................ 29

3.4.1 Lesson Plan ............................................................. 29

3.4.2 Test ......................................................................... 30

3.4.3 Questionnaire .......................................................... 30

3.5 Data Collection ................................................................ 30

3.6 Data Analysis ................................................................... 31

3.7 Success Indicator ............................................................. 33

CHAPTER IV FINDING AND DISCUSSION ................................................ 34

4.1 Finding ............................................................................. 34

4.1.1 Pre-cycle ................................................................. 36

4.1.2 Cycle I ..................................................................... 36

4.1.3 Cycle II ................................................................... 37

4.2 Discussion ........................................................................ 42

CHAPTER V CONCLUSION AND SUGGESTION ....................................... 44

5.1 Conclusion ....................................................................... 44

5.2 Suggestions ...................................................................... 46

REFERENCES ................................................................................................ 48

APPENDICES

xi

LIST OF TABLES

Table 4.1. Tabulation of Data showing the subject progressing scores in

Reading Comprehension through Think Pair Share Technique 34

Table 4.2. Summary of the Research Finding Showing the Mean of Each

Session and Grand Mean of Cycle I and Cycle II ....................... 38

Table 4.3. Tabulation of Data Showing the Subjects‟ Changing

Motivation and Attitude in Learning reading comprehension

through Think Pair Share Technique .......................................... 39

xii

LIST OF GRAPHS

Graph 4.1. Depicting the subjects‟ Ability in Reading Comprehension

especially in narrative text through Think Pair Share technique

in Cycle I ..................................................................................... 42

Graph 4.3. Depicting the subjects‟ Progressing Ability in Reading

Comprehension especially in narrative text through Think Pair

Share technique in cycle II .......................................................... 43

Graph 4.4. Depicting the subjects‟ Progressing Grand Mean Taught

Reading Comprehension especially in narrative text through

Think Pair Share technique ......................................................... 43

xiii

LIST OF APPENDICES

Appendix 1 List of Subjects .......................................................................... 50

Appendix 2 Pre-test ....................................................................................... 51

Appendix 3 Lesson Plan Session 1 ............................................................... 57




Appendix 7 Post-test Session 1 ..................................................................... 73



Appendix 10 Post-test Session 4 .................................................................... 82

Appendix 11 Questionnaire ........................................................................... 85

Appendix 12 Surat Pengantar Penelitian Dari Universitas ............................ 87

Appendix 13 Surat Keterangan Penelitian Dari SMPN 2 Abiansemal .......... 88

Appendix 14 Biography ................................................................................. 89

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading is one of language skills which is still difficult to master for the

students. It can be seen from the general students‟ comprehension about topic in

the text. They are difficult to comprehend the topic which they read. Reading skill

is also important skill because by reading the students can get a lot of information,

they can enrich their vocabulary, knowledge, spelling and their writing, so that

they need to improve their ability in reading comprehension because it is very

fundamental skill. Through Reading ability, they will show how good they

understand English.

Through reading activity, the students can improve knowledge,

information, news, attitudes, and wise in thinking. Reading activity can be trained

by parents and teachers starting from kindergarten or elementary. It should be a

habitual for our next generation because of reading well can deliver much good

opportunity.

In this learning process reading activity becomes the essential skill for

students and then teachers should train them to have good reading skill

specifically. When they read the texts and must comprehend in entirely.

Therefore, English teacher in education field do many studies to solve the problem

which can improve student‟s reading comprehension.

At SMPN 2 Abiansemal, the researcher found many students who are still

found it hard to read and understand a passage in English. Some techniques have

2

been tried for them while teaching reading comprehension. Because of in large

class teacher seems difficult to overcome the problem because they are very poor

in reading comprehension.

Cooperative learning is one of the teaching models which are used by

teacher to improve students‟ ability in many skills, especially reading

comprehension. Cooperative learning is a teaching strategy in which small teams,

each with students of different levels of ability, use a variety of learning activities

to improve their understanding of a subject. Each member of a team is responsible

not only for learning what is taught but also for helping teammates learn, so this

create an atmosphere of achievement. Students work through the assignment until

all group members successfully understand and complete it.

In a cooperative learning environment, students may work in pairs, in

small groups, or in a combination of both give each other immediate feedback,

support, and reinforcement. Limited cooperation may only involve students

quizzing each other or thinking skills requiring students to question and probe

ideas and seek application of information to real life issues.

The cooperative learning model was developed to achieve at least three

important instructional goals: academic achievement, tolerance and acceptance of

diversity, and social skill development. Although cooperative learning

encompasses a variety of social objectives, it also aims at improving student

performance on important academic tasks (Arends, 2009 : 361 ).

Among a number of cooperative learning strategies, Think Pair Share

(TPS) is chosen to be applied in the classroom to improve students‟ reading

comprehension. It is simple questioning technique that keeps all the students are

3

involve in class discussions and provides an opportunity for every child to discuss

by allowing them to think carefully about their answer and talk about them with a

partner before they are called on to respond. Thus, it is a powerful reason to

employ Think Pair Share in order to structure students‟ thinking and their

discussion.

It is one of techniques in cooperative learning. It was developed by Frank

Lyman (1985) and his colleagues at the University of Maryland, it is and effective

way to change the discourse pattern in the classroom. It challenges the assumption

that all recitations or discussions need to be held in whole group setting, and it has

built in procedures for giving students more time to think and respond and help

each other (Arends, 2009 : 370 ).

Even though reading comprehension skill has been taught for a long time

to the Junior High School students, still many of the Junior High School graduates

are not able to read and understand even the simple written forms of English

writings. This fact is so concerning that the writer is interested very much to

conduct a further research on how to improve the reading comprehension skill of

the Junior High School students.

On this research, the writer is going to use Think Pair Share to improve the

students‟ ability in reading comprehension. This research will be carried out at

SMPN 2 Abiansemal. In addition, according to the result of the interview with

one of the English teachers in this school, it is known that the ability of the second

year students especially the students of class VIII A of SMPN 2 Abiansemal in

reading comprehension is still very low.

4

1.2 Research Problem

According to information above, the research problem can be formulated

as follows, to what extent can reading comprehension of the eighth grade students

of SMPN 2 Abiansemal in academic year 2013 / 2014 be improved through think

pair share?

1.3 Objective of the Study

As the progress of time, many scientists studied how to improve the

teaching of reading comprehension. On the other hand many methods to teach

reading comprehension are currently being applied to improve the students‟

achievement especially in reading comprehension.

Based on what describe in background of the study; moreover, the

research problem above; thus, this research study is intended to find out the extent

of reading skill of the eighth grade students of SMPN 2 Abiansemal in academic

year 2013/2014 improved through Think Pair Share technique.

1.4 Limitation of the Study

Since reading has a lot of things to be observed with various methods, the

researcher needs to narrow down the area of this study. It is really important in

order to get focused in specific area of reading comprehension which is useful to

give a general boundary.

Reading comprehension is one of skills in learning English. Every student

has different ability, willingness, knowledge in learning English. The school

institution always has effort to improve it from simple to complex technique. On

the other hand, this case make challenge many other educators to achieve their

5

goal based on curriculum at school. According to the observation in the classroom

action study, the researcher limits her research on improving reading

comprehension through think pair share at the eighth grade students of SMPN 2

Abiansemal in academic year 2013/2014 in term of narrative text reading

comprehension.

1.5 Significance of the Study

This classroom action research is concerned with improving Reading

Comprehension by using Think Pair Share technique; moreover the students will

enjoy the reading activity. The findings of the present research are expected to

indicate and practical significance as follows:

Theoretically, the result of this research are expected to be used as prove

that Think pair share is an effective technique to improve reading comprehension

especially to eighth grade students of SMPN 2 Abiansemal.

Furthermore, for the practically, the results of this research are expected as

follows:

a. For the Teachers

The findings of this research study are expected to give feedback to

English teachers, especially teachers who teach at the eighth grade

students of SMPN 2 Abiansemal. In addition, the teachers will find

that Think Pair Share technique is one suitable resource for improving

reading activity of the students.

b. For The Students

This technique can help students to develop their reading ability;

besides, they will find that reading comprehension is enjoyable to use.

6

The students will not feel afraid when they try to express their ideas in

reading comprehension since this technique will encourage them to be

active in the classroom without giving them pressure.

c. For The Institution

For the institution, it also expected that study can be share or

socialized among the teachers in order to be applied the goal of the

institution based on the curriculum can be achieved.

1.6 Definition of Key Term

In order to avoid misunderstanding and confusion on the parts of the

readers concerning the key terms used in the context of the present study, the

researcher needs to define the following terms which helps the study in defining

the terms that used in this present study:

1. Reading comprehension

Reading Comprehension is defined as the ability of the eighth grade

students in finding the main idea or general information, identifying

the specific information of the text, and identifying the textual

reference.

2. Think pair share

Think pair share technique is one of cooperative learning. Think pair

share technique is a technique to accustom students to improve reading

ability by their ideas. It challenges the assumption that all recitations or

discussions need to be held in whole group setting, and it has built in

procedures for giving students more time to think and respond and

7

help each others. This technique can be guide the students to their prior

knowledge background and make the students active in participating

classroom discussion.

3. SMPN 2 Abiansemal is government junior high school which is

located in Sedang village Abiansemal Badung Bali, where the present

research will be conducted.

8

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

A scientific study should be undertaken on the basis of some relevant

theoretical review and also empirical findings. To support this present

investigation, the writer thinks that it is very important to review some theoretical

points of view as well as review evidences. The present study is conducted on the

ground of the following theoretical review: (1) reading comprehension, (2) type of

reading, (3) component of reading, (4) narrative text, (5) think pair share

technique, (6) assessing Reading Comprehension.

2.1.1 Think-Pair-Share

Think pair share is a cooperative learning discussion. It is simple

technique but very useful which developed by Frank Lyman of the University of

Maryland.

Think pair share has grown out of the cooperative learning developed by

Frank Lyman (1985) and his colleagues at the University of Maryland. It is an

effective way to change the discourse pattern in a classroom. It challenges the

assumptions that all recitations or discussions need to be held in whole-group

settings, and it has built-in procedures for giving students more time to think and

to respond and to help each other (Arends, 2009:370).

This is a simple and quick technique; the instructor develops and poses

question, gives the students a few minutes to think about a response, and then asks

students to share their ideas with a partner. This task gives them opportunity to

9

collect and organize their thoughts. “Pair” and “Share‟ components encourage

learners to compare and contrast their understanding with those of another and to

rehearse their response first in a low-risk situation before going public with the

whole class (Mandal, 2009:98).

Furthermore, according to Himmele (2000:32) states that think pair share

is a powerful tool, it is only as powerful as the prompt on which students are

asked to reflect. Use prompts that require students to analyze the various points of

view or the components that are inherent in your standard target. Ask questions

that require students to explain how these components fit together or affect one

another.

Arends (2009:370-371) states that think pair share has grown out of the

cooperative learning developed by Frank Lyman (1985) and his colleagues at the

University of Maryland. It is an effective way to change the discourse pattern in a

classroom. Suppose a teacher has just completed a short presentation or students

have read an assignment or a puzzling situation the teacher has described. The

teacher now wants students to consider more fully what she has explained. She

chooses to use think pair share strategy rather than whole-group question and

answer. Think pair share has some steps should be followed by the teacher such

as:

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 answer if a

10

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

Usually, teachers allow no more than four or five minutes for pairing.

Step 3 : Sharing, in the final step, the teachers 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 and continue until about a fourth or half of the pairs

have had a chance to report.

This technique gives the students to work individually and make

interaction in pair, then share their ideas or opinions in the whole of classroom.

The following steps of applying the technique are:

1. The teacher divides the students into groups. Each group consists of four

students who has to heterogenic in term academic ability. Its means consist

medium student‟s ability and low student‟s ability.

2. The teacher distributes the reading material and its comprehensive

questions to each student in the classroom.

3. The teacher gives students time for thinking their own answer. The

allocation time should be appropriated with difficulties of reading material

and the numbers of the questions.

4. The teacher chooses student‟s number. The teacher announces discussion

partners. (Example: teacher chooses students 3 and 4 as the partners and

the same time, students 5 and 6 discuss their idea).

5. The teacher asks the students to pair with their partners to discuss topic,

solution, or opinion.

11

6. The teacher asks the students to discuss with other pair in the group. The

last, the teacher asks the students to share their ideas or opinion in the

whole of classroom after the teacher calls students randomly system

Azlina (2010:23) states that think-pair-share also called as multi-mode

discussion. It is a learning technique that provides processing time and builds in

wait-time which enhances the depth and breadth of thinking. The general idea of

think pair share technique is having the students independently think or solve a

problem quietly, then pair up and share their thoughts or solution with someone

nearby.

2.1.2 Reading Comprehension

Reading is an activity that the readers use sense of combination from some

symbols and a lot of letters becomes words and sentences to some paragraphs and

production a text. Readers transfer those words in their brain and manage those

words and symbols so that readers can get new information from a text.

Reading comprehension has multiple definitions and explanations. Reading

comprehension as the process of readers interacting and constructing meaning

from the text, implementing the use of prior knowledge of English grammar and

their decoding skills, developing their reading fluency and extending their ability

to comprehend what they read and view from the literal level to the inferential and

critical levels.

Elizabeth et al. (2000:14) states that Comprehension is the process of

deriving meaning from connected text. It involves word knowledge (vocabulary)

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

12

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

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. Recent studies have focus on

how readers use their knowledge and reasoning to understand the texts. The term

comprehension strategies are sometimes used to refer to the process of reasoning.

Good readers are aware of how well they understand a text while reading. Good

readers also take active steps to overcome difficulties in comprehension and

information use.

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. Reading skill it was pointed out that reading involves

correlating elements of language with meaning. The most familiar of all elements

of language are „words‟ and it must be quiet clear that part of what is involved in

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

text.

Reading means to understand the meaning of printed words, written

symbols. Reading is an active process which consists of recognition and

comprehension skill. Reading is an important activity in life with which one can

update his/her knowledge. Reading skill is an important tool for academic success.

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.

13

Reading is very necessary to widen the mind and gain and understanding of the

foreign culture. Reading is certainly an important activity for expanding

knowledge of a language.

Furthermore, according to Brown (2001:299), in bottom-up processing,

readers must first recognize a multiplicity of linguistics signals (letters,

morphemes, syllables, words, phrases, grammatical cues, discourse makers) and

use their linguistic data-processing mechanisms to impose some sort of order on

these signals. These data-driven operations obviously require a sophisticated

knowledge of the language itself. From among all the perceived data, the reader

selects the signals that make some sense, that cohere, that “mean”.

There are many reasons why reading is important for the teacher to teach

the students. Many students want to be able to read texts in English. It can help

them to improve their knowledge and give them additional skill for their careers in

the future. The teacher can use reading as media to teach vocabulary, grammar,

punctuation, the way to construct sentence, paragraphs etc. 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)

Reading comprehension is useful to help the students for gaining the

information about the text that they read. Reading also can evaluate students‟

vocabulary and then they also can interpret the meaning. Therefore, in this present

of 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 an active activity that tries to catch or identify the idea

14

of the text, the specific information whether it is about detail express or detail

implied and textual reference.

2.1.3 Types of Reading

There are four types of reading discussed under this heading, there are:

Extensive reading, Intensive reading, Silent reading, Reading aloud. A brief

discussion of these four types of reading is presented in the following section.

2.1.3.1 Extensive Reading

Patel & Jain (2008:119) states that the purpose of extensive reading will be

to train the students to read directly and fluently in the target language for

enjoyment, without the aid of the teacher. Extensive reading can be made the basis

for oral reports, to the rest of the class, or full class discussion. It may be the

source for written compositions in which students deal with specific issues arising

from the material in the book.

One of the fundamental conditions of a successful extensive reading

program is that students should be reading material which they can understand. If

they are struggling to understand every word, they can hardly be reading for

pleasure - the main goal of this activity (Harmer,2001:210).

Extensive reading is an approach to language teaching in which learners

read a lot of easy material in the new language. Students choose their own reading

material and read it independently of the teacher. They read for general, overall

meaning, and they read for information and enjoyment. Extensive reading is

different in many ways from traditional classroom practice, and teachers need to

explain to students what it is, why they are doing it (Julian &Ricard, 2004:1&3).

15

Patel & Jain (2008:120) states that Extensive reading assignments may

direct students to articles of current interest in foreign language magazines or

newspapers. To ensure that students do not become bogged down in reading

which is too complicated, the teacher will be well advised to discuss the relation

of articles to be read, with due regard to the special interests of the readers.

Extensive reading is the reading for pleasure.

Few Characteristics of Extensive Reading are:

1. It helps learner to develop to active vocabulary.

2. Extensive reading is silent reading.

3. In extensive reading the subject matter is emphasized.

4. In the extensive reading the learners play main role because they have to

ask for measures.

5. In extensive reading the idea can be developed.

6. The aim of extensive reading is to enrich learners' knowledge.

7. Through extensive reading the good reading habit can be developed.

2.1.3.2 Intensive Reading

Intensive reading is related to further progress in language learning

under the teacher's guidance. Intensive reading will provide a basis for explaining

difficulties of structure and for extending knowledge of vocabulary and idioms. It

will also provide material for developing greater control of the language in

speech and writing. The material selected should parallel the type of material the

advanced student would enjoy in the native language: short stories, novels, plays,

and poems, articles on scientific discoveries, artistic achievements, political

development, and aspects of contemporary community life in a country where the

16

language is spoken. Since this reading matter will be studied in detail, it will not

serve as the ideal vehicle for further practice in direct teaching.

Intensive reading can be called text reading or passage reading. In this

type of reading the learner reads the text to get knowledge. This reading is done

to carry out to get specific information. Intensive reading material will be the

basis for classroom activity. It will not only be read but will be discussed in detail

in the target language, sometimes analyzed and used as a basis for writing

exercises.

2.1.3.3 Silent Reading

Broughton et al (2003:92) state that Reading may also mean „silent

reading‟ and this is the interpretation which is most likely for the term. This is

perhaps the nearest approach to the essence of reading. It is obvious that by far the

greatest amount of reading that is done in the world is silent. A reading room is

silent room. But the nature of silent reading skill is far from uniform. It varies

according to the use to which it is being put. Some of the uses are to survey

material which is to be studied, to look through indexes, chapter headings and

outlines to skim particularly when one item of information is being sought in a

mass of other printed information to gain superficial comprehension, as when

reading for pleasure or preparing to read aloud to study the content of what is read

in some detail, to study the language in which the material is written. This may

involve textual study in the literary sense or it may involve the kind of language

study that foreigner may need to do.

Silent reading is the most important type of reading. Silent reading should

be introduced when the students has mastered the basic structured, comprehends

17

the meaning of words and can recognize and pronounce words accurately. Silent

reading enable s the students to read without making sounds and moving his lips.

It helps him read with speed, ease and fluency. It aids comprehension and expands

the student's vocabulary (Patel & Jain, 2008:116).

2.1.3.4 Reading Aloud

Reading aloud forms a foundation for the early literacy framework.

Reading aloud involves students in reading for enjoyment and provides

demonstration of fluent reading.

Broughton et al. (2003:91) state that the word reading of course has a

number of common interpretations. It may mean reading aloud, a very complex

skill which involves understanding the black marks first and then the production

of the right noises. Most people, if they are asked to read something, aloud, like to

have an opportunity to „glance over‟ what is they are being asked to read. In the

actual process of reading aloud too they usually find that their eyes are several

words if not lines ahead of their tongues.

Reading aloud is very important in teaching reading it is because the base

of words pronunciation. While teacher present model reading, this model reading

should be according the level of readers could understand it very well and

pronounce very well. It will be very difficult at secondary if it is not cared (Patel

& Jain, 2008:122).

Scott and Ytreberg (2004:57-58) states that reading aloud is often thought

of as reading round the class one by one, although many children seem enjoy it,

this type of reading aloud is not to recommended because it gives little pleasure

and is of little interest to the listener, it encourages stumbling and mistakes in

18

tone, emphasis and expression, it may be harmful to be silent reading techniques

of the other pupils, and it is a very inefficient way to use your lesson time.

2.1.4 Component of Reading

In reading, there are a lot of component of reading; however because

researcher focus on reading comprehension so that there are two component of

reading which to be discussed here, they are vocabulary and grammar. Both of

them are discussed as following:

2.1.4.1 Grammar

The grammar of a language is the description of the ways in which words

can change their forms and can be combined into sentences in that language. If

grammar rules are too carelessly violated, communication may suffer, although

creating a „good grammar rule is extremely difficult. Linguists investigating

native-speaker speech (and writing) have, over the years, devised various different

systems to describe how the language works (Harmer, 2001: 12).

Dykes et al. (2007:5) state that using grammar from the time we can speak

intelligible sentences, because grammar deal with „the abstract system of rules in

terms of which a person‟s mastery of his native language can be explained. „We

assume that it all happens naturally and are only confronted with the need to

understand and define how English works when learn another language or attempt

to teach English to others. The word „gramma‟ meaning „letter‟ has come down to

us in a path through several languages. In early times, the craft of using letters and

constructing messages with the use of symbolic markings was seen to indicate

magical powers, causing some early scholars to be seen as dealers in witchcraft

19

and consequently eyed with suspicion. The word „glamour‟, meaning a deceptive

charm, derived from the same source. However, in modem usage this word has

lost much of its detrimental connotation. The study of grammar is believed to

have its origins in both India and Greece for the study of written language. It is the

latter that provides the source of our own studies.

2.1.4.2 Vocabulary

Vocabulary is the knowledge of meanings of words. What complicates this

definition is the fact that words come in at least two forms: oral and print.

Knowledge of words also comes in at least two forms, receptive that which we

can understand or recognize and productive the vocabulary we use when we

write or speak. Oral vocabulary is the set of words for which we know the

meanings when we speak or read orally. Print vocabulary consists of those words

for which the meaning is known when we write or read silently. These are

important distinctions because the set of words that beginning readers know are

mainly oral representations. As they learn to read, print vocabulary comes to play

an increasingly larger role in literacy than does the oral vocabulary. Vocabulary

serves as the bridge between the word-level processes of phonics and the

cognitive processes of comprehension. National Reading Panel defined

vocabulary as one of two aspects of comprehension instruction, the other being

comprehension strategy instruction (Hiebert & Kamil, 2005:3).

2.1.5 Narrative text

English must be learned as a second language that is the major language

spoken in the community or the language of instruction in the schools where

20

English is taught as a foreign language. To make the students feel enjoyable and

pleasure in learning writing, teachers must select interesting reading text to teach

reading comprehension. The researcher chooses narrative texts as the reading

material.

Narrative is one of the most powerful ways of communicating with others.

A good written story lets your reader response to some event in your life as if it

were own. They not only understand the event but, they can almost feel it. The

action, details, and dialogue put the readers in these seem and make it happen for

them. Narrative text is text which contents is about a story, fable, fairy tales, folk

tale, legend, or short which consist of generic structure, orientation, complication,

evaluation and resolution.

2.1.6 Assessing Reading Comprehension

Assessment is a broad term covering any conscious effort on the part of

teacher or student to draw some conclusions on the basis of performance. Tests

are a special subset of the range of possibilities within assessment; of course they

constitute a very silent subset, but not all assessment consist of tests (Brown,

2001:415)

School teacher or principal should understand the value or reliable and

valid assessments of early reading progress. Timely, reliable assessments indicate

which children are falling behind in critical reading skills to teachers can help

them make greater progress in learning to read. Reliable and valid assessments

also help monitor the effectiveness of instruction for all children; without

regularly assessing children‟s progress in learning to read, we cannot know which

children need more help and which are likely to make good progress without extra

21

help. A comprehensive assessment plan is a critical element of an effective

school-level plan for preventing reading difficulties (Torgesen.2006:1)

Multiple-choice test measure a broad range of knowledge across the

contain area. Constructed-response test measure the ability to provide in depth

explanations of a few essential topic in a given subject area. Content specific

pedagogy tests, most of which are constructed response, measure the

understanding of how to teach certain fundamental concepts in a subject area. The

tests do not measure the actual teaching ability, however. They measure our

knowledge of a subject and of how to teach it. The teachers in this field who help

us design and write these tests, and the states that require them, do so in the belief

that knowledge of the subject area is the first requirement for licensing in teaching

and learning process.

Furthermore, in this research, the researcher expects that the students‟

reading comprehension will be increased after four sessions are conducted. In

every teaching sessions will be completed with post-test which uses 10 multiple-

choices in each post-test, and then the students should answer correctly which is

in this case, the scoring of the test will be 1 – 0 each question, where the right

answer gets 1 point and the wrong answer gets 0.

2.2 Empirical Review

Here the researcher wants to share the relevant result of the study that the

other researcher has been done earlier such as the following;

1) The research which has been done by Utama in 2013.

The title of his research is The effect of Think Pair Share Teaching

Strategy to Students‟ Self-Confidence and Speaking Competency of

22

The Second Grade Students of SMPN 6 Singaraja. The research

finding or the conclusion of his research is the student‟s speaking

ability can be improved through Think Pair Share strategy.

2) The research which has been done by Astiyandha in 2012

The title of her research is The Effectiveness of Think Pair Share

Method to Teach Reading Comprehension Viewed From Students‟

Motivation. The research finding or the conclusion of her research is

the student‟s reading comprehension ability can be improved through

Think Pair Share.

3) The research which has been done by Syahputra in 2011

The title of his research is Improving Students‟ Achievement In

Writing Descriptive Text Through Think Pair Share. The research

finding or the conclusion of his research is the student‟s writing ability

can be improved through Think Pair Share.

4) The research which has been done by Sumarsih in 2012

The title of her research is Improving students‟ Achievement In

Writing Narrative Text Through Think-Pair-Share Technique. The

research finding or the conclusion of his research is the student‟s

writing ability can be improved significantly through Think Pair Share.

2.3 Hypothesis

The hypothesis is useful to give the tentative solution which can help the

researcher in finding the result and conclusion of the study. It is a reasonable

belief in doing investigation whether it becomes true or not; however, it gives the

strong belief for the researcher to investigate the problem which is faced by the

23

student. Therefore, in this study the hypothesis can be stated as follows: the

reading comprehension of the eighth grade students of SMPN 2 Abiansemal in

academic year 2013/2014 can be improved through think pair share technique.

24

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of study were eighth grade students of SMPN 2 Abiansemal

in academic year 2013/2014. At VIII A class there were 29 students in classroom

who consist of 11 males and 18 females. The students were chosen because they

have problem in reading comprehension through cooperative learning.

3.2 Research Design

Based on the problem, an action research design was conducted by the

researcher. Action research is about taking action based on research and

researching the action taken. It can be used to enhance everyday work practices,

to resolve specific problems, and to develop special projects and programs.

Action research is based on the premise that local conditions vary widely and that

the solutions to many problems cannot be found in generalized truths that take no

account of local conditions (Ary et al. 2010:512).

The scope of action research as a method is impressive. Action research

may be used in almost any setting where a problem involving people, tasks and

procedures cries out for solution, or where some changes of feature result in a

more desirable outcome. It can be undertaken by the individual teacher, a group

of teachers working co-operatively within one school, or a teacher or teachers

working alongside a researcher or researchers in a sustained relationship,

possibly with other interested parties like advisers, university departments and

sponsors on the periphery who conduct the investigation (Cohen et al. 2005:226)

25

Furthermore, according Norton (2009:51) states that Action research is a

broad umbrella term for what is actually a wide range of research paradigms and

processes, each with its own philosophies and rationales.

Action research is concerned equally with changing individuals, on the

hand, and, on the other, the culture of the groups, institutions and societies to

which they belong. The culture of the groups can be defined in terms of the

characteristic substance and forms of the language and discourses, activities and

practices, and social relationship and organization which constitute the

interactions of the group. (Cohen et al. 2005:227). Action research is a form of

collective self-reflective inquiry undertaken by participants in social situations in

order to improve the rationality and justice of their own social or educational

practices, as well as their understanding of these practices and the situations in

which these practices are carried out. The approach is only action research of the

group is collaborative, though it was important to realize that the action research

of the group was achieved through the critically examined action of group

members. There are four steps of the cycle which consist of pre test, planning,

observation, and reflection. There were minimal two cycles which has done in

classroom action research. It was shown in figure below.

CYCLE 1 :

CYCLE 2 :

Those were four steps which were conducted by the researcher to improve

students‟ ability especially in reading comprehension. The first one was pre-test

which was held to know initial students comprehension. Since the problem still

Pre-test Planning Action Observation Reflection

Revise Planning Action Observation Reflection

26

existing, the next cycle was conducted again. Next cycle, planning was arranged

with consideration of the students‟ weakness. Post-test was arranged at the end of

the cycle which the function shows the achievement after giving treatment to the

students.

3.3 Research Procedure

In classroom action research there were two cycles which had to be used

by researcher. There were planning, action, observation and reflection. Before a

cycle was conducted, a pre-cycle process was conducted to determine the

students‟ ability in reading comprehension based on their level of academic skill.

A. Pre-cycle

The researcher checked the students‟ ability before giving treatment to the

students in teaching and learning process. In generally, there were some activities

which have been done by teacher. The activities were as follows:

1. Observing the English teaching and learning process

2. Giving the pre-test to the students

3. Divided the students into three categories based on their academic

skill.

Those are high, medium, and low academic skill.

3.3.1 Planning

Knowing that the result of the pre-test was low, the researcher then

decided to do some treatments to the students to improve their ability in reading

comprehension. But before carrying out the treatments, firstly the researcher had

to make planning to make the process of the treatments run smoothly. As the aim

27

of this study was to improve the students‟ ability in reading comprehension, so the

planning was generally formulated by the writer as follows:

1. Deciding the topic for the first and second cycle which was as the theme or

leading information for the discussion in the classroom

2. Preparing the Lesson plan

3. Preparing the teaching aids such as reading texts that were used for the first

and second cycle. In this present study, the researcher was used narrative text.

4. Constructing reflection or post-test in the form of multiple-choice at the end

of each session which post-test was consist of 10 items.

3.3.2 Action

Researcher applied treatment in teaching and learning process depends on

material. In this classroom action research, the researcher used think pair share

technique in teaching reading comprehension. There were some treatments were

applied as follows:

1. The teacher divided the students into groups. Each group consisted of four

students who had heterogenic academic ability. It meant that students

consisted of high student‟s ability and low student‟s ability.

2. The teacher distributed the reading material and its comprehensive questions

to teach student in the classroom.

3. The teacher gave students time for thinking their own answer. In this activity,

the teacher gave the students 10 minutes to think about the answer

individually.

28

4. The teacher chose student‟s numbers. The teacher announced discussion

partners. (Example: teacher chose students 3 and 4 as the partners and the

same time, students 5 and 6 discussed their idea).

5. The teacher asked the students‟ worked in pair with their partners discussed

topic, solution, or opinion.

6. The teacher asked the students to discuss with other pair in the group.

7. The last, the teacher called the students randomly and asked students to share

their ideas or opinion in the whole of classroom.

3.3.3 Observation

Observation was also very important to be done by the researcher during

the treatment. It was done in order to know the effectiveness of the teaching

learning process during the treatment and also to find out whether the technique

being applied was able to improve their reading comprehension ability. In this

case, the writer had to monitor the students‟ activities as well as their behaviors

and then noted it down into a book called researcher‟s diary. The changing

behaviors here included positive attitudes, higher motivation in reading

comprehension and they certainly reflected through their activity and creative

participation and involvement in reading comprehension. In this observation the

researcher found the weaknesses which should be overcome immediately and it

also gave the information about the improvement in the action. Thus, it helped the

researcher to prepare the strategic plan in overcoming their problems and also

preparing their needs to improve their ability in reading.

29

3.3.4 Reflection

Reflection was done in order to find out the result of the action and

observation. It was also done in order to find the strength and weakness of the

method. The present classroom action research was divided into two cycles where

each cycle consisted of two sessions. Because there were four sessions in this

classroom action study, the researcher had to provide reflection four times. Each

reflection was administering during the post activities of the sessions. Thus, the

post activities consisted of 10 multiple choice test items based on the reading text

being discussed. The result of reflections or post test in cycle I would be a

feedback to plan the actions in cycle I in improved way.

3.4 Research Instrument

Selecting appropriate, valid and reliable research instruments is a very

essential step of a scientific investigation. This is due to the fact that merely the

qualified research instruments can result in the valid and reliable required data of

the study being carried out. Without instruments, it is impossible for the

researcher to collect data.

In relation to what have been stated above, there are a number of research

instruments that are usually used by the researcher in conducting a research those

are interview, lesson plan, tests and questionnaires. On this study, the instruments

used by the researcher were:

3.4.1 Lesson Plan

Lesson plan was prepared in order the teacher has clear activities which

would be done in the classroom. Lesson plan involved some activities that were

30

conducted, teacher‟s material and technique which were applied in learning

process.

3.4.2 Test

Test is a method of measuring a person‟s ability, knowledge, or

performance in a given method (Brown. 2004 : 3). There were two kinds of test

such as pre-test and post test. Pre-test was given to the students in order to know

the comprehension of their basic knowledge before the teacher gave treatments to

them. Then, it was continued by Post-test. It was used to measure students‟

achievement after the treatment was given by the teacher. It was given at the end

of cycle 1. It was continued in cycle 2 if there was no upgrade achievement from

students based on their result pre test between post tests.

3.4.3 Questionnaire

Questionnaire consist of some questions which the function got

information about students‟ feeling, motivation, respond or problem during the

action so that the teacher as soon as possible knew the steps action which should

be applied in next teaching process.

3.5 Data Collection

In measuring the students‟ comprehension on reading , the researcher need

multiple choice test that were administered at the end of every meeting, the tests

were in the form of multiple items.

There are considerably three kinds of raw scores which were obtained,

those were as the following:

1. Scores gained after administering of pre-test indicating the subjects‟

pre-existing mastery in reading. The researcher gave pre-test to the

31

students in order to know their ability. The test was used as initial

reflection to find the problem that was faced by the students

2. Score showing the subjects‟ progress achievement in reading

comprehension collected after administering post test. The researcher

administered post test at the end of the each session to find out the

result of the action.

3. Scores showing the subjects‟ changing learning behavior. The

researcher gave questionnaire to the students at the end of the session

in cycle II.

3.6 Data Analysis

The most important data required to answer the research question under

study were collected through administering pre-test and post-test and some

supporting additional data were gathered through administering questionnaire to

the subject under study. Therefore, there were three kinds of raw scores obtained

for the present class action study as follows:

1. Scores indicating the subjects‟ pre-existing ability in comprehension.

2. Scores showing the subjects‟ progressing achievement in reading

comprehension

3. Scores showing the subjects‟ changing learning behavior

The data obtained for the present study were analyzed descriptively so as to find

out the extent of the students‟ progress or increasing ability in reading

comprehension. So that, the mean score obtained by the subjects in initial

reflection or pre-test was compared with its corresponding mean scores in

reflections or post test for both cycle I and II. The scores showing the subjects‟

32

changing learning behavior were computed. To make it clear, the comparative

corresponding mean between IR and Reflection scored were presented in the form

of graph. The grand mean of cycle I and cycle II are calculated by totaling the

means scores in each cycle and then divided by two. The grand mean of cycle I

and Cycle II was finally compared. The amount of the differences between the

two means show increasing effectiveness of cycle I and cycle II. The analyzed

data involved three stages:

1. Correcting the students‟ answer of each meeting in every cycle. The

score of each student was counted using this formula:

2. The mean score of the whole students was counted using this formula:

Μ =

Where :

M = Mean Score

ΣX = The sum of the total Score

N = The number of students

Score Obtained

X 100

Maximum score

33

3. The percentage of the students‟ response on the questionnaire was

counted using this formula:

3.7 Success Indicator

The curriculum used in SMPN 2 Abiansemal suggests that the students‟

minimum score is 76. This research was regarded to be successfully done if 80%

of subjects under study have obtained 76 in reading comprehension.

The sum of chosen items

X 100%

The sum of total chosen items

34

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

This chapter discusses the result of the classroom action research. It was

done by the researcher to find out the students‟ ability in reading comprehension

through think pair share by administering pre-test and post-tests to the subject

under study of the eighth grade students SMPN 2 Abiansemal in academic year

2013/2014. The data obtained was in the form of multiple choice items which was

given at the end of each session in cycle I. However, since there was no

significance improved achievement from the subject of the study, then the

researcher would have arranged the cycle II with revise version.

For more detailed information about the students‟ achievement during the

treatments in cycle I and cycle II, all of the data obtained by the subjects of the

study are presented by the writer in the form of raw score into the following table:

Tabel 4.1.

Tabulation of Data showing the subject progressing scores in Reading

Comprehension through Think Pair Share Technique

Subject (IR) CYCLE I CYCLE II

Session 1 Session 2 Session 3 Session 4

1 50 60 70 80 90

2 60 70 70 80 90

3 50 60 70 80 80

4 30 40 60 80 80

5 45 50 60 80 90

6 45 50 60 70 80

7 45 60 60 80 90

35

8 40 50 70 70 80

9 50 60 60 80 90

10 50 60 70 80 90

11 45 50 60 70 80

12 25 60 70 90 100

13 50 60 70 80 80

14 50 60 70 80 100

15 35 40 60 80 90

16 35 40 50 70 80

17 50 60 70 80 90

18 50 60 60 70 70

19 50 60 70 80 90

20 50 60 60 70 80

21 45 50 60 70 80

22 50 60 60 70 80

23 50 60 70 80 90

24 50 60 70 70 70

25 50 70 70 80 90

26 35 70 70 80 100

27 50 60 70 80 90

28 40 70 70 80 90

29 45 50 60 70 100

TOTAL

SCORE 1320 1660 1890 2230 2510

Note :

IR : Initial Reflection

S1 : Session 1

S2 : Session 2

S3 : Session 3

S4 : Session 4

36

4.1.1 Pre-Cycle

In order to know the basic ability in reading comprehension of the subject

study, the researcher collect data were gathered through administering pre-test on

Wednesday, 4th

December 2013. In pre-test, the subjects of the study asked to

answer 20 items of the question and answer test to determine their ability in

reading comprehension. In this activity, the researcher checked the students‟

ability before giving treatment to the students in the teaching and learning process.

The subject of the study obtained the mean scores of pre-test in Reading

Comprehension was 45.52. This mean figure showed that the subject under study

were low in reading comprehension. It was because many factors dealing with it

such as lack of vocabulary, does not know the meaning of the text and confused

with the grammar.

Data analysis in the pre-test was counted using this formula :

The X0 of IR scores = X 0 = 1320 = 45.52

n 29

4.1.2 Cycle I

There were three kinds of instruments used in gathering the data of the

present classroom action research; they were pre-test, post test, and questionnaire.

Before administering post-test, the researcher gave treatment in teaching learning

process to the students. There were two sessions in Cycle I, which by the end of

teaching learning process each cycle consisted of post-test. There were 10

questions in post-test in the term of narrative text. The researcher collected the

data of session 1 on Thursday, 5th

December 2013 and for the session 2 was

continued in the next day, Friday, 6th

December 2013.

37

In Cycle I session 1, the result of the subject of the study was higher than

the result of pre-test. It was because the researcher had given the students

treatment, so that the students easier to answer the post-test in session 1 and

sessions 2. In this activity, the researcher was given the students the material

about the generic structure in narrative text, give the students the technique how to

find the right answer and allowed them to had question and answer session to help

the problem that faced by the students during the treatment.

The data should be accurately analyzed and the result of the analysis was

discussed as the following:

1. The X1 of IR scores = X 1 = 1660 = 57.24

n 29


n 29

3. Grand mean of Cycle I : S1 + S2 = 57.24 + 65.17 = 61.20

2

4.1.3 Cycle II

The data scores of post-test in session 1 and sessions 2 in cycle I showed

that there was the student‟s progress achievement in reading comprehension

especially in the term of narrative text. For the session 3 the researcher was

collected the data on Saturday, 7th

December 2013, for the session 4 and

questionnaire was collected on Monday, 9th

December 2013. The subject of the

study By knowing the weakness that found in each session in Cycle I and based

on the curriculum used in SMPN 2 Abiansemal suggested that the students‟

minimum score is 76, therefore, the researcher has arranged the cycle II with

38

revised version. The researcher hopes that the subjects of the study would show

the increasing scores in this cycle because this research was regarded to be

successfully done if 80% of subjects under study obtained 76 in reading

comprehension.


n 29


n 29

3. Grand mean of Cycle II : S3 + S4 = 76.90 + 86.55 = 81.73

2

Table 4.2

Summary of the Research Finding Showing the Mean of Each Session and Grand

Mean of Cycle I and Cycle II

Pre-test / IR S0 XO 45.52 Grand Mean

Cycle I S1

S2

X1

X2

57.24

65.17

X1= 61.20

Cycle II S3

S4

X3

X4

76.90

86.55

X1= 81.73

However, the additional data needed data for the present classroom action

research was collected through administering questionnaire to the subject under

study at the end of cycle II, in order to know subjects‟ changing behavior.

The answer of the questionnaire were quantitatively scored using the

rating 1-4 and the expected answer are A, B, C, and D. Each option had its scale

39

such as 4 for the item A, 3 for the item B, for 2 the item C, and 1 for the item D.

The result of questionnaire was descriptively analyzed in the form of comparative

percentage. The scores obtained from administering questionnaire showed the

subjects‟ changing attitudes and motivation in reading comprehension through

think pair share technique. The obtained data showing the subjects‟ total score of

the questionnaire were tabulated as follows:

Table 4.3

Tabulation of Data indicated the subject‟s Changing Learning behaviors in

Reading Comprehension through Think Pair Share Technique.

SUBJECT OF STUDY A(4) B(3) C(2) D(1)

1 16 9 2 -

2 16 15 4 -

3 20 12 2 -

4 20 12 2 -

5 12 9 - -

6 12 21 6 -

7 16 12 4 -

8 16 15 2 -

9 20 12 - -

10 20 12 - -

11 12 18 2 -

12 20 9 4 -

13 12 18 2 -

14 20 9 4 -

15 12 18 2 -

16 16 15 2 -

17 20 9 2 -

18 16 18 - -

19 24 9 - -

20 24 6 2 -

21 24 6 2 -

22 16 15 2 -

23 16 18 - -

24 20 15 - -

25 12 6 6 -

26 20 9 4 -

40

27 8 18 6 -

28 16 15 2 -

29 12 16 2 -

TOTAL SCORE 488 376 66 -

TOTAL A + B + C + D = 930

Scores of the items of questionnaire in which the subject‟s total answer for

item A, B, C, and D were showed as follows:

1. The percentage of items A = 488x 100% = 52.47%

930

2. The percentage of items B = 376 x 100% = 40.43%

930

3. The percentage of items C = 66 x 100% = 7.10%

930

4. The percentage of items D = 0 x 100% = 0%

930

4.2 Discussion

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

mean scores of the pre-test (IR) obtained by the subjects under study in reading

comprehension was 45.52. This mean figure obviously showed the subjects under

study were low in reading comprehension as there were many factors dealing with

it.

The result of the data analysis of the post-test (R) scores in cycle I (S1 and

S2) showed that the increasing mean figures of 57.24 and 65.17. The mean figure

obtained by the subjects for each session in Cycle I was obviously much higher

than the mean figure of the Initial Reflection scores. This grand mean of cycle I

showed the noticeable progress of the students‟ ability in reading comprehension

especially in narrative text.

41

The result of the data analysis of the reflection of post-test scores obtained

by the subjects under study for cycle II (S3 and S4) pointed out the increasing

mean figures of 76.90 and 86.55 compared with the grand mean figure of IR

score, the mean figure obtained by the subjects under study each session was

much higher than IR mean figure. The grand mean figure of the reflection of post-

test scores obtained by the subjects under study in cycle I was 61.20 and cycle II

was 82.75. It was showed the significance different between cycle I and Cycle II

was 20.53. The difference of the main figure suggested that the improving reading

comprehension in cycle II, (S3 and S4) through Think Pair Share Technique were

effective than cycle I. It because of the fact that cycle II was revised version of

cycle I, which in teaching scenario or lesson plans in cycle II were taking into

account the weakness found out in cycle I. It was showed that the grand mean of

the reflection score in cycle II was much higher than the scores in cycle I.

The result of the data analysis of the questionnaire scores showed the total

response of the questionnaire item A, B, C, and D were 52.47%, 40.43%, 7.10%

and 0%. This figure confirmed that the subjects‟ learning behaviors change

positively in reading comprehension using Think Pair Share technique, those were

their attitude and motivation heightened considerably. It showed that teaching

reading comprehension especially in narrative text through Think Pair Share

technique could make creative participation and interested for reading. The

findings of the present classroom action study were in line with the existing

research findings, which have discovered learning reading comprehension

especially in narrative text through Think Pair Share technique was significantly

effective and gave significance improvement to the students‟ ability in reading

42

comprehension was gradually improved. Therefore, the hypothesis stated as the

following: the reading comprehension of the eighth grade students of SMPN 2

Abiansemal in academic year 2013/2014 can be improved through think pair share

technique was confirmed.

For more detail, the subject‟s progressing grand mean figures of the pre-

test (IR) scores post-test (R) scores obtained by the eighth grade students of

SMPN 2 Abiansemal for cycle I and II could be presented as the following graph:

Graph 4.1 : Depicting the subjects‟ Progressing Ability in Reading

Comprehension especially in narrative text through Think Pair Share technique in

cycle I

0

10

20

30

40

50

60

70

X0 X1 X2

45.52

57.24

65.17

43

Graph 4.2: Depicting the subjects‟ Progressing Ability in Reading Comprehension

especially in narrative text through Think Pair Share technique in cycle II

Graph 4.3 : Depicting the subjects‟ Progressing Grand Mean Taught Reading

Comprehension especially in narrative text through Think Pair Share technique

0

10

20

30

40

50

60

70

80

90

X0 XI XII

45.52

61.20

81.73

0

10

20

30

40

50

60

70

80

90

X0 X3 X4

45.52

76.90

86.55

44

CHAPTER V

CONCLUSION AND SUGGESTION

The result discussion throughout the present classroom action research

which dealt with improving reading comprehension by using Think Pair Share

technique to the eighth grade students of SMPN 2 Abiansemal in academic year

2013/2014 could finally be conducted in this chapter. Some practical suggestions

in reference to the significance of the established research findings were also

advised in this chapter so that the findings of this study could be importantly give

some convenience for the teachers and for the students in English teaching and

learning process.

5.1. Conclusion

The present classroom action research was conducted to help the students

improve and develop their ability in reading comprehension. The eighth grade

students of SMPN2 Abiansemal were selected by do preceded by conducting a

preliminary study. Based on the study, it was showed that the eighth grade

students faced big problem in their reading comprehension.

The main data required for the study were gathered through administering

pre-test and pot-test to the subjects under study. Some supplementary data were

collected by means of administering questionnaire to the subjects under study.

Before the treatments were given (in Initial Reflection), the students‟ ability in

reading comprehension was low, where it was proved by the result of their mean

score in the pre-test which was only 45.52. Then in Cycle I, after the treatments

were given in four sessions with a post-test at the end of each session, the grand

45

means of reflection scores for cycle I obtained by subjects under study showed the

succeeding mean figures of 57.24 and 65.17 for S1 and S2 correspondingly. The

grand mean of the reflection scores in cycle I figure the mean figure of 61.20. The

means of reflection scores for cycle II obtained by subjects under study also

showed the succeeding mean figures of 76.90 and 86.55 for S3 and S4

correspondingly. The grand mean of reflection scores in cycle II figure the mean

figure of 81.73. The established mean figures for each session were much higher

than the IR mean figure from S1 to S4. It showed that the resulted mean figures

progressed and increased significantly.

The data result of the questionnaire scores clearly showed the comparative

percentage figures of 56.11%, 38.83%, 5.04% and 0% for the respective total

responses of the items of the questionnaire option A, B, C, and D. These findings

significantly proved that the attitude and the learning motivation changed and

heightened positively. The findings also pointed out that the subjects under study

also have increased motivation in reading comprehension. It clearly suggested that

teaching reading comprehension through Think Pair Share technique could make

the students become active and significantly improve their reading

comprehension.

Therefore, the finding of the present study convincingly proved and

showed that the problems on reading faced by the eighth grade students of SMPN

2 Abiansemal in academic year 2013/2014 could be satisfactory overcome

through Think Pair Share technique in reading comprehension. The technique was

useful to change the student‟s behavior in English teaching and learning process

because the student could explore their skill in comprehending the material

46

reading through discussion with their peers or partners. It could be concluded that

Think Pair Share technique was an effective technique used to improve the

students‟ ability in reading comprehension.

5.2 Suggestion

Based on those findings above, the researcher wants to give the following

suggestion in helping teachers and students in English teaching and learning:

1. For the English teachers of SMPN 2 Abiansemal

a. It is suggested to use Think pair share as one alternative of good

technique in teaching reading comprehension since it can build up

the students‟ interest, participations and motivation in learning

reading comprehension.

b. In teaching and learning process, the most important single factor is

the teacher who has to promote friendly and fun classroom situation.

The teachers should be sensitive in creating, selecting and organizing

the teaching aids and manipulating the media to manage the class

activities, stimulating and maintaining the interest of the students,

emphasizing the enjoyable aspects of language learning and giving

the students a feeling of fun and success in their study. The result of

the study is also expected to enrich the teachers‟ knowledge about

the method and the technique. It can be some help for teaching

reading comprehension with its components such as finding word

meaning, important information, and main idea it is believed that the

students‟ ability in reading comprehension can be improved and

increased.

47

2. For the students

There is an expression in English, “If you do not want to loose it, use it. In

other words, you should practice all the time if you do not want to loose

your skill or you want to improve your English skill. This study can be

used as a way to improve their ability in comprehending a reading text, it

is greatly expected that the result of this study would be very useful since

this technique enables them to solve and overcome their problem in

reading and improve the students‟ reading comprehension. In order to have

quick significant improvement in reading comprehension, the students are

suggested to make use of public libraries as place for improving their

reading comprehension and expected to read various kinds of English

reading texts outside the school time.

3. For the other researchers:

a. Due to the time the writer was very much limited during this

research, then, it is suggested for the other researchers to conduct the

same research using the same technique but with longer time

allocation.

b. It is suggested to conduct the same study with the same technique

but to the higher level of students or schools like senior high schools

or even college / university students.

48

REFERENCES

Alhaidari, Mohammed S. 2006. The Effectiveness of Using Cooperative Learning

to Promote Reading Comprehension, Vocabulary, and Fluency Achievement

Scores of Male Fourth- and Fifth grade Students in a Saudi Arabian School.

The Pennsylvania State University.

Arends, Richard I .2009. Learning to Teach. New York : Mc. Grow Hill

Componies

Ary, Donald. 2010. Introduction to Research in education. United States Of

America : Wadsworth.

Astiyandha, tauricha at all. 2012. English teaching vol I. UNS University.

Azlina, N. A. Nik. 2010. Supporting Collaborative Activities Among Students and

Teachers Through the Use of Think-Pair-Share Techniques. Kuala Lumpur.

IJCSI. Vol 7

Broughton, Geoffrey. 2003. Teaching English as a Foreign Language. New York.

Routledge.

Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to

Language Pedadogy. Second Edition. New York: Longman.

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practices. New York: Longman.

Brown, H. Douglas. 2004. Principles of Language Learning and Teaching fourth

edition. Longman.

Cohen, Louis; Manion, Lawrence; Morrison Keith. 2005. Research Methods in

Education. Fifth Edition. London and New York; Taylor & Francise-

Library.

Dykes, Barbara. 2007. Grammar For Everyone. Victoria : Australia Council.

Elizabeth. S. Pang. 2000. Teaching Reading. International Bureau of Education

Elizabeth G. Cohen; Celeste M. Brody; Mara, S. Shevin. 2004.Teaching

Cooperative Learning. USA : State University of New York Press.

Gordon, Sarah Elisabeth. 2012. Think Pair Share Developing Comprehension and

The Classroom Community Using Higher-level Thinking in ASL and

English. San Diego University of California.

49

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Third

Edition. London: Longman.

Hiebert, H. Elfrieda and Kamil L. Michael. 2005. Teaching and Learning

Vocabulary. London : LEA

Himmele, Persida and Himmele, William. 2000. Total Participations Technique.

ASCD

Johnson and Johnson. 2000. Cooperative Learning Methods. Minnesota :

University of Minnesota.

Julian and Richard. 2004. Extensive Reading Activities for Teaching Language.

New York: Cambridge.

Mandal.2009. The modern journal of applied linguistics. Cooperative learning

strategy. India. Vol 1-2 94-102.

Norton, Lin S. Action Research in Teaching & Learning. New York Routledge.

Patel, M.F and Jain, M. Praveen. 2008. English Language Teaching (Methods,

Tools and technique). Jaipur : Sunrise.

Richard, Jack. C and Rodger, Theodore. S. 2001. Approaches and Method in

Language Teaching.Second Edition. Cambridge University.

Scott, Wendy A. and Ytreberg, Lisbeth H. 2004. Teaching English to Children.

London: Longman.

Sumarsih, Hj. And Saragih S. Zulfida. 2006.Improving Students’ Achievement In

Writing Narrative Text Through Think-Pair-Share Technique.

Syahputra, Adly and Ginting M. Elia. 2006. Improving Students’ Achievement In

Writing Descriptive Text Through Think Pair Share. Unimed.

Torgesen, Joseph K. 2006. A Comprehensive K-3 reading assessment plan.

Guidance for school leaders.

Utama, IM. Permadi. 2013. The Effect of Think Pair Share Teaching Strategy to

Students’ Self-Confidence and Speaking Competency of the Second Grade

Students of SMPN 6 Singaraja. E-journal Pascasarjana Undiksha.

50

APPENDICES

50

Appendix 1

Attendace List of Class VIIIA

NO NAME SEX

1 Adi Naranatha I.B Male

2 Agus Andika Pratama Gd. Male

3 Aristya Dwinanda Putra Md. Female

4 Armeniawati Ni Wayan Female

5 Ayu Wristy Yulia Dinantha Md. Female

6 Devi Savitri Ni Luh Putu Female

7 Dewa Ayu Galuh Megaswari Female

8 Dewi Patmitasari Ni Putu Female

9 Diah Purnami Ni Kadek Female

10 Dina Juliantari Ni Putu Female

11 Dwi Rastiti Sadhayanti Kd. Female

12 Emi Ardiani Ni Kadek Female

13 Febryana Suryaputri Berata I Female

14 Istri Kumala Dewi A.A.A Female

15 Kanaya Pratiwi Ni Kadek Female

16 Lanang Setiawan I Gede Male

17 Melia Ayu Suari Putri Luh Gd Female

18 Pande Putu Dika Pranata Male

19 Pandu Pratama I Putu Male

20 Pebri Budiartini Ni Kadek Female

21 Peni Antari Ni Wayan Female

22 Putra Mahardika I Putu Male

23 Shindy Pramesti Purwantari Female

24 Swastika I Putu Male

25 Veby Tri Kusumayani Ni Nym Female

26 Widya Martha Pratiwi Ni Md Female

27 Windhu Santika I Made Male

28 Wisnu Male

29 I B Mahendra Kertanegara Male

51

Appendix 2

PRE-TEST

Name :

Class /Number :

Time allocation : 15 minutes

PETUNJUK UMUM

1. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah

disediakan pada lembar soal.

2. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.

3. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah

dan periksalah kembali pekerjaanmu sebelum dikumpulkan.

Read text carefully and choose the best answer by crossing (X) A, B, C, or D.

Read the text below to answer question 1-10

Ali Baba

Once upon a time there were 40 cruel thieves who put their stolen money

and treasures in a cave. They went in the cave by saying ”Open Sesame” to the

cave entrance. A poor person, named Ali Baba saw them while they were doing

that, so he heard the opening word. After they left, he went toward the cave and

opened it. Suddenly he found a very large quantity of money and golden treasures.

He took some of it and went back home. After that he became a rich man and his

brother wanted to know how he became rich.

Ali Baba turned into the richest man in his village. His evil brother was

really jealous of him, and wanted to know how he could get such a lot of money.

Therefore, when Ali Baba went to the cave again to take some more money, his

brother followed him. He saw everything, and decided to go back the next day to

take some money for himself. The next morning he found a lot of money in the

cave, and he wanted to take all of them. Unfortunately, when he was busy

carrying the money to his house, the thieves came. The boss of the thieves asked

him how he knew about the cave. He told everything, but unluckily they killed

him and went to Ali Baba‟s house.

After finding Ali Baba‟s house, they made a plan to kill him the following

night. Some of the thieves hid in big jars, and the boss pretended that he was a

merchant who wanted to sell the jars to Ali Baba. Ali Baba who was a kind man

invited the boss of the thief to have lunch together.

After lunch they took a rest. Luckily, the house maid went out of the

house, and found that there were thieves inside the jars. She finally boiled hot oil

and poured it into the jars to kill all of them. The boss of the thieves was caught,

and put into prison.

Ali Baba was saved from the danger, and he finally lived happily ever after with

his maid who became his wife shortly after.

1. What kind of the text is it?

A. Procedure

B. Description

C. Narrative

D. Recount

52

2. What is the purpose of the text?

A. Retelling past experience

B. Giving entertainment to the readers

C. Telling about the writers

D. Describing place

3. What is the generic structure of the text?

A. Orientation – description – identification

B. Orientation – Complication – Re-orientation

C. Orientation - Complication – Resolution – Re-orientation

D. General statement - A sequences explanation

4. Why could Ali Baba enter the cave?

A. Because he heard the opening word

B. Because he was a thief

C. Because he has a power

D. Because he saw the money and treasures in a cave

5. What was the reason of his evil brother jealous for?

A. Because Ali Baba has not tell his brother where did he get a lot of

money

B. Because Ali Baba was a handsome man

C. Because Ali Baba was a poor man

D. Because Ali Baba become a richest man in his village

6. How did Ali Baba become a richest man in his village?

A. He worked hardly

B. He took a lot of money from the thief‟s cave

C. He got the money at the forest

D. He was a seller

7. “He took some of it and went back home.” ( First Paragraph, fifth line)

The word “it” refers to....

A. The thief‟s cave

B. The forest

C. The money and gold treasures

D. The House

8. What did the thief do after saw that someone took his money?

A. The thief asked him to go away

B. The thief took him as a new member of cruel thief

C. The thief gave a torture to him

D. The thief asked the information then killed him

9. What did they plan after finding Ali Baba‟s house?

A. To take back the money

B. To sell the Jar to Ali Baba

C. To have lunch with Ali Baba

D. To kill Ali Baba in the following night

53

10. Who saved Ali Baba from the danger of the thief?

A. His evil brother

B. His friends

C. His maid then become his wife

D. His parents

The text for question no 11-15

The Princess and the Pea

There was a prince who wanted to marry a princess; but she would have to

be a real princess. He travelled all over the world to find one, but nowhere could

he get what he wanted. There were princesses enough, but it was difficult to find

out whether they were real ones. There was always something about them that

was not as it should be. S he came home again and was sad, for he would have

liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lighting, and

the rain poured down in torrents. Suddenly a knocking was heard at the city gate,

and the old king went to open it. It was a princess standing out there in front of the

gate. But, good gracious! What a sight the rain and the wind had made her look.

The water ran down from her hair and clothes; it ran down into the toes of her

shoes and out again at the heels. And yet she said that she was a real princess.

“Well, we‟ll soon find that out,” thought the old queen. But she said

nothing, went into the bed-room, took all the bedding off the bedstead, and laid a

pea on the bottom; then she took twenty mattresses and laid them on the pea, and

then twenty eider-down beds on the top of the mattresses. On this princess had to

lie all night, in the morning she was asked how she had slept. “Oh, very badly!”

said she. “I have scarcely closed my eyes all night. Heaven only knows what was

in the bed, but I was lying on something hard, so that I am black and blue all over

my body. It‟s horrible!”

Now they knew that she was a real princess because she had felt the pea

right through the twenty mattresses and the twenty mattresses and the twenty

eider-down beds. Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife, for now he knew that he had a real

princess; and the pea was put in the museum, where it may still be seen, if no one

has stolen it.

11. Which paragraph shows that princess did foolish action?

A. One

B. Two

C. Three

D. Four

12. “I have scarcely closed my eyes all night.” (third paragraph, fifth line)

The sentence shows that the Princess....

A. slept on a hard mattress

B. fell a sleep immediately

C. could sleep all night

D. did not get much sleep

54

13. “Took all the bedding off the bedstead, and laid a pea on the bottom.”

What is the synonym of “bedding”?

A. Blanket

B. Bed sheet

C. Pillow

D. Bolster

14. “Well, we‟ll soon find that out,” thought the old queen. (third paragraph,

first line)

The words “find that out” means that....

A. They will soon find her cunning

B. They will soon attacked her

C. They will soon get her out from the castle

D. They will soon know about her

15. Which paragraph is called complication?

A. First paragraph

B. First and second paragraph

C. Second and third paragraph

D. Fourth and fifth paragraph

The text for question 16-20

THE WITCH

One day, a young wanderer who get lost in the wood. Suddenly, he saw a

light form an old hut. He knocked on the door, and an old woman opened it. She

was crying, she said that the devil had stolen her magic candle. The candle could

grant anything she asked. The wanderer asked her where the devil lived. “In a

castle not far from here,” said the old woman.

The wanderer went to the castle. There, he found the devil, but he was old

and weak. Therefore when the wanderer grabbed the magic candle from the

devil‟s table and ran away, he couldn‟t chase him.

But the wanderer not was a kind man. He didn‟t return the candle to the

old woman, but kept it for himself. He lit the candle and made a wish. “I want to

go far away from here, “suddenly the genies appeared and took him to a beautiful

palace. There was party in the palace. The wanderer wanted to make some money.

So he lit the candle again and wished for some jewelry. He sold the jewelry to the

guest and was soon making a lot of money. Then the Princess came to buy the

55

jewelry, but there was nothing left. The wanderer fell in love with her and asked

her to marry him. The kind princess said yes. And they got married the next day.

In his happiness, the wanderer told the princess about his adventure and

the magic candle. Hearing that, the princess got very angry. At night she lit the

candle and wished that the wanderer disappear.

In the morning, the wanderer awoke and found himself back in his ugly

house in the village.

16. Where did the wanderer get lost?

A. In the ugly house

B. In an old hut

C. In the forest

D. In the castle

17. Why was the candle special? Because it....

A. could give a light

B. could grant anything we wanted

C. could kill the evil

D. could make us unhappy

18. These statement are correct, except:

A. The wanderer become a rich man

B. The wanderer got married with the princess

C. There was a party in the palace

D. The wanderer returned the candle

19. “... and an old woman opened it.” The word “ it” refers to

A. the palace

B. the hut

C. the castle

D. the door

20. Why did the princess get angry?

A. Because the wanderer was a poor man

B. Because the wanderer had a magic candle

C. Because the wanderer drudged the princess

D. Because the wanderer was disappear

56

ANSWER KEY

1. C

2. B

3. C

4. A

5. D

6. B

7. C

8. D

9. D

10. C

11. B

12. D

13. B

14. C

15. C

16. C

17. B

18. D

19. D

20. C

57

Appendix 3

LESSON PLAN

Cycle I, Session I

School : SMPN 2 Abiansemal

Subject : English

Language Skill : Reading Comprehension

Class / Semester : VIII (Eighth) / I

A. Standard Competence :

Understanding and practicing reading comprehension by using appropriate

register fluently and accurately in discourse and monologue text especially in

narrative text

B. Basic Competence :

Responding the meaning nuance in reading comprehension with appropriate

rhetorical steps in writing text especially narrative text

C. Indicators

1. Identifying and finding generic structure

2. Getting special information or message from the text

Kind of text : Narrative text

Theme : Legend

Skill : Reading Comprehension

Time allocation :2 x 40 minutes

D. Learning Objective

At the end of the learning :

1. Students are able to identify generic structure in narrative text

2. Students are able to find difficult word in the text

3. Students are able to get special information in narrative text

4. Students are able to answer the question

E. Learning Material

Narrative text which the title “Princess Mandalika”

F. Technique / Method :

Think pair share technique

G. Teaching and Learning Activities

ACTIVITIES LEANING PROCESS TIME

Teacher‟s Activity Student‟s Activity

Pre-activities 1. Teacher open the

class by greeting the

students

1. Students answer

teacher‟s greeting

10

minutes

58

2. Teacher introduces

herself to the students

3. Teacher check the

students attendance

list

4. Attract student‟s

attention through

interesting question

such as “have you

ever read story book

or fairly tale?” what

kind of fairly tale or

legend that you have

read?”

2. Students listen

carefully and ask

question to their

teacher

3. Students listen

their name

carefully

4. Students answer

teacher‟s question

and share their

fairly tale

collection

Whilst

Activities

5. Teacher explain the

generic structure in

narrative text

6. Then, Teacher gives

reading material and

asks students to read

it and answer those

comprehensive

question individually

(Think Activities)

7. Asking the students

into the pair to

discuss their answer

with their partner

(Pair Activities)

8. Asking students to

share their idea and

discussing the answer

with other pairs in

group

9. Sharing their ideas

and answer into the

whole of the class

randomly (Sharing

5. Students listen

carefully and pay

attention to

teacher‟s

explanation

6. The students read

about reading

material

individually and

get the

information from

the text (Think

Activities)

7. Students find their

partners and

discuss it together

(Pair Activities)

8. Students share

their opinion in

pairs

9. Some students

share their opinion

randomly in the

55

Minutes

59

Activities)

10. Teacher rechecks

student‟s answer in

generally

11. Teacher improves

student‟s answer

generally

whole of the class

(Sharing

Activities)

10. Students listen

and pay attention

to the teacher‟s

explanation

11. Students make

some notes after

teacher explain it

Post

Activities

12. Teacher asks the

students “Do you

have any questions?

13. Teacher answer

student‟s question

14. Teacher gives post

test to the students

15. Teacher ask students

to give summary

what they have

learned today

Teachers closing

material and say

good bye

12. Students raise

his/her hands and

ask a question

13. Students pay

attention to

teacher‟s

explanation and

make some notes

14. Students answer

post test

15. Students give

summary to

teacher and note

it

Students say

good bye

15

minutes

H. References

Yuliani, Marta dan Artini, Yuniarti Dwi. September 2012. PR Bahasa

Inggris. PT Intan Pariwara

WWW.Englishindo.com

http://www.englishindo.com/

60

I. Assesment

Technique : Written Test

Form : Answering Multiple-choice question of narrative text

Instrument : Multiple-Choice

Sedang, 5 December 2013

Researcher,

Ni Kadek Listiani

NPM. 10.8.03.5.1.31.2.5. 3824

61

Appendix 4

LESSON PLAN

Cycle I, Session II


Subject : English






narrative text




C. Indicators




Theme : Legend










Narrative text which the title “Golden Snail”



62


ACTIVITIES LEARNING PROCESS TIME




students


students attendance

list


attention through


such as “have you





read?”

1. Students answer


2. Students listen

their name

carefully

3. Students answer


and share their

fairly tale

collection

10

minutes

Whilst

Activities



narrative text




it and answer those

comprehensive


(Think Activities)


into the pair to


with their partner

(Pair Activities)




with other pairs in

group


and answer into the

4. Students listen

carefully and pay

attention to

teacher‟s

explanation


about reading

material

individually and

get the

information from

the text (Think

Activities)


partners and

discuss it together

(Pair Activities)

7. Students share

their opinion in

pairs

8. Some students

55

Minutes

63

whole of the class

randomly (Sharing

Activities)

9. Teacher rechecks


generally

Teacher improves

student‟s answer

generally

9. share their opinion

randomly in the

whole of the class

(Sharing

Activities)

10. Students listen

and pay attention

to the teacher‟s

explanation

Students make some

notes after teacher

explain it

Post

Activities


students “Do you

have any questions?

12. Teacher answer





to give summary

what they have

learned today

Teachers closing

material and say

good bye

10. Students raise

his/her hands and

ask a question

11. Students pay

attention to

teacher‟s

explanation and

make some notes

12. Students answer

post test

13. Students give

summary to

teacher and note

it

Students say

good bye

15

minutes

H. References



WWW.Englishindo.com

I. Assesment





64


Researcher,

Ni Kadek Listiani

NPM. 10.8.03.5.1.31.2.5. 3824

65

Appendix 5

LESSON PLAN

Cycle II, Session III


Subject : English






narrative text




C. Indicators




Theme : Legend










Narrative text which the title “Golden Cucumber”



66






students


students attendance

list


attention through


such as “have you





read?”

1. Students answer


2. Students listen

their name

carefully

3. Students answer


and share their

fairly tale

collection

10

minutes

Whilst

Activities



narrative text

5. The teacher explain

about tenses that used

in Narrative text




it and answer those

comprehensive


(Think Activities)


into the pair to


with their partner

(Pair Activities)




with other pairs in

4. Students listen

carefully and pay

attention to

teacher‟s

explanation

5. The students listen

carefully and

make a note


about reading

material

individually and

get the

information from

the text (Think

Activities)


partners and

discuss it together

(Pair Activities)

8. Students share

their opinion in

pairs

55

Minutes

67

group


and answer into the

whole of the class

randomly (Sharing

Activities)



generally


student‟s answer

generally

Some students

share their opinion

randomly in the

whole of the class

(Sharing

Activities)

9. Students listen

and pay attention

to the teacher‟s

explanation

10. Students make

some notes after

teacher explain it

Post

Activities


students “Do you

have any questions?

12. Teacher answer





to give summary

what they have

learned today

15. Teachers closing

material and say

good bye

12. Students raise

his/her hands and

ask a question

13. Students pay

attention to

teacher‟s

explanation and

make some notes

14. Students answer

post test

15. Students give

summary to

teacher and note

it

16. Students say

good bye

15

minutes

H. References



WWW.Englishindo.com


68

I. Assesment





Researcher,

Ni Kadek Listiani

NPM. 10.8.03.5.1.31.2.5. 3824

69

Appendix 6

LESSON PLAN

Cycle II, Session IV


Subject : English


Class / Semester : VIII (Eighth) / II




narrative text




C. Indicators




Theme : Legend










Narrative text which the title “The Frog Prince”



70






students

2. Teacher introduces

herself to the students


students attendance

list


attention through


such as “have you





read?”

1. Students answer


2. Students listen

carefully and ask

question to their

teacher

3. Students listen

their name

carefully

4. Students answer


and share their

fairly tale

collection

10

minutes

Whilst

Activities

5. The teacher explain

about tenses that used

in Narrative text



narrative text




it and answer those

comprehensive


(Think Activities)


into the pair to


with their partner

(Pair Activities)

5. The students listen

carefully and

make a note

6. Students listen

carefully and pay

attention to

teacher‟s

explanation


about reading

material

individually and

get the

information from

the text (Think

Activities)


partners and

discuss it together

(Pair Activitie

55

Minutes

71




with other pairs in

group

10. Sharing their

ideas and answer into

the whole of the class

randomly (Sharing

Activities)



generally


student‟s answer

generally

9. Students share

their opinion in

pairs

10. Some

students share

their opinion

randomly in the

whole of the class

(Sharing

Activities)

11. Students listen

and pay attention

to the teacher‟s

explanation

Students make some

notes after teacher

explain it

Post

Activities


students “Do you

have any questions?

13. Teacher answer





to give summary

what they have

learned today

16. Teachers closing

material and say

good bye

13. Students raise

his/her hands and

ask a question

14. Students pay

attention to

teacher‟s

explanation and

make some notes

15. Students answer

post test

16. Students give

summary to

teacher and note

it

17. Students say

good bye

15

minutes

72

H. References



WWW.Englishindo.com

I. Assesment





Researcher,

Ni Kadek Listiani

NPM. 10.8.03.5.1.31.2.5. 3824


73

Appendix 7

Post-Test

Cycle I, Session I

Name :

Class /Number :


PETUNJUK UMUM







The Princess and the Pea

There was a prince who wanted to marry a princess; but she would have to

be a real princess. He travelled all over the world to find one, but nowhere could

he get what he wanted. There were princesses enough, but it was difficult to find

out whether they were real ones. There was always something about them that

was not as it should be. S he came home again and was sad, for he would have

liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lighting, and

the rain poured down in torrents. Suddenly a knocking was heard at the city gate,

and the old king went to open it. It was a princess standing out there in front of the

gate. But, good gracious! What a sight the rain and the wind had made her look.

The water ran down from her hair and clothes; it ran down into the toes of her

shoes and out again at the heels. And yet she said that she was a real princess.

“Well, we‟ll soon find that out,” thought the old queen. But she said

nothing, went into the bed-room, took all the bedding off the bedstead, and laid a

pea on the bottom; then she took twenty mattresses and laid them on the pea, and

then twenty eider-down beds on the top of the mattresses. On this princess had to

lie all night, in the morning she was asked how she had slept. “Oh, very badly!”

said she. “I have scarcely closed my eyes all night. Heaven only knows what was

in the bed, but I was lying on something hard, so that I am black and blue all over

my body. It‟s horrible!”

Now they knew that she was a real princess because she had felt the pea

right through the twenty mattresses and the twenty mattresses and the twenty

eider-down beds. Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife, for now he knew that he had a real

princess; and the pea was put in the museum, where it may still be seen, if no one

has stolen it.

1. What kind of the text above?

A. Narrative

B. Recount

C. Descriptive

D. Procedure

74

2. How is the first condition of the princess?

A. She was so pretty

B. She was awful

C. She was so mussy

D. She was so cunning

3. Which paragraph shows that princess did foolish action?

E. One

F. Two

G. Three

H. Four

4. “I have scarcely closed my eyes all night.” (third paragraph, fifth line)

The sentence shows that the Princess....

E. slept on a hard mattress

F. fell a sleep immediately

G. could sleep all night

H. did not get much sleep

5. The communicative purpose of this text is to...

A. entertain the readers with fairy tale

B. describe how the princess sleep

C. persuade the readers to read the story

D. inform the readers about princess marriage

6. Which paragraph is called complication?

E. First paragraph

F. First and second paragraph

G. Second and third paragraph

H. Fourth and fifth paragraph

7. “Well, we‟ll soon find that out,” thought the old queen. (third paragraph,

first line)

The words “find that out” means that....

E. They will soon find her cunning

F. They will soon attacked her

G. They will soon get her out from the castle

H. They will soon know about her

8. “Took all the bedding off the bedstead, and laid a pea on the bottom.”

What is the synonym of “bedding”?

E. Blanket

F. Bed sheet

G. Pillow

H. Bolster

75

9. Why did they know that she was a real princess?

A. She had laid o the top of pea

B. She had felt the pea right through the twenty eider-down bed

C. She had felt the pea right through the twenty mattresses

D. She had felt the pea right through the twenty mattresses and the twenty

eider-down beds

10. What did the prince do to princess?

A. Prince drove out the princess

B. Princess drove out the princess

C. Prince married with the princess

D. Princess asked the prince to be her husband

ANSWER KEY

1. A

2. C

3. B

4. D

5. A

6. C

7. C

8. B

9. D

10. C

76

Appendix 8

Post-Test

Cycle I, Session II

Name :

Class /Number :


PETUNJUK UMUM







THE WITCH

One day, a young wanderer who get lost in the wood. Suddenly, he saw a

light form an old hut. He knocked on the door, and an old woman opened it. She

was crying, she said that the devil had stolen her magic candle. The candle could

grant anything she asked. The wanderer asked her where the devil lived. “In a

castle not far from here,” said the old woman.

The wanderer went to the castle. There, he found the devil, but he was old

and weak. Therefore when the wanderer grabbed the magic candle from the

devil‟s table and ran away, he couldn‟t chase him.

But the wanderer not was a kind man. He didn‟t return the candle to the

old woman, but kept it for himself. He lit the candle and made a wish. “I want to

go far away from here, “suddenly the genies appeared and took him to a beautiful

palace. There was party in the palace. The wanderer wanted to make some money.

So he lit the candle again and wished for some jewelry. He sold the jewelry to the

guest and was soon making a lot of money. Then the Princess came to buy the

jewelry, but there was nothing left. The wanderer fell in love with her and asked

her to marry him. The kind princess said yes. And they got married the next day.

In his happiness, the wanderer told the princess about his adventure and

the magic candle. Hearing that, the princess got very angry. At night she lit the

candle and wished that the wanderer disappear.

In the morning, the wanderer awoke and found himself back in his ugly house

in the village.

1. Where did the wanderer get lost?

E. In the ugly house

F. In an old hut

G. In the forest

H. In the castle

2. The devil who had stolen the woman‟s magic candle lived....

A. in an old hut

B. in the wood

C. in the castle

D. not far from here

77

3. What is the type of the text above?

A. Anecdote

B. Explanation

C. Descriptive

D. Narrative

4. What kind of tenses is the mostly used in the text above?

A. Past tense

B. Future tense

C. Present tense

D. Present continuous tense

5. Who stole the magic candle?

A. The woman

B. The wandered

C. The princess

D. The evil

6. Why was the candle special? Because it....

E. could give a light

F. could grant anything we wanted

G. could kill the evil

H. could make us unhappy

7. How was the devil?

A. He was old and weak

B. He was old and ugly

C. He was strong and brutal

D. He was kind but ugly

8. These statement are correct, except:

E. The wanderer become a rich man

F. The wanderer got married with the princess

G. There was a party in the palace

H. The wanderer returned the candle

9. “... and an old woman opened it.” The word “ it” refers to

E. the palace

F. the hut

G. the castle

H. the door

10. Why did the princess get angry?

E. Because the wanderer was a poor man

F. Because the wanderer had a magic candle

G. Because the wanderer drudged the princess

H. Because the wanderer was disappear

78

ANSWER KEY

1. C

2. C

3. D

4. A

5. D

6. B

7. A

8. D

9. D

10. C

79

Appendix 9

Post-Test

Cycle II, Session III

Name :

Class /Number :


PETUNJUK UMUM







LAKE TOBA

Once upon a time there was a man living in the area of the present day

Danau Toba (Toba Lake). He lived in a simple hut in a farming field, did some

gardening and fishing for his daily life. One day he caught a big golden fish in this

trap. It was the biggest catch he never had in his life.

Back home that fish turned into beautiful princess. He felt in love with her

and proposed her to his wife. She said yes with one condition. The man had to

promise not tell a soul about the secret that she was once a fish, otherwise there

would be a huge disaster. The man made deal and they got married and had a son.

Few years later, his son would help bringing lunch to his father out in the

fields. One day, his son was so hungry and he ate his father‟s lunch. He found out

and got furious, and shouted “You damned so child of a fish”.

The son ran home and asked his mother. His mother started crying, felt sad

that her husband had broke his promise. She told her son to run up the hills

because a huge disaster was about come. When her son left, she prayed. Soon

there was a big earthquake followed by non-stop pouring rain. The princess also

run from the house, and each footprint she left become a natural spring. The

whole area got flooded and become Toba lake. The princess turned into a fish

again and the man become the island of Samosir (the big island in the middle of

Lake Toba).

1. What did the people do in their daily life?

A. Fishing and Gardening

B. Fishing and singing

C. Gardening and walking

D. Gardening and swimming

2. Where did the man live?

A. In lake Toba

B. In farming field

C. In simple hut

D. In big house

80

3. “............. he never had in his life (the last sentence in first paragraph).”

The word “his” refers to .....?

A. the man‟s friend

B. fish

C. lake Toba

D. the man

4. What did he get in his trap?

A. Fishes

B. A beautiful princess

C. A golden fish

D. A daughter

5. What is the man‟s appointment with his wife?

A. He would never tell that his wife is a fish

B. He would never tell that he had a son

C. He would never that he lived in a hut

D. He would never fish again

6. Why did her father get angry?

A. Because his son help her mother to bring lunch

B. Because his father was so angry

C. Because his Son ate his father‟s lunch

D. Because his son was a fish

7. Why did her son run up to hills?

A. Because her mother want to pray

B. His father got furious

C. Her son was afraid with his father

D. A huge disaster was about to come

8. Which one of this statement is false?

A. A huge disaster was come when the son prayed

B. The man and the beautiful princess got married

C. His son was so hungry

D. The man‟s job are fishing and gardening

9. “............ a huge disaster .... (last paragraph).” The word“ huge is the same

meaning as .....

A. large

B. very large

C. bigger

D. biggest

10. What moral value can you get from the text?

A. Keep your appointment in your life

B. Be a diligent person

C. Don‟t cry if you have any problems

D. Always pray when you need it

81

ANSWER KEY

1. A

2. C

3. D

4. C

5. A

6. C

7. D

8. C

9. B

10. A

82

Appendix 10

Post-Test

Cycle II, Session IV

Name :

Class /Number :


PETUNJUK UMUM







PUTRI KEMUNING

Putri Kemuning and her mother lived in a jungle. They were poor. Putri

Kemuning help her mother collect woods in the jungle and sell them to the

market.

In the jungle, Putri Kemuning had animal friends. One day, Putri

Kemuning‟s mother was very ill. Putri Kemuning was very sad because she did

not have enough money to buy medicine. She then collected many woods and

plans to sell them. She wanted to spend the money to buy medicine.

While she was collecting the woods, Putri Kemuning met her animal

friend, the rabbit. He was worried because Putri Kemuning looked very sad. Putri

Kemuning told the problem to the rabbit. “I can help you. Take this ring and then

sell it ,”says the rabbit. “Is this your ring?” asked Putri Kemuning. “No. This is

the King Ngarancang Kencono‟s ring. It fell when he was hunting here.” Putri

Kemuning hestitated. She really needed the money, but it was not her ring. Finally

she said, “No, I have to return this ring tothe king.”

Putri Kemuning then went to see the king at his palace. “What is your

name and what is your purpose here?” said the king. “My name is Putri

Kemuning. I want to return your ring,” said Putri Kemuning. “Thank you very

much. Now I want to give you something. What do you want?” “I don‟t want

anything. I just want to go home. My mother is very ill,” replied Putri Kemuning.

“ You are a very kind girl. Now, take this gift,” said the king.

Putri Kemuning went home. When she arrived, Putri Kemuning told her

mother about the king‟s ring. Her mother was very proud of her. When they

opened the gift, they was a bag full of gold coins. They were very happy because

they can buy medicine.

1. Where did Putri Kemuning live?

A. In a jungle

B. In a forest

C. In a palace

D. In a castle

83

2. What did they do in the jungle? They.....

A. played with the animals

B. collected the woods

C. went to the market

D. spent the money

3. Why did Putri Kemuning feel sad?

A. Because she couldn‟t collect a lot of woods

B. Because her mother was ill and she did not have any money to buy

medicine

C. She only had a mother

D. Because nobody could help her

4. What did the rabbit give to Putri Kemuning?

A. Some money

B. Some medicine

C. Woods

D. A ring

5. Where did Putri Kemuning bring the ring?

A. To the market

B. To the castle

C. To the palace

D. To the hut

6. How was King Ngarancang Kencono?

A. He was an uncivil king

B. He was an arrogant king

C. He was a kind king

D. He was a worse king

7. What did the king give to Putri Kemuning?

A. A lot of money

B. A big house

C. Gold coins

D. Some medicine

8. Which one of these statements is false according to the fourth paragraph?

A. Putri Kemuning went to the palace

B. Putri Kemuning met the king

C. Putri Kemuning brought some medicine

D. Putri Kemuning returned the ring to the owner

9. What was the King‟s hobby?

A. Hunting

B. Swimming

C. Hiking

D. Fishing

84

10. Which one is the structure of the text above?

A. Orientation - complication – re-orientation - resolution

B. Orientation – complication – resolution – re-orientation

C. Re-orientation – orientation – complication – resolution

D. Re-orientation – complication – orientation - resolution

ANSWER KEY

1. A

2. B

3. B

4. D

5. C

6. C

7. C

8. C

9. A

10. B

85

Appendix 11

QUESTIONNAIRE

PETUNJUK UMUM

1. Isilah lebih dahulu Nama, Kelas dan No Absent pada lembar questionnaire

yang telah disediakan.

2. Pilihlah satu jawaban dari pertanyaan dibawah ini dengan mengisi data

silang (x) A, B, C, atau D dengan sejujurnya sesuai pendapat anda!

3. Terimakasih atas bantuan anda dalam menjawab pertanyaan kuisioner ini.

Pertanyaan

1. Apakah anda menyukai pelajaran Bahasa Inggris?

A. Sangat suka

B. Suka

C. Biasa saja

D. Tidak suka

2. Apakah menurut anda Bahasa Inggris itu penting?

A. Sangat penting

B. Cukup penting

C. Biasa saja

D. Tidak penting

3. Apakah anda menyukai reading comprehension dalam pelajaran Bahasa

Inggris?

A. Suka

B. Cukup suka

C. Biasa saja

D. Tidak penting

4. Apakah menurut anda belajar bahasa inggris dengan metode Think Pair Share

itu menyenangkan?

A. Sangat menyenangkan

B. Menyenangkan

C. Biasa saja

D. Kurang menyenangkan

5. Apakah anda menyukai pembelajaran memahami bacaan bahasa inggris

dengan menggunakan metode Think Pair Share?

A. Sangat menyukai

B. Menyukai

C. Biasa saja

D. Kurang menyukai

86

6. Apakah situasi pembelajaran melalui Think Pair Share dapat membantu

meningkatkan kemampuan anda dalam memahami bacaan bahasa inggris?

A. Sangat membantu

B. Membantu

C. Biasa saja

D. Kurang membantu

7. Apakah cara pembelajaran memahami bacaan bahasa inggris melalui Think

Pair Share membuat anda merasa semangat dalam belajar?

A. Sangat bersemangat

B. Bersemangat

C. Cukup beresemangat

D. Tidak bersemangat

8. Apakah dalam pembelajaran melalui Think Pair Share ini, anda terlibat dalam

kegiatan belajar mengajar?

A. Sangat terlibat

B. Terlibat

C. Cukup terlibat

D. Tidak terlibat

9. Bagaimana pendapat anda tentang cara mengajar reading comprehension yang

diajarkan guru anda selama ini?

A. Menarik sekali

B. Menarik

C. Biasa saja

D. Membosankan

10. Bagaimana pendapat anda tentang metode Think Pair Share tepat digunakan

untuk lebih memudahkan mempelajari reading?

A. Sangat tepat

B. Tepat

C. Biasasaja

D. Tidak tepat

87

88

89

Appendix 14. Biography

Ni Kadek Listiani. She was born in Denpasar, 18th

April 1992. She comes from Karangasem; however, she

has lived in Denpasar when she was child. She has two

sisters; moreover, she is the second child in her family.

Her father is I Wayan Sadra and her mother is Ni Made

Ratep. Her father is an entrepreneur and her mother is a

house wife. She started her education at Kindergarten

TK Widya Kumara Pura Denpasar in 1997-1998, and

then she entered elementary school at SD No 1 Pemecutan for six years. After

that, she continued her study in junior high school at SMP PGRI 5 Denpasar for

three years. Next, she continued her study in senior high school at SMKN 4

Denpasar. She chose Tourism major especially Food and Beverage Department

for three years. Because she preferred English to Food and Beverage Department,

so she continued her study at Mahasaraswati University. She took English

Education of Teacher Training and Education faculty, it is not only her

willingness but also her family, adoptive parents and her boyfriend supported her

in this faculty. On the first semester, she tried to get a job while studying. Then,

she became a reservation staff at Arman Villa Bali. While studying, she was able

to apply the knowledge in the workplace and got the money to pay the school fee

during she was studied at Mahasaraswati University. She hoped after graduating

in Mahasaraswati University, she was able to be an English Teacher.

Documents

IMPROVING READING COMPREHENSION THROUGH THINK …unmas-library.ac.id/wp-content/uploads/2014/05/THESIS.pdf · improving reading comprehension through think pair share at the eighth