CHAPTER II: REVIEW RELATED LITERATURE
E. Conceptual Framework
Student Reading Comprehension Ability LANGUAGE SKILL
SPEAKING
C.A.R READING
I
WRITING LISTENING
READING COMPRHENSION QUALITY
18 CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
This research used a classroom action research design (CAR). In this Classroom Action Research (CAR), the observer used classroom action research principle to collect the data.
The research was divided into two cycles with each cycle consists of four steps: they are: planning, implementation of the action, observation and reflection. It means that if the first cycle failed, the design should continue to the next cycle. It aimed at observing the students’ reading comprehension through Think Pair and Share Method.
In this classroom action research (CAR) there two cycles. In each cycle have four stages those are:
Planning
Action
Observation
Reflection
The activity in this research it had two weeks in for times meeting and then had stages as like that:
Cycle I
Cycle 1 consisted of planning, action, observation, and reflection as follows:
1. Planning
In order to implicate the collaborative classroom action research, the researcher collaborator discuss some preparations such as; preparing the suitable strategy, designing the lesson plan, preparing instructional materials and media and preparing the measurement of students’ success for outcomes.
2. Action
In this activity it had scenario learning process it should based on the story impressions in reading comprehension as like that:
1. The researcher choose a text
2. The researcher gave the reading material and asked the students to read it to help them understand the text.
3. The researcher asked the student to answer the question related types of think pair and share.
4. Finally the researcher collected the student copy passage.
5. Teacher gave an oppurtunity to the other students for answer the question.
6. The researcher gave the question related the information of the text,(main idea). It built the students’ interaction and activeness in teaching and learning process.
7. Then the research gave score using scoring rubric.
20
3. Observation
In this phase, the observer observes:
a. Students’ participation and response during teaching and learning process..
b. Students’ competence in answering exercise.
4. Reflection
After collecting the data, the observer evaluated the teaching learning process. Then do reflection by seeing the result of the observation, whether the teaching learning process of reading by using Think Pair and Share.
Reaches success criteria based on the test result of the first action.
Cycle II
It is almost the same with the cycle 1, cycle 11 also consist of planning, action, observation, and reflection as follows:
1. Planning
In this phase, the observer makes:
a. The lesson plan by applying Think Pair and Share.
b. Instrument evaluation that will be used in Classroom Action Research cycle.
c. Observation sheet.
2. Action
a. The researcher applies Think Pair and Share method.
b. The researcher gave the reading materials and asked the student to read it to help them understand the text.
c. The researcher devided the student into small group.
d. The researcher asked the student to answer question related types of think pair and sharen.
e. Finally the researcher collected the student copy passage.
f. The researcher gave on oppurtinity to each group for answer the question.
g. The researcher gave the question related the information of the text,(main idea). It built the students’ interaction and activeness in teaching and learning process
h. Then the research gave score using scoring rubric.
3. Observation
In this phase, the observer observes:
a. Students’ participation and response during teaching and learning process...
b. Students’ competence in answering exercise.
4. Reflection
After collecting the data, the observer evaluates the teaching learning process. Then do reflection by seeing the result of the observation, whether the teaching learning process of reading by using reading method and Think Pair and Share reaches success criteria based on the test result of the second action.
22
B. Research Variable and Indicator
There are two kinds of variable in this research. They are:
a. The independent variable
Independent variable of this study was the application of “Think Pair and Share method”
b. The dependent variables
The dependent variables consist of literal comprehension (main idea and conclusion)
c. Indicators
The indicator of the study was to measured literal and interpretative comprehension.
- Literal comprehension consisted of understanding main idea, and Conclusion.
C. Research subject
Research subject of this classroom action research was Think Pair and Share at the second grade of Mts Muhammadiyah Maradekaya, Takalar Regency.
The class consisted of 39 students. Those consisted of 20 women and 19 men.
D. Research Instrument
In this research, the researcher uses two instruments for collecting data, as follows:
1. Observation sheet
Observation sheet was used to find out the students’ data about their presence and activeness in teaching and learning process.
2. Reading Test
Test was used to acquire detail information about the students’ prior abiliy and the students’ achievement after the teaching and learning process ends.
.
E. Technique of Data Collection
In this research, the researcher uses two instruments for collecting data, as follows:
1. Observation sheet
Observation sheet is uses to find out the students’ data about their presence and activeness in teaching and learning process.
The assessment of students’ active participation described followed:
No The students’ Active
Participation Score Indicator
1 Very Active 4 Students’ respond to the material very active
2 Active 3 Students’ respond to the material
actively
3 Fairly active 2 Students’ respond to the material just once or twice.
4 Not active 1 Students just sit down during the activity without doing something.
(Sudjana in Suhadirman, 2010:40)
24
2. Reading Test
Test was used to acquire detail information about the students’ prior abiliy and the students’ achievement after the teaching and learning process ends.
The assessment of students’ achievement described followed:
No Criteria Score
1 The meaning and grammar are correct 4 2 The meaning is correct and some errors of grammar 3 3 Some errors of meaning and grammar 2 4 The meaning and grammar are incorrect 1
5 No answer 0
F. Technique of Data Analysis
The data collect from the reading test analyzed quantitatively. The steps are listed as follow:
1. Scoring each the students’ answer by using the following formula:
- = X10
Scoring maksimum: 4
(Sudjana, 2005:43) 2. Calculating the mean score by using the following formula
= ∑ Where:
X = mean
∑X = the sum of the score
N = the total number of the students
Gay (1981:298)
To classify the students’ score, there are seven classifications which are used as followed:
No Classification Score
1.2.
3.4.
5.6.
7
Excellent Very good GoodFairly good FairPoor Very poor
9.6 – 10 8.6 – 9.5 7.6 – 8.5 6.6 – 7.5 5.6 – 6.5 3.6 – 5.5 0 – 3.5
Depdikbud (1994:6) 3. To calculate percentage students’ reading comprehension researcher used this
formula:
P =
P = Rate percentage F = Number of correct N = Number of sample
(Sudjana, 1990:83) 4. To analyzed the students’ participation in research toward the material and
activities in teaching and learning process by checklist.
Percentage the students’ participation through the following formula:
P = FQ x100
4 x N Where:
P = Percentage
FQ = Sum of all the students’ score N = Total students
(Sudjana, 1990)
26
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the finding of the research and discussion that contains of data analysis in detail. The findings of the research cover the result of the data cycle 1 and cycle 2 about students’ reading comprehension and observation result.
A. Findings
After doing analyzing the research, it indicates that there is an improvement of the students’ reading comprehension through Think Pair and Share at the second grade students of MTs Muhammadiyah Maradekaya, Kab Takalar. The findings consisted of diagnostic test, students’ reading comprehension and observation result.
1. The students’ mean score in Literal Comprehension
The application of Think Pair and Share in improving the students’ reading comprehension can be seen on the following table:
Table 1. Students’ mean score in main ideas Non Method Classification The Application of Think Pair
and Share Classification
D-TEST Cycle Mean score
5,2 Poor Cycle I 6,2 Fair
Cycle II 7,08 Fairly good
The table 1 above shows the means score of the students’ main idea. In the students’ reading D-test, the means score is 5,2. Then in the cycle I show that the
means score of students’ reading is 6,2. In the cycle II show that the means score of students’ reading is 7.08.
The research findings from the table above, indicates that there is the improvement of the students’ mean score from cycle I to cycle II, where in cycle I the students’ mean score is 6,2, but after evaluation in cycle II the students’ reading becomes 7,08.
The data above can also be seen in form of diagram below:
0 1 23 4 5 67 8
D-Test Cycle 1 Cycle 2 5,2
6,2 7,08
Mean score
mean score
Graphic 1. Students’ mean score in main idea
The graphic 1 above indicates that the mean score of D-test is 5,2, it is improves to be 6,2 in cycle I, and then, in cycle II, the mean score is 7,08. It indicates that the application of Think Pair and Share is significant in improving the students’
28
reading comprehension at the second grade students of MTs Maradekaya, Kab.
Takalar.
Table 2. Students’ mean score in Conclusion Non Method
Classification The Application of Think
Pair and Share Classification
D-TEST Cycle Mean score
5,7 Poor Cycle I 6,3 Fair
Cycle II 7,6 Fairly good
The table 2 above shows the means score of the students’ reading comprehension. In the students’ reading D-test, the means score is 5,7. Then in the cycle I show that the means score of students’ reading is 6,3. In the cycle II show that the means score of students’ reading is 7,6.
The research findings from the table above, indicates that there is the improvement of the students’ mean score from cycle I to cycle II, where in cycle I the students’ mean score is 6,3, but after evaluation in cycle II the students’ reading becomes 7,6.
The data above can also be seen in form of diagram below:
Graphic 2. Students’ mean score in Conclusion
The graphic 1 above indicates that the mean score of D-test is 5,7, it is improves to be 6,3 in cycle I, and then, in cycle II, the mean score is 7,6. It indicates that the application of Think Pair and Share is significant in improving the students’
reading comprehension at the second grade students of Mts Maradekaya, Kab Takalar.
2. The students’ mean score in Reading Comprehension
The application of Think Pair and Share improroving the students’ reading comprehension can be seen on the following table:
0 2 4 6 8
D-Test Cycle 1 Cycle 2 5,7 6,3
Mean score
7,6mean score
30
Table 3. Students’ mean score in reading comprehension Non Method Classification The Application of Think
Pair and Share Classification
D-TEST Cycle Mean score
5,4 Poor Cycle I 6,2 Fair
Cycle II 7,3 Fairly good
The table 1 above shows the means score of the students’ reading comprehension. In the students’ reading D-test, the means score is 5,4. Then in the cycle I show that the means score of students’ reading is 6,2. In the cycle II show that the means score of students’ reading is 7,3.
The research findings from the table above, indicates that there is the improvement of the students’ mean score from cycle I to cycle II, where in cycle I the students’ mean score is 6,2, but after evaluation in cycle II the students’ reading becomes 7,3.
The data above can also be seen in form of diagram below:
0 1 2 3 4 5 6 7 8
D-Test Cycle 1 Cycle 2
5,4 6,2 7,3
Mean score
D-Test Cycle 1 Cycle 2
Graphic 3. Students’ mean score in reading comprehension
The graphic 1 above indicates that the mean score of D-test is 5,4, it is improves to be 6,2 in cycle I, and then, in cycle II, the mean score is 7,3. It indicates that the application of Think Pair and Share is significant in improving the students’
reading comprehension at the second grade students of MTs Muhammadiyah Maradekaya, Kab. Takalar.
3. Scoring Classification
It has been mentioned in the previous chapter that after tabulating and analyzing the students’ scores into percentage, then they are classified into seven
32
levels based on Depdikbud classification namely: Excellent, Very Good, Good, Fair, Poor, and Very Poor as can be seen in the following tables:
Table 4. Rate percentage and frequency
No Classification Range
MethodNon The Application of Think Pair and Share D-Test Cycle I Cycle II Freq % Fre
q % Fre
q %
1 Excellent 9.6 – 10 0 0 0 0 0 0
2 Very good 8.6 – 9.5 0 0 0 0 0 0
3 Good 7.6 – 8.5 0 0 0 0 9 29
4 Fairly good 6.6 – 7.5 0 0 7 22,5 22 71
5 Fair 5.6 – 6.5 13 42 21 67,8 0 0
6 Poor 3.6 – 5.5 18 58 3 9,7 0 0
7 Very poor 0 – 3.5 0 0 0 0 0 0
Total 31 100 31 100 31 100
The data above can also be shown from the graphic below:
0 5 10 15 20 25
0 0 0 0
13 18
0
0 0 0
7 21
3 0
0 0
9 22
0 0 0
D-Test Cycle 1 Cycle 2
Graphic 4. Rate percentage and frequency
Based on the table and the grafic 4 above, it can show that D-Test there are 13 students (42%) get fair score and 18 students (58%) get poor score. While in the cycle I there are 7 students (22,5%) get fairly good score, 21 students (67,8%) get fairly score, and 3 student (9,7%) gets poor score.
In the cycle II there are no students get excellent, very good, fair, poor and very poor score. There are 9 students (29%) get good score, then 22 students (71%) get fairly good score.
34
B. Discussion
In this part, discussion deals with the interpretation of the findings derived from the result of statistical analysis and the researcher’s notes during the classroom interaction. The description of the data collected through reading test as explained in the previous section shows that the students’ reading comprehension was improved. It was supported by the frequency and the rate percentage of the students’ score in D-Test, cycle 1, and cycle 2.
Before taking a classroom action research through Think Pair and Share, the researcher hold diagnostic test to measure the students’ prior knowledge in English reading. After gave D-Test, the researcher found that the students’ reading ability at the second grade of MTs Muhammadiyah Maradekaya, Kab. Takalar. Was poor, but it still must be improved. The D-Test’s score was: 13 students (42%) get score in fair classification, and 18 students (58%) get score in poor classification.
The mean score was 5,2.
In cycle 1, there are 7 students (22,5%) get score in fairly good classification, 21 students (67,8%) get score in Fairly, and 3 students (9,7%) get score in poor classification. There are not students are scored into Excellent, Very Good, good and Very Poor classifications. On the contrary, in cycle 2, 9 students (29%) are classified as good, and 22 students (71%) classified as Fairly Good . None of the students are categorized as Excellent, Very good, fair, Poor and Very Poor.
According to Harmer, main idea is the most important piece of information the authors wants you to know a bout the concept of that paragraph. The student is required to provide the main idea, general significance, theme, or moral which is not explicitly stated in the selection. (Such questions may pertain to part of a selection). The mean score of the students’ literal comprehension (main idea) in cycle 1 is 6,2 and classified as fair. While the mean score in cycle 2 is 7,08 and classified as Fairly Good. It means that the students’ reading comprehension improved through use Think Pair and Share. The mean score of the students’
literal comprehension (Conclusion) in cycle 1 is 6,3 and classified as fair. While the mean score in cycle 2 is 7,6 and classified as Fairly Good. It means that the students’ reading comprehension improved through use Think Pair and Share.
According to Clymer (1968) reading comprehension is reading in order to find information which is not explicitly stated in the passage. To make a complete inference, the reader must read the passage carefully, put ideas and facts together to draw a conclusion then inference it by using their experience and intuition. The mean score of the students’ reading comprehension in cycle 1 was 6.2 and classified as Fair. While the mean score in cycle 2 was 7,3 and classified as Fairly Good. It means that the students’ reading comprehension improved significantly through use Think Pair and Share.
36
Based on the discussion above, we can know that there was different result between cycle 1 and cycle 2 in teaching reading through Think Pair and Share.
The researcher may say that teaching reading through Think Pair and Share is a good way to improving the students’ reading comprehension.
36 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion based on the finding discussion of the data analysis.
A. Conclusions
Based on the research findings and discussions in the previous chapter, the following conclusions are presented:
a. Using Think Pair and Share is able to improve the students’ literal comprehension (main idea) at class VIII A. It was proved by the students’
achievement in cycle II was is greater than cycle I and D-Test where in cycle I the students’ mean score literal comprehension becomes 6,2, cycle II 7,08 and before diagnostic test is 5,2.
b. Using Think Pair and Share is able to improve the students’ conclusion it was proved by the students’ achievement in cycle II is higher than cycle I.
Where the cycle I mean score is 6,3 and after evaluation in cycle II the students’ Conclusion become 7,6 and before diagnostic test is 5,7.
c. Using Think Pair and Share is able to improve the students’ reading comprehension it was proved by the students’ achievement in in cycle II is higher than cycle I. Where the cycle I mean score is 6.2, after evaluation in cycle II the students’ conclusion become 7.33 and before diagnostic test is 5.,4.
37
d. Using Think Pair and Share is able to make the students more active in learning process, especially in reading activities.
e. The process of the teaching and learning runs well during the classroom action research at class VIII A because the students are spirit and enjoy studying English. Besides that, the researcher also got full support by the teachers.
B. Suggestions
In relation to the reading comprehension in terms of literal reading comprehension and Conclusion in this thesis, the researcher would like to give some suggestions to the students (learners), the English teacher and the next researchers as follows:
1. For the Students
Students need practice and learn more not only in the informal education, but also the formal education to improvement their reading comprehension .
2. For the English Teacher
a. The application of Think Pair and Share can improvement the students’
reading comprehension in terms of literal comprehension on word meaning with main idea at class VIII A of MTs Muhammadiyah Maradekaya kab.Takalar Regency. So it is strongly suggested to be applied in teaching reading in the classroom in order to increase the students’ reading comprehension.
3. For the Next Researchers
a. To improvement the students’ reading comprehension generally, there are many cases which must be improved such as: literal reading comprehension, Think pair and share and the other technique, strategy, and method. But in this research, the researcher focused attention on improvement the students’ Think pair and Share. So for the next researcher, they can take the other case of reading to be improved neither they use this method nor other methods. But it is better to use this strategy in order to know the improving students’ reading comprehension with different discussions.
A. Diagnostic Test
Tangkubang Perahu
Mount Tangkubang Perrahu lies 29 kilometers from Bandung. It is very beautiful mountain. The scenery is very wonderful with many kinds of green trees. Many domestic tourists and foreign tourists visit their holidays. They can go there by car or motor-cycle.
The mountain has ten craters and the most famous ones are” ratu crater, up crater, and domes crater. We will be happy if will be happy if we get there. When we get to the top of the mountain we can see the craters. The craters look dangerous but they are not.
We can enjoy good scenery there. The weather is also very cold but we are happy to enjoy it. The sky is bright every time.
Last week I went to the mountain with my friends. He appeared surprised when we reached the craters. After reaching there we felt tired. We felt hungry, too. So, we ate some food that we brought. After eating we did many activities such as walking around the area, watching the beautiful scenery, sitting under the trees and watching much kind of flowers. We were very happy.
From: Book English New Permata. Hal 25
Answer the following question based on the text above!
Task I: Make conclusion and main idea about Tangkubang Perahu!
Answer key:
Task I: Tangkubang perahu it is very beautiful mountain, the scenery is very wonderful with many kind of green trees many domestic tourists visit there in their holiday.